Embed Size (px)
Citation preview
1
2
CONTROL SHEET
Project title E-‐learning Environment for Fair Trade Entrepreneurs / EFTE
Programme Lifelong Learning Programme
Project n° 543245-‐LLP-‐1-‐2013-‐1-‐IT-‐KA3-‐KA3MP
Work-‐Package WP1
Deliverable D1.1: SWOT analysis – Background Mapping D1.2: Framework for matching the demand and supply of FT practitioners
Authors Micol Arena, Stefano Toma, Eleonora Dal Zotto
Contact details [email protected]
Contributors Partners
Contractual Date of Delivery M9
Actual date of Delivery 8th of September 2014 (first version), March 20, 2015 (final version)
Abstract
This document presents the first stage of Fair Share Project: the results of the Background Mapping, composed by desk research, empirical surveys and case studies, and the SWOT analysis on its findings, performed in cooperation with the project partners.
Approval Status: Validated
Method of Distribution: Public (web)
Peer Reviewer (date) David Drabble and Cristina Castellanos (20th March 2015)
Document Log
Version Date Comment Author
0.0 8.08.2014 Draft document before the Espoo SC EDZ, MA, ST
1.0 8.09.2014 Internal QA review EDZ, MA, ST
1.1 25.11.2014 Restructure of the document SF, MA
1.2 21.01.2015 Implementation of recommendations MA
2 20.03.2015 Quality assurance DD, CCS
3
Index ABOUT FAIR SHARE ................................................................................................................................. 5
INTRODUCTION ...................................................................................................................................... 6
GLOSSARY ............................................................................................................................................... 7
ACRONYMS ......................................................................................... Errore. Il segnalibro non è definito.
SECTION 1: BACKGROUND MAPPING FOR FAIR TRADE CONTEXT AND TRAINING .................................. 11
CHAPTER 1 – FAIR TRADE AND SOCIAL ECONOMY ORGANISATIONS: DEFINITIONS, FACTS, FIGURES AND STAKEHOLDERS ..................................................................................................................................... 11
1.1. Social Economy .................................................................................................................................. 11
1.2. Fair Trade as a key experience of Social Enterprise ........................................................................... 14
1.2.1. Core Principles of Fair Trade ....................................................................................................... 14
1.2.2. History of the Fair Trade movement. .......................................................................................... 15
1.2.3. Fair Trade Today ......................................................................................................................... 18
1.2.4. Organisational models for Fair Trade ......................................................................................... 18
1.2.5. Evolution of sales ........................................................................................................................ 20
1.3. Key Stakeholders ............................................................................................................................... 21
1.3.1. Identification of the key stakeholders ........................................................................................ 21
1.3.2. Prioritization of Stakeholders ..................................................................................................... 23
CHAPTER 2 – FAIR TRADE OPERATORS TRAINING NEEDS ANALYSIS ....................................................... 28
2.1. Introduction ....................................................................................................................................... 28
2.2. Fair Trade Organizations current training system and training needs to be satisfied ....................... 30
2.2.1. Introduction ................................................................................................................................ 30
2.2.2. Key findings per topic ................................................................................................................. 30
2.3. Case studies ...................................................................................................................................... 33
2.3.1. Introduction ................................................................................................................................ 33
2.3.2. Académie des entrepreneurs sociaux – Belgium ........................................................................ 33
2.3.3. CTM – Altromercato – Italy ......................................................................................................... 36
2.3.4. Fair Trade International Symposium – UK, WFTO ASIA -‐ Thailand ............................................. 38
2.3.5. The House of Fair Trade, Fairtrade Sweden – Sweden ............................................................... 40
2.3.6. Italian FTOs member of AGICES .................................................................................................. 42
2.4. Conclusions ........................................................................................................................................ 44
CHAPTER 3 – EXISTING PRACTICES OF FT AND SE IN EDUCATION ........................................................... 47
3.1. Introduction ....................................................................................................................................... 47
3.2. Involving Schools in the fieLd research ......................................... Errore. Il segnalibro non è definito.
3.3. Mapping of FT and SE programs in EU universities ........................................................................... 52
3.4. Conclusions ........................................................................................................................................ 56
SECTION 2: SCENARIO TO DEVELOP THE FAIRSHARE E-‐LERANING TRAINING MODULES ........................ 58
CHAPTER 4 – SWOT ANALYSIS ............................................................................................................... 58
4
4.1. Introduction ....................................................................................................................................... 58
4.2. SWOT analysis .................................................................................................................................... 58
4.3. Conclusions ........................................................................................................................................ 60
KEY FINDINGS AND RECOMMENDATIONS ............................................................................................. 61
ANNEX 1. METHODOLOGY .................................................................................................................... 62
FTO current training system and training needs to be satisfied: online questionnaires .......................... 62
Case studies : FTOs .................................................................................................................................. 63
Involving schools: online questionnaire ................................................................................................... 65
APPENDIX 1: QUESTIONNAIRE ON SEOS AND FTOS EXISTING TRAINING STRATEGIES ............................ 67
APPENDIX 2: FTOS AND SEOS TRAINING NEEDS QUESTIONNAIRE ......................................................... 71
APPENDIX 3: SCHOOLS QUESTIONNAIRE ............................................................................................... 78
5
ABOUT FAIR SHARE
The Fair Share project aims to support Fair Trade initiatives by providing Fair Trade entrepreneurs with a tailor-‐made training programme that meets their needs in terms of capacity building. The objective is to develop Fair Trade entrepreneurs’ abilities to run and manage their businesses on the various dimensions that define a Fair Trade enterprise: the identity, the social and economic component and the organisational and governance structure. The Fair Share project works in successive steps to design the training programme and make it relevant to Fair Trade entrepreneurs’ needs and expectations. A mapping of existing training dedicated to Fair Trade and/or social entrepreneurs, and the identification of training needs and expectations the first step that will help design an original and relevant training programme. The second step consists of the development of the training content and of an innovative and interactive e-‐learning environment, which will be tested in real-‐life conditions in the third step. The next steps concern the validation, dissemination and impact assessment of the learning outcomes and the e-‐learning programme as a whole. The Fair Share project, and particularly the e-‐learning program and platform, are targeting the Fair Trade entrepreneurs in priority, but they also intend to reach other audiences such as social entrepreneurs, teachers, schools, universities, etc. For more information visit: www.fairshareproject.eu
6
INTRODUCTION
This report presents the results of the background analysis assessing the current situation in terms of training of Fair Trade organisations (FTOs) and Fair Trade (FT) worldshops within the Social Economy in Europe, with special focus on Italy, Spain, Belgium, United Kingdom and Finland. This background report provides a basis for understanding the situation in several EU countries with a combined academic and practitioner views. The results serve both to create a common understanding of fair-‐trading as social entrepreneurship and to present a training SWOT analysis of the sector, which has been the basis for the development of the Fair Share e-‐learning environment. Its practical purpose aims at supporting further development of the training approach in the Fair Trade movement. It is structured as follows: Section 1 presents the context and practices according to the academic and practitioner perspectives. It covers the following aspects.
• Chapter 1 (Overview of Fair Trade – facts and figures and key stakeholders) defines the working context of Fair Trade within the wider Social Economy framework and identifies relevant local stakeholders that are important for the success of the project activities. It is based on the desk research and the focus groups results, which have been organised in each piloting country.
• Chapter 2 (Fair Trade operators training needs analysis) gives an insight into the current needs and demands of the FT operators within the pilot countries – especially in the field of vocational education. It also outlines relevant good practices, as examples of training for FT operators. It is primarily based on the qualitative survey conducted among various stakeholders and on the best-‐practice collection.
• Chapter 3 (existing practices of FT and SE in education) maps existing practices of FT and SE in education. This is based on a second survey and on a mapping at European level.
Section 2 presents the consortium understanding on this situation and how it relates to the development of the Fair Share online training modules, based on a SWOT analysis and further debate and analysis in the light of other project reports (see Competence Framework and Pedagogical Model).
The report concludes with the main findings.
An annex describing the methodology and three appendixes with the research tools (questionnaires) close this document.
7
GLOSSARY Child labour Fairtrade defines child labour as all work performed by children under
the age of 18.
Fairtrade differentiates between the employment of children below the age of 15 by the producer and members of producer organizations, and children helping out on family farms. Children sometimes carry out small tasks, which could be beneficial to their development, such as learning a skill, having a responsibility, and/or contributing to their or their families' well-‐being or income. However, if children are helping out on family farms, Fairtrade requires that they do so only if they work after school or during holidays, the work they do is appropriate for their age, they do not work long hours and/or under dangerous or exploitative conditions, and are supervised and guided by an adult family member. Fairtrade standards on child labour are based on the International Labour Organization (ILO) Convention 182 concerning the worst forms of child labour and ILO Convention 138 concerning minimum working age.
Civil society Civil society is the space between the state, the market and the ordinary household, in which people can debate and tackle action. By this definition, civil society includes charities; voluntary and community organisations, faith groups, non-‐governmental organisations and trade unions.
European Fair Trade Association (EFTA)
EFTA (the European Fair Trade Association) is an association of ten Fair Trade importers in nine European countries (Austria, Belgium, France, Germany, Italy, The Netherlands, Spain, Switzerland and the United Kingdom). The aim of EFTA is to facilitate the exchange of information and networking and to create conditions for labour division and joint projects. It maintains a database, called Fairdata, which contains details on suppliers and their products.
Fair Trade (FT) The term Fair Trade defines a trading partnership, based on dialogue, transparency and respect, that seeks greater equity in international trade. It contributes to sustainable development by offering better trading conditions to, and securing the rights of, marginalized producers and workers – especially in developing countries.
Fairtrade Fairtrade is used to denote the product certification system operated by Fairtrade International (FLO).
Fairtrade International (FLO) Fairtrade International is a multi-‐stakeholder, non-‐profit organization focusing on the empowerment of producers and workers in developing countries through trade. FLO provides leadership, tools and services needed to connect producers and consumers, promote fairer trading conditions and work towards sustainable livelihoods.
Fair Trade organization (FTO) A Fair Trade organization has Fair Trade as part of its mission and at the core of its objectives and activities. Fair Trade organizations follow the Fair Trade principles. They are actively engaged in supporting producers, trading, raising awareness of Fair Trade issues and advocating the integration of Fair Trade principles into all international trade practices.
8
Examples of Fair Trade organizations are Asha Handicrafts Association (India), Undugu Fair Trade Limited (Kenya), Oxfam and Traidcraft (Europe).
Fair Trade label/ Fairtrade label
A Fair Trade label means any recognized Fair Trade product or organizational certification label referring to the relevant Fair Trade standard.
A Fairtrade label means any product certification label owned by FLO that is used to denote compliance with the Fairtrade Standards.
Fairtrade Minimum Price (FMP)
The Fairtrade Minimum Price (where it exists) is the minimum price that must be paid by buyers to producers for a product to become certified against the Fairtrade Standards. The FMP is a floor price that covers producers' average costs of production and allows them access to their product markets. The FMP represents a formal safety net that protects producers from being forced to sell their products at too low a price when the market price is below the FMP. It is therefore the lowest possible price that the Fairtrade payer may pay to the producer.
Fair Trade movement The Fair Trade movement is the combined efforts of Fair Trade organizations, campaigners and businesses to promote and activate the Fair Trade principles of empowering producers, making trade more fair and sustainable livelihoods.
Fairtrade Premium Fairtrade Premium is an amount paid to producers in addition to the payment for their products. The use of the Fairtrade Premium is restricted to investment in the producers’ business, livelihood and community (for a small producer organization or contract production set-‐up) or to the socioeconomic development of the workers and their community (for a hired labour situation). Its specific use is democratically decided by the producers.
Fairtrade price Fairtrade price means the total price paid to producers and includes the Fairtrade Minimum Price (or relevant market price where applicable) and the Fairtrade Premium.
Fair Trade principles The Fair Trade principles (five principles) were developed by FLO and WFTO (2008) as a common understanding of the basic principles of fair trading. They are defined within the 'Charter of Fair Trade Principles' and are approved by the Board of FLO and the General Assembly of WFTO.
Fair Trade producer A Fair Trade producer is a producer organization complying with Fair Trade standards.
Forced labour The term forced labour describes work or services undertaken by a person under duress or threat, in circumstances where the person has not offered him/herself voluntarily.
Freedom of association The term freedom of association describes the right of all workers to join or form an organization of their own choosing without prior authorization from their employer or public authorities.
Fair Trade Advocacy Office (FTAO)
The FTAO is a joint initiative of Fairtrade International, the European Fair Trade Association and the World Fair Trade Organization-‐Europe. It is a
9
legally-‐independent foundation with a clear mandate to advocate for EU policies in support of Fair Trade and Trade Justice and to strengthen the Fair Trade networks and their members’ capacities to interact and have an on-‐going dialogue with the EU Institutions
International Labour Organization (ILO)
The International Labour Organization is the international organization responsible for drawing up and overseeing international labour standards. The main aims of the ILO are to promote rights at work, to encourage decent employment opportunities, to enhance social protection and to strengthen dialogue on work-‐related issues. An International Labour Convention has the force of international law. States that ratify the convention are required to incorporate its principles into national law and to ensure the implementation of the law.
Mutuals Businesses owned by their members. The term has more recently been used to cover a range of organisational forms including co-‐operatives, employee-‐owned businesses and social enterprises.
Non Profit Terms used to describe companies, which may well make a profit, but do not distribute this profit to shareholders. They instead reinvest this money to further their social aims.
Pre-‐financing The practice of providing funding in advance of delivery or receipt of a product is known as pre-‐financing.
Traceability The ability to identify and trace the history, location, use and processing of products and materials is known as traceability.
Social Economy (SE) The social economy refers to a wider range of organizations, located between the public sector and the for-‐profit business sector, guided by the following principles: placing service to its members or to the community ahead of profit; autonomous management; a democratic decision-‐making process; the primacy of people and work over capital in the distribution of revenues; emphasis on solidarity and sustainable development as guiding values.
World Fair Trade Organization (WFTO)
The World Fair Trade Organization is a global network of Fair Trade organizations and WFTO associates representing the supply chain from producer to retailer.
WFTO monitoring system The WFTO monitoring system is based on biennial self-‐assessments, peer reviews and external verification. It gives the WFTO member insight into its level of compliance with the WFTO Fair Trade principles and its development over the years. The system invites WFTO members to take measures to improve their level of compliance and gives information to WFTO global and regional offices on services to develop to support members in their efforts to improve.
Workers The term “workers” usually describes field workers, artisans or other workers including migrant, temporary, seasonal, sub-‐contracted and permanent workers, and all other hired labour personnel. The term, however, is limited to personnel who are entitled to join unions and therefore normally excludes middle and senior management.
10
11
SECTION 1: BACKGROUND MAPPING FOR FAIR TRADE CONTEXT AND TRAINING This section has three chapters: the general context of the Social Economy and Fair Trade is presented in the first chapter, the training needs in the FT sector from the practitioner perspective (informal or vocational education) is outlined in chapter 2, and the formal education perspective (schools and universities) is explored in chapter 3.
CHAPTER 1 – FAIR TRADE AND SOCIAL ECONOMY ORGANISATIONS: DEFINITIONS, FACTS, FIGURES AND STAKEHOLDERS
This chapter provides an overall view on the Social Economy. It is followed by detailed contextual information on the Fair Trade sector and ends by mapping the main FT stakeholders.
1.1. Social Economy
Why training in Social Economy and Fair Trade is a relevant research topic
The Social Economy (SE) including cooperatives, non-‐profit associations, foundations and social enterprises, provides a wide range of products and services across Europe and generates over 6 million jobs which privilege social benefit over profit1 (). The Fair Trade movement is a part of the SE with stronger market-‐oriented characteristics.
The SE generates social capital, bonds that bring people together and the ability to resolve issues cooperatively2). The Center for Advancement of Social Entrepreneurship at Duke University defines SE as “an approach to creating social value that embraces the fundamental principles of entrepreneurship” which tries to satisfy unmet needs in time of austerity and a weakened welfare system, giving opportunities to innovative entrepreneurs to consolidate virtuous economic circles that can sustain themselves in the free, single market through public and private investment3].
While the majority of on-‐going VET programmes are sector-‐based, three main gaps are found in the FT sector. First, the European and/or international perspectives needed in the FT sector are not systematically covered. Second, they often lack an integrated or holistic approach which reflects the overall social and economic framework in which FT organisations operate. Finally, there is often a gap between academics and practitioners in the field of the social economy. Research often remains academic and their findings do not totally reflect the work of practitioners thus failing to combine theory and practice. Although there is a lot of material particularly for non-‐profit organizations on social management and fundraising, on the one hand, and on business administration for the traditional co-‐operative sector on the other, there are no specific pedagogical materials about enterprise strategies and instruments for the Social Economy embedded in the FT sector all around Europe.
Social Economy: definition and figures Before looking in more detail at Fair Trade we set out the broader context for the sector in which Fair Trade finds itself: the social economy. This is a broad sector with its roots in the industrial revolution, formed in response of employee insecurity, irresponsible employers and deep social changes:
1 EU Ent & Trade, CIRIEC 2012 2 (Putnam 00 3 [EESC 2012
12
“The term “social economy” first appeared at the beginning of the 19th century in France. It was, nevertheless, only at the beginning of the 20th century that it began to be employed to indicate various entities aimed at improving collective working conditions and individual lives. This concept is now also used by Anglo-‐Saxon countries to refer to the production of goods and services provided not solely by the non-‐profit sector, but also, in some cases, by private enterprises with shareholder agreements that force the majority of shareholders to agree to social objectives undertaken by the firm. Among the organisations belonging to the social economy, one can find associations, co-‐operatives, mutual organisations and foundations. This type of economy is essentially regulated by the stakeholder principle, which stands in stark contrast to the notion of shareholder capitalism. The “social economy” is a broader concept than the non-‐profit sector, as it is less strictly bound to the non-‐distributional constraint, according to which organisations cannot legally redistribute their surplus to their owners.”4
With such a broad category it is inevitable that the Social Economy is an essentially contested concept which differs according to geography, discipline and practitioner perspective. In spite of this,
“There seems to be a broad consensus on the general meaning of the social economy in the countries and regions where the term is used, i.e., in Latin Europe, Scandinavia, Canada, UK and many other parts of the world. When it comes to circumscribing the field of the social economy, however, there are diverging interpretations. We can particularly highlight the distinction between one broad and several narrower views of the social economy. In a broad perspective, the social economy is referred to as the “Third Sector” that is located between the state and the private “for-‐profit” world. This third sector encompasses a broad range of organizations, including all types of nonprofit organizations (nonprofit hospitals, schools, museums, sport clubs, NGOs, etc.), cooperatives, mutuals and foundations. Although these organizations do not necessarily recognize themselves as “social economy” organizations (but rather, for instance, as a “hospital” or a “museum”), they share the four previously mentioned criteria in common.
“In a narrow sense, however, the social economy is sometimes restricted to a range of sectors in which the organizations generally do recognize themselves as belonging to the social economy. In such a context, the term “social economy” is used to designate the nonprofit, cooperative and mutual organizations engaged in a commercial, market-‐based activity (“economy” being restricted to the production of goods and services that can be exchanged on the market). Chavez and Monzón (2007) refer to this as the “market or business sub-‐sector of the social economy”. Market-‐oriented actors often share this narrower view and are reluctant to be included in the same category as “non-‐market” organizations such as NGOs and social action associations, but the narrowing may also be caused or reinforced by public authorities.5”
As the term non-‐profit is too restrictive for this sector, recently in European literature the concept of “third sector” has been used as a synonym of ’social economy‘: “The term was chosen to reflect the idea that the sector assembles these otherwise disjointed entities, and that it sits between the public and private sectors and follows unique social goals and internal organisational rules6.”
Within the third sector (SE) a number of important movements exist. One of these is the solidarity economy which sometimes doubles as a synonym for the SE but refers more specifically to emergent, experimental paths to strengthen civil and economic development:
“The idea of the solidarity economy is mainly used in France and Canada (Quebec), and is also widespread in Latin America. It has different meanings according to the geographical context in which it is used: in the South American context, it mainly refers to Fair Trade and the popular economy, in Quebec it is linked to cooperatives, non-‐profit enterprises as well as to community
4 Noya A., Clarence E. The Social Economy -‐ building inclusive economies (OECD) 2007 5 Huybrechts, 2012 6 OECD
13
economic development (Mouvement Économique Communautaire) and in Europe to solidarity initiatives, mainly, but not exclusively, in the proximity services. Sometimes the term is used in association with the term social economy (as in Quebec) and sometimes in opposition to it, notably where the social economy is seen as composed of established organisations, while the solidarity economy mainly refers to non-‐established citizens’ initiatives aimed at experimenting with new paths of economic development. In the European context, examples such as the Fair Trade movement are developing inside the sector, together with innovative forms of financial/non monetary-‐exchanges based on reciprocity.”7
From the practitioner perspective, the social economy is less of an issue, and organisations such as Social Economy Europe emphasise the similarities and overall thrust of the sector – to address today’s challenges – rather than what divides them:
“The organisations of the social economy are economic and social actors active in all sectors. […] These enterprises are particularly active in certain fields such as social protection, social services, health, banking, insurance, agricultural production, consumer affairs, associative work, craft trades, housing, supply, neighbourhood services, education and training, and the area of culture, sport and leisure activities. New initiatives are being developed to meet today’s new challenges (sustainable development, increasing lack of involvement on the part of public services, social integration, solidarity between generations).”8
Social Economy Europe found many commonalities in the sectors and has identified seven frequent features that constitute the shared characteristics of the social economy:
• The primacy of the individual and the social objective over capital; • Voluntary and open membership; • Democratic control by the membership; • The combination of the interests of members/users and/or the general interest; • The defence and application of the principle of solidarity and responsibility; • Autonomous management and independence from public authorities, and; • The essential surplus is used to carry out sustainable development objectives, services of interest
to members or of general interest9.
This description combines a legal interpretation with a normative approach that points out principles and ideals shared by these organisations. The academic explanation of the Social Economy finds that the sector as whole aims “to provide services to its members or to a wider community, and not serve as a tool in the service of capital investment […]. The generation of a surplus is therefore a means to providing a service, not the main driving force behind the economic activity”10 Whilst not sharing the overall vision of voluntarism, democracy, membership and autonomy, this definition holds the same basic vision for the sector to be social objectives above capital accumulation.
This review was only partial and brief but it is clear that given the breadth of countries and number of organisations the definition of the Social Economy is contested and varies according to the context. Whilst ultimately futile given the term’s umbrella usage, defining the Social Economy is a crucial issue in panel discussions, among many kinds of organisations, public authorities and researchers because, whilst this happened in a haphazard manner, the sector has flourished in recent years.
7 Noya A., Clarence E. The Social Economy -‐ building inclusive economies (OECD) 2007 8 Social Economy Europe Social Economy charter Brussels, 10 April 2002 9 Ibid 10 Defourny, J.; Develtere, P.; Fonteneau, B. Social Economy north and south (2000) with the collaboration of Sophie Adam, Katolieke Universiteit Leuven -‐ Hoger Instituut Voor der arbeid (HIVA) -‐ Université de Liège -‐ Centre d’economie sociale
14
Economic figures show that the SE has become a substantial part of the world economy. At European level, it represents 10 percent of all businesses: 2 million businesses and more than 20 million workers. In Spain, for instance, 51,500 enterprises and organisations are a part of the Social Economy and more than 10,700,000 people are linked to the Social Economy. In France, it consists of 760,000 businesses and almost 2 million salaried employees.11 In Italy, if only considering non-‐profit organisations, there are about 301,191 entities, with 28 percent increase in the last 10 years, employing 681,000 persons and cooperating with 271,000 external collaborators and 5,000 temporary workers.12
The social economy is therefore an essential part of organised civil society, providing stronger participation, more democracy and more solidarity: “The success of enterprises in the social economy cannot be measured solely in terms of economic performance, which is nonetheless necessary to the achievement of their goals as mutual societies and in terms of solidarity, but must above all be gauged by their contributions in terms of solidarity, social cohesion and territorial ties.”13 Within these fast flowing movements, Fairtrade is a relatively steady current and is mapped in detail below. Trade
1.2. FAIR TRADE AS A KEY EXPERIENCE OF SOCIAL ENTERPRISE In the general field of the Social Economy, a particular case-‐study related to business matters is represented by Fair Trade organisations (FTOs). While many Social Economy enterprises are used to having close collaborations with public bodies and public authorities in the continental European tradition, FTOs are mainly committed to the market sector and therefore need more skills in order to manage their business in a sustainable and profitable way. This type of social economy organisation is more embedded in the Anglo-‐Saxon tradition, which is also market-‐oriented. In this regard, organisations are non-‐profit oriented, but with strategies to be self-‐sustainable depending on their own incomes.
As previously mentioned for the SE, there is no universally agreed definition for Fair Trade either, however in this report we are making reference to the following definition:
“Fair Trade is a trading partnership, based on dialogue, transparency and respect, that seeks greater equity in the international trade. It contributes to sustainable development by offering better trading conditions to, and securing the rights of, marginalized producers and workers – especially in the South." 14
1.2.1. Core Principles of Fair Trade
The principles of Fair Trade are based on the practical and shared experience of Fair Trade Organizations over many years and reflect the diversity of Fair Trade relationships. The most important of these are unique to Fair Trade and are integral to its developmental objectives. These include:
• Market access for marginalised producers • Sustainable and equitable trading relationships • Capacity building and empowerment • Consumer awareness raising and advocacy15
Application of these core principles depends on a commitment to a long-‐term trading partnership with producers based on dialogue, transparency and respect.
11 Figures from Social Economy Europe http://www.socialeconomy.eu.org/ 12 ISTAT 9° Census on Industry, Services and Non-‐profit Organisations (2012) 13 Social Economy Europe (2002) 14 World Fair Trade Organization and Fairtrade Labelling Organizations International. A CHARTER OF FAIR TRADE PRINCIPLES 2009. 15 World Fair Trade Organization and Fairtrade Labelling Organizations International. A CHARTER OF FAIR TRADE PRINCIPLES 2009
15
Fair Trade transactions exist within an implicit ‘social contract’ in which buyers (including final consumers) agree to do more than is expected by the conventional market, such as paying fair prices, providing pre-‐finance and offering support for capacity building. In return for this, producers use the benefits of Fair Trade to improve their social and economic conditions, especially among the most disadvantaged members of their organisation. In this way, Fair Trade is not charity but a partnership for change and development through trade.
1.2.2. History of the Fair Trade movement16.
The Fair Trade movement started in the United States, where Ten Thousand Villages (formerly Self Help Crafts) began buying needlework from Puerto Rico in 1946, and SERRV began to trade with poor communities in the South in the late 1940s. The first formal ‘Fair Trade’ shop, which sold these and other items, opened in 1958 in the USA.
The earliest traces of Fair Trade in Europe date from the late 1950s when Oxfam UK started to sell crafts made by Chinese refugees in Oxfam shops. In 1964 it created the first Fair Trade Organization. Parallel initiatives were taking place in the Netherlands and in 1967 the importing organization, Fair Trade Original, was established.
At the same time, Dutch ‘third world’ groups began to sell cane sugar with the message ’by buying cane sugar you give people in poor countries a place in the sun of prosperity’. These groups went on to sell handicrafts from the South, and in 1969 the first ’Third World Shop opened. World Shops, or Fair Trade shops as they are called in other parts in the world, have played (and still play) a crucial role in the Fair Trade movement. They constitute not only points of sales but are also very active in campaigning and awareness-‐raising.
During the 1960s and 1970s, Non-‐Governmental Organizations (NGOs) and socially motivated individuals in many countries in Asia, Africa and Latin America perceived the need for fair marketing organizations, which would provide advice, assistance and support to disadvantaged producers. Many such Southern Fair Trade Organizations were established, and links were made with the new organizations in the North. These relationships were based on partnership, dialogue, transparency and respect. The goal was greater equity in international trade.
Parallel to this citizen movement, the developing countries were addressing international political fora such as the second UNCTAD conference (United Nations Conference on Trade and Development) in Delhi in 1968, to communicate the message ’Trade not Aid’. This approach put the emphasis on the establishment of equitable trade relations with the South, instead of seeing the North appropriate all the benefits and only returning a small part of these benefits in the form of development aid.
The growth of Fair Trade (or alternative trade as it was called in early days) from the late 60s onwards has been associated primarily with development trade. It grew as a response to poverty and sometimes disaster in the South and focused on the marketing of craft products. Its founders were often the large development (and sometimes religious) agencies in European countries. These NGOs, working with their counterparts in countries in the South, assisted to establish Southern Fair Trade Organizations that organize producers and production, provide social services to producers, and export to the North. Alongside the development trade there was also a branch of solidarity trade. Organizations were set up to import goods from progressive countries in the South that were both politically and economically marginalised.
16 The content on the history of Fair Trade has been taken from Marlike Kocken, Sixty Years of Fair Trade (25 July 2011 WFTO) available at http://wfto-‐europe.org/sixty-‐years-‐of-‐fair-‐trade/.
16
In the beginning, Fair Trade Organizations traded mostly with handcrafts producers, mainly because of their contacts with missionaries. Often, crafts provide supplementary income to families; they are of crucial importance to households headed by women who have limited employment opportunities. Most Northern Fair Trade Organizations focused on buying these crafts and sold them through World Shops. The market for crafts through these World shops was wide open and for many Fair Trade Organizations sales grew and grew.
In 1973, Fair Trade Original in the Netherlands, imported the first ’fairly traded‘ coffee from cooperatives of small farmers in Guatemala. Now, more than 30 years later, ‘fair coffee’ has become a recognisable concept. Meanwhile hundreds of thousands of coffee farmers have benefited from Fair Trade in coffee. And in Europe more and more consumers drink fair coffee. Right now between 25 to 50 percent of turnover of Northern Fair Trade Organizations comes from this product.
After coffee, the food range was expanded and it now includes products like tea, cocoa, sugar, wine, fruit juices, nuts, spices, rice, and others. Food products enable Fair Trade Organizations to open new markets, such as institutional markets, supermarkets and bio shops. In addition to these food products, other non-‐food products such as flowers and cotton have been added to the Fair Trade portfolio.
From the mid-‐70s, Fair Trade Organizations worldwide began to meet informally in conferences every couple of years. By the mid-‐1980s there was a desire to come together more formally. The European Fair Trade Association (EFTA, an association of the 11 largest importing organisations in Europe) was created in 1987 and the International Fair Trade Association (IFAT), now the World Fair Trade Organization (WFTO), in 1989. The organizations that are part of WFTO vary greatly. They represent the whole chain from producer to sale and also include support organizations such as Shared Interest, which provides financial services and support to produces.
Networking between Fair Trade Organizations is crucial to their success. All over the world, networks have been established. Regional networks include the WFTO Asia (formerly Asia Fair Trade Forum -‐ AFTF), Co-‐operation for Fair Trade in Africa (COFTA), WFTO Latin America (formerly the Association Latino Americana de Commercio Justo -‐ IFAT LA) and WFTO Europe (formerly -‐ IFAT Europe). National networks include Ecota Fair Trade Forum in Bangladesh, Fair Trade Group Nepal, Associated Partners for Fairer Trade Philippines, Fair Trade Forum India, Kenya Federation for Alternative Trade (KEFAT), etc. FLO, WFTO, NEWS! and EFTA started to meet in 1998 with the aim to enable these networks and their members to cooperate on important areas of work, such as advocacy and campaigning, standards and monitoring of Fair Trade.
From the beginning, the Fair Trade movement aimed to raise awareness among consumers of the problems caused by conventional trade, and to introduce changes to its rules. The sale of products always went alongside with information on the production, producers and their conditions of living. It has become the role of World / Fair Trade Shops to mobilise consumers to participate in campaigning activities for more global justice.
The first European World Shops conference took place in 1984. This conference set the beginning of close cooperation between volunteers working in World Shops from all over Europe. The Network of European World Shops (NEWS!) was formally established in 1994 and now represents approximately 3.000 World Shops in close to 20 European countries. NEWS! coordinates European campaigning activities and stimulates the exchange of information and experiences about development of sales and awareness raising work.
In 1996, NEWS! established the European World Shops Day as a Europe-‐wide day of campaigning on a particular issue, often with a goal at the European level. This initiative has been taken up by WFTO, which brought it to a worldwide level. The first World Fair Trade Day, which involves the worldwide Fair Trade movement, was celebrated on May 4, 2002. Now World Fair Trade Day takes place every year on the second Saturday of May and has its own Website (www.WFTDay.info).
17
In the course of the years, the Fair Trade movement has become more professional in its awareness-‐raising and advocacy work. It produces well-‐researched documents, attractive campaign materials and public events. It has also benefited from the establishment of European structures that help to harmonize and centralise its campaigning and advocacy work. An important tool was the establishment of a joint Advocacy Office in Brussels, which focuses on influencing (European) policy-‐makers. It is supported, managed and funded by the whole movement, represented in FLO, WFTO, NEWS and EFTA.
Fair Trade and Fair Trade Organizations have been recognised repeatedly by European Institutions as well as national and regional governments for its contribution to poverty reduction, sustainable development and consumer awareness-‐raising. The European Parliament passed several resolutions on Fair Trade (in 1994, 1998 and 2006) and many European ministers and prime ministers have publicly endorsed Fair Trade. Ever more public institutions are serving Fair Trade products and local authorities include fair and sustainable criteria in their public tenders. Thousands of towns, universities and churches have applied for Fair Trade status, committing to promote Fair Trade and to contribute to overcoming poverty and exclusion. Increasingly, representatives from developing countries promote Fair Trade because it enables small and marginalized producers in their countries to live and work in dignity. Fair Trade is increasingly on the agenda of policy makers throughout the world.
In the first decades Fair Trade mainly Fair Trade Organizations that had Fair Trade as the central ethos guiding their activities sold products. In the seventies and eighties, Fair Trade products were sold to consumers mainly in worldshops or Fair Trade shops.
In the second half of the 1980s, a new way of reaching the broad public was developed. A priest working with smallholder coffee farmers in Mexico and a collaborator of a Dutch church-‐based NGO conceived the idea of a Fair Trade label. Coffee bought, traded and sold respecting Fair Trade conditions would qualify for a label that would make it stand out among ordinary coffee on store shelves, and would allow not only Fair Trade Organizations, but any company to sell Fair Trade products. In 1988, the Max Havelaar label was established in The Netherlands. The concept caught on: within a year, coffee with the label had a market share of almost three percent.
In the following years, similar non-‐profit Fair Trade labelling organizations were set up in other European countries and in North America. In 1997 their worldwide association, Fairtrade Labelling International (FLO), was created. Today, FLO is responsible for setting international standards for Fair Trade products, certifying production and auditing trade according to these standards and for the labelling of products. The range of labelled products now counts almost twenty and is expanding. Fair Trade labelling has helped Fair Trade to go into mainstream business. Currently, over two-‐thirds of Fair Trade products are sold by mainstream catering and retailing.
Parallel to the development of labelling for products, the World Fair Trade Organization (WFTO) developed a monitoring system for Fair Trade Organizations. In order to strengthen the credibility of these organizations towards political decision-‐makers, mainstream business and consumers, the WFTO Fair Trade Organization Mark was launched in January 2004. The Mark is available to member organizations that meet the requirements of the WFTO monitoring system and identifies them as registered Fair Trade Organizations. WFTO is working with FLO on a Quality Management System for Fair Trade. WFTO is also developing a third-‐party certified product label for Fair Trade Organizations.
During its history of over 60 years, Fair Trade has developed into a widespread movement. Thanks to the efforts of Fair Trade Organizations worldwide, Fair Trade has gained recognition among politicians and mainstream businesses. More successes are to be expected, as Fair Trade Organizations develop into stronger players and mainstream companies become more and more attuned to the demand for Fair Trade in the marketplace.
18
1.2.3. Fair Trade Today
Fair Trade today is a truly global movement. Over a million small-‐scale producers and workers are organized in as many as 3,000 grassroots organizations and their umbrella structures in over 50 countries in the South. Their products are sold in thousands of World-‐shops or Fair Trade shops, supermarkets and many other sales points in the North and, increasingly, in sales outlets in the Southern hemisphere. The movement is engaged in debates with political decision-‐makers in the European institutions and international fora on making international trade fairer. On top of that, Fair Trade has made mainstream business more aware of its social and environmental responsibility. In short: Fair Trade is becoming more and more successful.
However, regarding the actual health status of FTOs in the world, the Director of WFTO, Rudi Dalvai, thinks that the first significant finding is the increase of the certification bodies and certification marks, following different criteria that sometimes are quite loose. It is a very clear trend in 2012, but that is the evolution of a development started 20 years ago. This happens when you try to meet more the consumer demand than the needs of small producers in the South. A ‘consumer oriented’ attitude and not a ‘producer oriented’ one. This practice has not to be demonized in itself, but it does not represent the ideals and reasons why Fair Trade was born.
The Fair Trade Organizations themselves, not least for the reasons stated above, have led a system of guarantee marks and certification. We are at a critical stage, with questionable trademarks existed that exceed FLO. The process has also reflected on FTOs wealth. UK FTOS are in crisis, even though they were considered successful models. They have to face competition by large retailers who often adopt Fairtrade labelling without fulfilling the Fair Trade ethos outlined at the start of section 1.2.1.
Another factor is the handicraft products trade has decreased, due to the European economic crisis. This caused evident damages to the FT producers.
From Rudi Dalvai’s point of view, in the future every worldshop should have at least one person hired. Whilst volunteers are very important to integrate the work, especially for non-‐commercial activities, Fair Trade must be able to pay people in order to be credible. In small towns new forms of FTOs may be discovered. Above all, FT has to make alliances with other like-‐minded organizations, which carry out other activities, as local buying groups in solidarity and social entrepreneurs, so "Fair and Local."17
1.2.4. Organisational models for Fair Trade
A. World Fair Trade Organization: the organisation’s model This model is a whole supply chain integrated system, socially and political involved at national and local level.
This “model” conceives FT as a whole certified supply chain where all actors at international and local level (producers, importers, wholesalers, retailers) are to have Fair Trade as the central ethos guiding of their activities. This means they have to respect the 10 FT principles which have a broader spectrum of requirements if compared with product labels (including that FTOs at all levels are to be involved in advocacy and awareness raising activities).
Members of WFTO are in two groupings:
Fair Trade organizations:
• FT producer groups; • ATOs (Alternative Trade Organizations): FT importers and major national-‐level FT wholesalers,
joining link between producers and retailers);
17 Rapporto Annuale 2013 AGICES
19
• “Worldshops”/local retailing organizations: mostly selling FT products in worldshops, but often acting also as local wholesalers or smaller direct importers. Other configurations:
• Hybrids organizations: These are also common. These come in a large variety of forms from producer organizations to importer organizations that run shops and worldshop organizations that import directly from some producers;
• Fair Trade Networks: National or international associations of Fair Trade producers and/or Fair Trade Organizations. In Europe, there are FT Organizations’ networks (not producers’ ones) which can include either only worldshops or (i.e. AGICES) the whole national panorama (ATOs, importers, wholesalers, retailers);
• Fair Trade Support Organizations: Fair Trade Organizations where trading is not the main activity, engaged in Fair Trade indirectly through supporting activities such as business counselling, finance, advocacy or networking;
• Associate Organizations: special category, donor organizations fit in this group; • Individual Associates: Individual researchers, writers, consultants and specialists in their field
who support FT.
The numbers of WTFO members by configuration show that Fair Trade Organisations make up nearly 90 percent of the membership:
Table 1 – WFTO members
Membership Type Africa Asia Europe Latin America
Pacific Total
Fair Trade Organization 78 105 55 51 15 304
Fair Trade Network 1 4 15 2 2 24
Fair Trade Support Organization
3 3 7 6 3 22
Total 82 112 77 59 20 350
Recently WFTO has developed a new guarantee system in order to evaluate and certify the compliance of its members with the Fair Trade principles. According to this system, WFTO’s members could use the WFTO label on their product, thus allowing them to reinforce their credentials and gain more market share. This new guarantee system will necessarily need to be implemented by a large number of external auditors that need to be trained to manage the monitoring activities in a proper way.
B. The labelling model: Product certification system The second organisational model is a single product’s supply chain based system and is more corporate oriented. This model certifies the way single products are produced, traded and sold. If the product respects the principles of Fair Trade in these three steps, it can then be sold with a FT label, not only by FTOs but by any company.
The first FT product label standard developed was the one of Fairtrade International, formerly FLO (Fair Labelling Organization), which runs the Max Havelaar/Fairtrade label trademark. Members of Fairtrade International are only national-‐level Fairtrade labelling initiatives including in their own membership NGOs, associations and corporations. In the last two decades other FT and Ethical Trade labelling standards have been established, such as Ecocert with ESR and IMO (Institute for Market Ecology) with
20
the Fair for Life program to the point that BTC Belgium has developed a Guide in order to orient the Fair Trade producers on choosing the most appropriate to their needs.18
C. Interactions and mixtures of the two models at country level In every EU country there is a certain mix of the two models co-‐existing and collaborating to different extents. The presence of Alternative Trade Organizations’ (ATOs) products and labels in FTOs’ retailing networks can vary: in some countries FTOs only sell labelled products, in some others a mix of both and in some others they sell exclusively non-‐labelled ATOs products.
The particular mixture depends on two main factors:
• The history of the FT movement and its specific development in the country; • Whether the extent of products which can be labelled under the FLO model is fairly limited
or not.
In fact not all products can be easily reduced to a certifiable standard, especially crafts (which are a more complex segment, run almost exclusively by ATOs). Furthermore the creation of a certification standard is expensive, so it has only been developed for world large-‐scale production and exporting (as is the case for commodities) so far.
1.2.5. Evolution of sales19
The Fair Trade movement began in a very fragmented way with small, unconnected activities taking place in a few communities around the world. The value of the total retail sales of Gifts & Living (Total Fair Trade retail value of EFTA’s members) climbed from € 147,539,668 in 2001 to € 251,510,063 in the year 2007 and € 285.656.252 in 2009. This corresponds to an increase of 40% in Fair Trade sales in Europe over the 8 year period, or an average of 8.8 percent growth per year to an impressive € 285.7 million.
Although this is only a small part of worldwide conventional trade, these figures highlight the enormous growth that the movement has witnessed since its grassroots initiation. In 1992, the type of products sold consisted of 80 percent handicraft and 20 percent agricultural produce. Ten years later, in 2002, this was reversed to a ratio of approximately 26 percent handicraft to 70 percent agricultural produce20. By 2010, this ratio has probably tilted even more in favour of agricultural products due to supermarkets and large companies switching to Fairtrade ingredients for their products. Yet, despite agriculture being the biggest driver of the movement, it is not the only driver. Great economic potential lies in the handicraft sector, or more broadly speaking the Gifts & Living sector. The Fairtrade version of coffee, bananas and sugar became more common when society became familiar with the Fairtrade label. Providing handicraft products with a certified label is difficult because the production process in non-‐agricultural sectors is more complicated. First, there is a need to develop a standard set of rules against which the products can be assessed. Further growth in the handicraft sector is expected when current efforts result in a label that consumers can easily recognise worldwide.
Data from FLO reveals that worldwide retail sales of Fairtrade products have reached a total of €3.4 billion in 2009. This figure is based on the sales recorded by FLO member organizations (known as national initiatives) in 25 countries. Throughout the years, the countries with the largest Fairtrade sales are the US and the UK. The two accounted for more than half of worldwide Fair Trade sales together. France,
18 BTC, Belgian development agency, 2010. FAIR AND SUSTAINABLE TRADE: SO MANY LABELS AND GUARANTEE SYSTEMS… WHAT SHOULD I CHOOSE FOR MY PRODUCTS? 19 The introduction has been taken from Fair Trade facts and figures. A success story for producers and consumers. Partnership Resource Centre of the Rotterdam School of Management and ESCY Consulting Dutch Association of Worldshops (DAWS) (2010) 20 Fair Trade: Market-‐Driven Ethical Consumption A. Nicholls, C. Opal 2004 Sage Pubns Ltd
21
Germany, Canada and Switzerland are the second largest group, together responsible for approximately one third of worldwide Fair Trade sales.
An interesting analysis of various ways of acting in FT field and the relative growth or stall has been developed by Bob Doherty at York University.
“Fair Trade has grown to encompass over 4500 distinct Fair Trade products. In so doing, the Fair Trade movement has consistently harnessed market mechanisms to drive social change through global consumption patterns. This received a major boost when commodity Fairtrade labelling (or the Fairtrade Mark) began in the early 1990s. Rising to $5.643bn sales on Fairtrade Marked products in 2010 plus more than $1bn in World Shop and unlabelled Fair Trade sales worldwide, the rate of growth of Fair Trade has been spectacular. The largest and most mainstreamed economy for Fair Trade is the UK with £1.32bn (US$2.1bn) in Fairtrade Marked sales in 2011, having been worth less than £100m (US$160m) in 2003.”21
Through harnessing consumer trends within a producer-‐focused framework, the Fair Trade movement has continued to grow.
1.3. KEY STAKEHOLDERS
The Fair Share model is built on target group needs with a bottom up approach, rather than building upon on research theories or theoretical hypotheses. Our identification of stakeholders reflects this, working on different levels: international, national and local. This is reported in first place. Second, all the stakeholders and subjects who are affected by the project outputs, are classified according to their interest and power. This mapping of stakeholders who have influence or power over the project development and/or have an interest in its success and sustainability is the first stage of our exploitation plan.
1.3.1. Identification of the key stakeholders
Stakeholders have been identified by each partner of the project among three different sectors: Social Economy and Fair Trade; Public Authorities and Policy makers; Formal and Informal Education. The results are listed in Table 2.
Table 2-‐ Mapping of stakeholders
International Organisations
Networks National
Organisations
Local
Organisations
Individuals
Social Economy and Fair Trade
WFTO
WFTO – Europe
WFTO -‐ Asia
FTAO
Intermon Oxfam
Fundacion
Belgian Fair Trade Federation
Confcooperative Umbria, Consorzio ABN , Umbria Equosolidale,
Belvas, Café Chorti, Couleurs Sud, D'Ici D'Ailleurs, Ethiquable, La Pachamama, Latino Fierros, Maya Fair Trade, Miel Maya Honing, Optimart, Oxfam MDM, Ozfair, Tiksy, Caféquitable,
85 Fair Trade Organisations/Worldshops that are member of AGICES (Italy)
Fair Trade Hellas (Greece)
Koperattiva
FTO/SEO members
FT/SE sympathisers
FT customers
Entrepreneurs
21 Where now for Fair Trade B. Doherty , I. Davies & S. Tranchell Business History (2013)
22
UCEIF (Spain)
Fairtrade International
Kepa (Finland)
Veneto Equo, Equoliguria (Italy)
BAFTS (The British Association for Fairtrade Shops) (UK)
Oxfam Wereldwinkels, Max Havelaar Belgium (Belgium)
Equação (Portugal)
Fundación Comercio para el Desarrollo (COPADE) (Spain)
Polish Fair Trade Association (Poland)
Protect the Future (Hungary)
Fondazione Banca Etica, Altreconomia (Italy)
Fair Trade Finland, Pro ethical trade Finland, Maailmankauppojen liitto (Finland)
Kummerċ Ġust (Malta)
Ideas Factory (Bulgaria)
Alboan (Spain)
Public Authorities/ Policy makers
European Parliament Fair Trade working group
Employment and Social Affairs Committee (European Parliament)
BTC Trade for Development Centre (Belgium)
Abruzzo, Emilia Romagna, Friuli Venezia Giulia, Lazio, Liguria, Marche, Puglia, Toscana, Umbria, Veneto Regional Governements; Municipality of Milan (Italy)
European Commissioner for Trade
European Commissioner for Employment, Social Affairs and Inclusion
European Commissioner for Research, Innovation and Science
Formal and Informal Education
EVTA European Vocational Training Association
Schoolnet
European School Headmaster Association (ESHA)
European Forum for Technical and Vocational Education and Training
Keizai University of Tokyo, Economics (Japan)
Politecnico di Milano , University of Turin, Università per stranieri di Perugia, University of Perugia -‐ economics department, University of Tor Vergata (Roma) -‐ economics
Ufficio Scolastico Lombardia, Enaip Veneto (Italy)
Fundacion Tomillo, Fuenllana VET Centre, Zalima VET Centre, Albaydar VET Centre, Canastell VET Centre, Stucom Vet Centre, Sta Helena school, San Cernin School,
School headmasters
Teachers
Academics
Students of partners Universities
23
(EFVET)
European Council of National Associations of Independent Schools (ECNAIS)
International Fair Trade Symposium
CSVnet -‐ Coordinamento Nazionale dei Centri di Servizio per il volontariato, Rete degli studenti medi, Irecoop Umbria (Italy)
Instituto de Formación del Profesorado, Investigación e Innovación Educativa, UNEFA (Spain)
department, (Italy)
National Department of Economics for Church Schools (Malta)
IESE Business School, Facultad de Ciencias de la Empresa de la Universidad Politécnica de Cartagena (UCPT), CISE centro internacional santander emprendores, Centros Europeos de Empresas Innovadoras, FECYT (Spain)
Wales Co-‐operative Centre Ltd (UK)
Fundacion Maimona, Fundacion SAFA, (Spain)
Other students
1.3.2. Prioritization of Stakeholders
In order to identify the key players and to optimize the dissemination and exploitation activities envisaged by Fair Share Project, the stakeholders have been clustered considering two axes:
• The interest of stakeholders on the project (their availability to take part to the first research and the background analysis and their wish to use and contribute to the outputs of the project);
• The power/influence of stakeholders on the project (the real possibility to contribute to the sustainability and dissemination in their sector of the outputs of the project and on the other hand the option to be blockers or critics).
This can be graphically represented by a stakeholder quadrant in which we identify four classes.
24
As the number of stakeholder identified by Fair Share project partners is high, in Figures 1, 2 and 322 different stakeholder quadrants have been created for each one of the three different sectors in order to assure that they are easily readable.
Figure 1– Fair Share stakeholder quadrant: Social Economy and Fair Trade sector
22 Figures 1, 2 and 3 are created with http://www.mindtools.com
25
Figure2– Fair Share stakeholder quadrant: Public Authorities/ Policy makers sector
26
Figure3– Fair Share stakeholder quadrant: Formal and Informal Education sector
For each class, the project activities of involvement and dissemination will be calibrated in a different way:
• CLASS 1: High interest/High power-‐influence: key stakeholders.
Need to focus the efforts on this group, involvement on the decision making processes
• CLASS 2: High interest/Low power-‐influence: potential supporters/ambassadors.
Involvement in specific/interested areas, keep informed & consult on interest area
• CLASS 3: Low interest/Low power-‐influence: not strategic stakeholders.
Inform via general communications – newsletters, website, and mail shots
• CLASS 4: Low interest/High power-‐influence:
27
Engage identifying their needs and consult on interest areas.
The goal of the piloting, dissemination and exploitation activities will be therefore:
• To identify stakeholders’ needs and interest areas;
• To involve the key stakeholders in an effective way;
• To move the stakeholders from low interest classes to high interest classes.
28
CHAPTER 2 – FAIR TRADE OPERATORS TRAINING NEEDS ANALYSIS
2.1. INTRODUCTION
Over the past five years there has been a different evolution of Fair Trade compared with the previous decades. The economic crisis mainly affected the handicraft products sector, hitting the FTOs strongly, some of which have had a significant reduction in sales (up to 40 percent in handicrafts). At the same time sales of food products, especially in large distribution channels, have continued to grow, thanks to the proliferation of various certifications that refers to FT values in a more or less direct way.
The theme of domestic Fair Trade has taken on a new meaning and is now at the centre of the agenda of Fair Trade movement at the European level, as a desire to revive the principles and practices of Fair Trade in the experiences of European solidarity economy too.
Based on his literature research, Bob Doherty stated that “The rapid growth of mainstreaming has led a number of authors to look at its pros and cons, with strong evidence suggesting the economic success of Fair Trade is down to its market orientated approach. However, many authors warn that uncritical engagement with mainstream business risks co-‐optation, dilution and reputational damage to the Fair Trade movement.”23
In Bob Doherty’s view
“The clearest way to investigate the financial benefits of mainstreaming is to compare the two bipolar approaches to mainstreaming adopted by the UK and Italy. The UK and Italy have similar populations and largely similar wealth distribution”24. As explained by Becchetti and Costantino, the Italian market for Fair Trade started at a very similar time to the UK, following similar roots in religious and alternative trading worldshops.25 Dominant FTOs such as CTM Altromercato in Italy and Traidcraft in the UK emerged early in both countries. However, following the development of commodity labelling in the 1990s the Italian model continued along this alternative, solidarity based model using predominantly value chain business models.
The UK, on the other hand, voraciously expanded into the other types of value chain in a comparatively aggressive manner. The impact of these decisions on the growth of Fair Trade sales is clear. Despite continuing growth in Italy, Fair Trade still only represents €49m on labelled and €50m non-‐labelled Fair Trade produce versus over €1343m in labelled and a further €110m in unlabelled sales in the UK.26 This shows the UK Fair Trade market having grown 15 times faster than Italy. […]
Obviously Italy’s approach has safeguarded it from the co-‐optation and dilution of standards suggested in more mainstreamed countries like the USA or the UK because it has provided a shield for the FTOs, allowing them to dominate the market without major corporate competition or fear of reputational damage27.”
23 Has the Medium? Low and Davenport, International Marketing Review (2005); ‘Mainstreaming of Fair Trade’ Moore, Gibbon, and Slack, Journal of Strategic Marketing (2006); Future of Fair Trade Coffee Murray, Raynolds, and Taylor, Development in Practice (2006); Keeping Trade Fair Taylor, Murray, and Raynolds, Sustainable Development (2005) 24 Ibid. 25 Fair Trade in Italy L. Becchetti, M. Constantino Journal of Business Ethics (2010): 26 Labelled figures from FTI, Annual Review; non-‐labelled from Fair Trade 2007, Krier, Dutch Association of Worldshops (2008) 27 ibid
29
Besides the issue of FTOs approaches to mainstreaming, what is really interesting in this case in Bob Doherty article is the overview of FTOs actual situation and the shared need for identifying innovations and new ways of development.
Also Huybrechts (2012) describes an evolution in the form of FTOs, making commercial activities more central to their operations: they often supply food products to corporate retailers; develop their worldshop networks, increasing their number and attractiveness to consumers; and create commercial departments hiring business experts. 28 The development of these practices has many consequences; one of those can be the more intense need of training, in-‐depth analysis and knowledge on the business side.
Iain A. Davies, researcher on Fair Trade and social entrepreneurship for over 10 years, stated that in the Fair Trade movement one of the benefits derived from the networks is the intellectual developments. Through the sharing of intellectual capital with a diverse network of organizations in many fields, learning from partners, trading partners but in particular non-‐trading partners and forums and associations, and sharing information results in mutual benefit:
Transfer of information between partners has therefore been a primary influencer on the companies’ success. BarNir and Smith suggest that small organizations need to build strong social networks with other organizations to produce the significant levels of intellectual capital needed to remain competitive, especially in changing markets. This is especially relevant in Fair Trade as it moves from a charity-‐based background to a more professional nature competing against dominant players in the market. ‘‘Intellectual capital’’ will be used as the term to describe the unique knowledge, which cumulatively the individuals in an organization possess and the information gained from network partners, therefore allowing the knowledge to be viewed as a resource and a type of capital as economists discuss human and physical capital29. Intellectual capital is created by the manipulation of knowledge and information gained from a broad field of sources. In changing markets, such as Fair Trade, Grant 30 and Kogut 31 indicate that the manipulation of wide-‐ranging, timely, relevant informational resources is critical. As such the creation of unique inter-‐firm alliances is promoted as an aid to providing important information for creating a competitive advantage, through sharing resources, knowledge and expertise.”32
The development of commercial business practices, the increase in the strength and use of exchange networks, and mainstreaming Fair Trade into the conventional sector have served to transform the needs and skills required to successfully run a Fair Trade organisation in recent years whilst maintaining a distinct ethical identity and practices.
28 FTOs and social enterprise-‐ Social innovation through hybrid innovation model B. Huybrechts Routledge Publish (2012) 29 Social Capital, Intellectual Capital, and the Organizational Advantage J. Nahapiet, and S. Ghoshal: Academy of Management Review (1998) 30 ‘Towards a Knowledge-‐Based Theory of the Firm R. M Grant,. Strategic Management Journal (1996) 31 What Firms Do? Co-‐Ordination, Identity, and Learning B Kogut Organizational Science (1996) 32 Alliances and Networks: Creating Success in the UK Fair Trade Market I.A.Davies Journal of business Science (2009)
30
2.2. FAIR TRADE ORGANIZATIONS CURRENT TRAINING SYSTEM AND TRAINING NEEDS TO BE SATISFIED
2.2.1. Introduction
Fair Trade standards include specific requirements regarding training: standard eight. Entitled ’Capacity building’, this standard states “the organisation develops the skills and capabilities of its own employees 33 ”. This approach aims to increase positive developmental impacts mainly for small, marginalised producers but also for the staff of the Fair Trade Organisations working in Northern Countries. Hereafter besides commercial activities, the Organisations are committed in different field such as:
• Training and capacity building on Fair Trade for volunteers and employees;
Vocational training.
Training on Fair Trade is generally held in high consideration and largely addressed by the internal staff of the organisation which daily deals with cultural topics, researches, follow up, trough courses, meetings, newsletters, social media, sharing of dossiers, documentaries and videos. On the other hand, for the training on business, administrative, legal, marketing topics FTOs make often use of external trainers who are requested in case of specific needs. An important role in training is played by the national networks that provide training sessions or materials on different topics. Many FTOs offer some labs to primary and secondary schools and universities. They aim to facilitate understanding on various subjects such as globalization, demographic and economic differences between continents, social and environmental impact of trade, child exploitation, forced labour, human rights and obviously Fair Trade. The Fair Share project focuses on training and sharing knowledge in the field of Social Economy, mainly for FTOs, and with an emphasis on entrepreneurship topics, befitting the recent developments in the field that require FTOs to adopt a more business savvy approach. This section presents the main results obtained from two online questionnaires, used from a qualitative approach34.
2.2.2. Key findings per topic
ACTUAL TRAINING STRATEGY
A. Internal training strategy and topics covered Almost 80% of participants consider crucial/very important the vocational training for the FTOs and SEOs although less than 50 percent have an internal training strategy.
The internal training strategy, when existing, can cover the following topics:
• Fair Trade criteria • Fair Trade producers
33 World Fair Trade Organization and Fairtrade Labelling Organizations International. A CHARTER OF FAIR TRADE PRINCIPLES 2009 34 The annex on methodology presents further details related to this section, and the following ones. The first questionnaire registered 79 replies from 10 Countries, the second one registered 96 replies from 11 Countries. Within the FTOs we received answers from 7 national networks of Fair Trade Organisations in Europe representing together more than 340 Organisations all over Europe.
31
• Fair Trade products • Social and economic development • Shop skills and sales technics • Global current events and social projects • Business management • Marketing • Volunteer members’ management • Management • Ethical issues • Communication • Campaigning and Advocacy • Gender issues and empowerment • Social equality • Education
The Figure 4 below represents a “word cloud” from the answers to the topics’ question in the questionnaire. The cloud gives greater prominence to words that appeared more frequently in the replies.
Figure 4– Topics of the internal training strategy
B. External training strategy and topics covered
In absence of an internal training strategy, FTOs are addressing their needs to professional consultants/experts (27 percent), National Organisations/Networks (22 percent), Trade Associations (20 percent) and sometimes Universities (13 percent), Chamber of Commerce (7 percent) and others.
The topics covered in this case are manly dealing with:
• Business management • Business initiative strategies • Health & safety • Food processing • How to apply marketing strategies to the Fair Trade context
32
C. Familiarity with e-‐learning tools The great majority of the respondents (more than 70 percent) don’t make use of e-‐learning tools. What is particularly interesting for our research, regarding the aims of Fair Share Project, is that the main reason seems to be that organisations don’t have sufficient internal know-‐how and the low level of awareness and knowledge about this typology of tools. Training is still considered in a formal context. A further barrier to the use of e-‐learning tools is due to the scarce familiarity of the FT operators – in particular volunteers – with the digital tools. This is indeed particularly true for volunteers, which are usually aged and / or retired people.
When e-‐learning tools are used, which is a minority of cases, this is aimed to:
• Sharing training tools • Marketing • Streaming training session • Skype-‐meetings. Facebook groups • Research on internet, legal tips
D. Teaching Fair Trade in high schools The large majority of the organisations themselves offer training in schools.
When working with schools, Fair Trade or Social Economy is presented to students as a model for social and sustainable entrepreneurships in the 49 percent of cases.
TRAINING NEEDS
All respondents to the second questionnaire think that training would be useful to reinforce the knowledge and understanding of FT. The main reasons are the following:
• Awareness/motivation: a really aware volunteer/operator is able to hand down to the customers the added value of FT in order to involve an increasing number;
• Constant updating: FT is an ever-‐changing movement; • Understanding: FT is a complex movement, built on different views and developed by
different actors. A training plane on FT's topics is needed in order to give the customer the trust on this alternative economic model.
A. Training topics For our sample, training on FT industry seems to be less important comparing to the other field. Within this area, mapping the actors at international level has the highest ranking. In the axis of FT identity two issues are considered much more significant than the others: partnership with producers and core values of FT. Regarding FT business model, training on trade, marketing and commercial approach and FT best practices seems to be the favourite topics, while technical skills are the least essential.
B. Training strategy Regarding the time that staff are willing to devote to training, the majority of managers and employees answered a day every month. Even volunteers show a high availability to training: about a half of the
33
persons replying says to be willing to devote a day every 3 months to training and many others two hours per week for short periods. FTO staff indicated a strong availability for also devoting free time to training. The methods that have got the most preferences are on-‐the-‐job training and trainer-‐led classroom training. In case of volunteers, there’s a consistent difference between the two, classroom training being favoured, while for staff they’re mostly equivalent. However e-‐learning received globally quite a lot of preferences, even if about half the preferences of the two favourite options: one person out of three thinks that e-‐learning is one of the best training methods. The flexibility of the training plan seems to be very important for all targets. Concerning what people think about starting to use e-‐learning programs, the trend is generally positive for the following reasons:
• Flexibility • Availability wherever you are • Low costs • New methodologies • Shared knowledge
However, we can observe some differences. Volunteers are more interested in e-‐learning tools that could provide them a chance to go deeper through the topics of Fair Trade. Employees underline the advantages of flexibility and time saving. Some still have doubts about these tools and are not confident with this tool (partly because they have never tried). Given this it appears that some FT workers would not try e-‐learning tools in the pilot stage.
2.3. CASE STUDIES
2.3.1. Introduction
From the research, existing practices regarding vocational training have been identified as examples of successful training strategies in or for social enterprises and particularly Fair Trade Organisations. The analysis of these cases contributes to define some key success factors and possible challenges concerning Fair Trade entrepreneurship development, with an emphasis on training.
For each case study, contact information and key aspects are presented in tables, while further explanation and context of the country and/or organisation are provided, for further understanding.
2.3.2. Académie des entrepreneurs sociaux – Belgium
ACADEMIE DES ENTREPRENEURS SOCIAUX
c/o Centre d'Economie Sociale, HEC-‐ULg, Liège, Belgium
Date of interview: 14.7.2014, 4.8.2014
NAME AND ROLE OF INTERVIEWEES:
Julie Rijpens – Manager of the Academy for Social Entrepreneurs
Benjamin Huybrechts -‐ PhD, Assistant Professor SRIW-‐Sowecsom Chair in Social Enterprise Management, Centre for Social Economy, HEC Management School, University of Liege
34
The Academy for Social Entrepreneurs @HEC-‐ULg gathers the training, support and networking activities for social entrepreneurs, which are carried out by the Centre for Social Economy, HEC Management School, University of Liege (Belgium).
The objective is threefold: to connect various actors from diverse backgrounds, such as social entrepreneurs, managers of social enterprises, students, PhD candidates, alumni, etc.; to provide those various actors with a space for meeting, discussing and exchanging beyond their respective affiliations and industries; and to reinforce the connections between social enterprises and the academic world, especially to strengthen links with scientific research.
To achieve its objectives, the Academy for Social Entrepreneurs organizes its activities around four dimensions: postgraduate courses (Master and Certificate in Management of Social Enterprises), other professional development activities (tailor-‐made training and co-‐solving workshops), the Rendez-‐vous (networking activities) as well as research and the development tools (action research and development of managerial and pedagogical tools).
The Academy for Social Entrepreneurs counts 113 members for the academic year 2013-‐2014; these members are from various backgrounds, such as social entrepreneurs, managers of social enterprises, workers, volunteers, students, PhD candidates, people from SE federations, etc. It works in cooperation with 12 reference institutions on the issues of social enterprise and social entrepreneurship.
BELGIUM: TRAINING FIELD ACTORS AND UNVERSITY STUDENTS
The training strategy has two main branches:
• Trainings for the field actors: they last from half a day to one and a half day. The trainings generally consist of presentations from academics or field experts; the number of participants to the trainings (25-‐50 participants) permits to have interactions and open discussions among the participants. One training – “Introduction to financial forecast” – uses financial forecast software.
• Trainings for the students: they gather presentations from the professors/teachers (academics and researchers), interventions from field actors and application of the contents to real-‐life case studies. These trainings also permit interactions and open discussions among the students. The students also follow the training “Introduction to financial forecast”.
The trainings mainly concern issues related to the management of social enterprises and most of the contents remain valid for Fair Trade Organisations. Financing and governance of social enterprises are topics that are particularly asked by the participants. Any specific training is centred on Fair Trade Industry but teachers are talking about this topic in their courses and some FTOs intervene in some courses (e.g. social innovation).
Two key success factors of training strategy have been identified. First of all, trainings are closely linked to academic research, and particularly to the results of Social Economy Centre research on social enterprises and social entrepreneurship. Second, they propose to the participants to take some perspective from their practices to better understand why and how the context of the social enterprise (external and internal context) calls for specific managerial practices, instead of just applying preconceived recipes.
On the other hand, a few hurdles have been identified: people have little time available to travel to AES and to train ; and in some training sessions the levels of the participants were very different.
In this case, vocational and professional training is considered really important for Fair Trade organizations in general for two main reasons: it develops lacking knowledge/skills/competences, both in the case of a Fair Trade entrepreneur with a more commercial profile (to develop the aspects related to
35
FT identity) or in the case of Fair Trade entrepreneurs with an activist profile (to develop the commercial aspects); it maintains up-‐to-‐date knowledge, skills and competences.
Moreover, training is relevant in three different phases:
• Before entering a FTO: for people that come out from universities, business schools, who are already aware on economic activities;
• When entering in an FTO: to understand its different aspects, the relationship with Fair Trade producers and the advocacy identity, beyond the business side. It can be within the FTO or in national/regional federations with external experts;
• When employees have been working for a FTO for a long time: for people who need to refresh because the context in which FTOs started in has changed and FT system is sometimes quite a closed circle. People know the FT context very well but they sometimes lack understanding of what happens outside (evolution of the market, of the competition, public policies, social enterprises or social economy organisations).
Universities can have a substantial role in training for FTOs, but it depends if each single University develops research on Fair Trade and/or related topics and if somebody is in charge of the diffusion of the research results towards the field actors. In HEC-‐ULg’s case, the relationship is very close: in the Centre for Social Economy in particular, one researcher has been working on Fair Trade for a few years; some FTOs offer the students the opportunity to do their traineeship there, some students who are doing a Master’s thesis on Fair Trade do their field research on FTOs, FTOs managers or workers are sometimes asked to talk during the Master’s/certificate courses.
Regarding the effectiveness of an e-‐learning programme, both researchers think that it needs to be flexible, adaptable to the profile of the user, and there should be a good mix of theory (to understand the context: broader economic system, other kinds of similar initiatives in social economy) and practise (to directly contribute to improve the way of running FTOs).
Another dimension that would be useful in an e-‐learning programme is networking, to see how other people in the same country and in other countries are involved in FT, what they learned from training and what findings they can share. That’s what practitioners from FTOs said during the local focus group in Belgium. The interviews suggest that some part of the modules could be collective, creating a learning process to be shared between the participants.
Concerning the outlooks for European FTOs at a more general level, Benjamin Huybrechts as an academic/researcher, who recently published research on FTOs and social enterprises analysing almost 60 organisations in four countries (Italy, France, Belgium, and the UK), identified one major challenge and different challenges related to it. The major challenge for FTOs, which is quite similar to the global challenge for social enterprises, is to be different things at the same time: they need to be a profitable business, economically viable; they need to perform well in the relationship with the Fair Trade producers; and then they also have to be a good advocacy organisation, to have an influence on public authority, on other business, on the public opinion, on the schools, and on the media.
He found many problems with FTOs or people within FTOs who were struggling with combining these different roles: they need to understand each other and to coordinate the different pieces of the work. This can be done through a director with a global vision, or through the board of directors, where there are people with different attention points and expertise; it depends on the structure of the organisation. Coordination can be also done through networking with other FTOs, getting information in all the dimensions (for example about some particular producers, or new distributions channels and new type of consumers). If only one part of the business is borne in mind, if FTOs only think for instance about financial sustainability, they will inevitably lose sight of the other dimensions. One of the points is to be able to deal with the individual challenges of the different roles without losing sight of the global balance.
Identifying good practices is not easy, because there are different contests, even in Europe. In any case, some FTOs are truly investing in all dimensions: Oxfam Fair Trade (Belgium) and Tradecraft (UK) are doing
36
quite well in economic terms, they remain quite active in terms of advocacy and they have a good expertise in development issues with producers.
In Italy, Ctm Altromercato model is quite unique and interesting too because it’s a movement that developed outside the area of the label whereas in other countries even the pioneer FTOs like Oxfam Fair Trade and Tradecraft worked on the labels and strongly with large scale retailers, therefore not relying only on the worldshops..
Moreover, another key success factor is innovation: FTOs should constantly seek for new ways within each of their dimensions. For instance in terms of distribution, really viable organisations constantly seek new ways to reach more consumers and different types of consumers; in terms of partnership with producers, working always with the same people without new contacts could become very dangerous; regarding advocacy, promotion of FT should now be connected with social economy and environmental movement. It’s not a matter of always changing but rather of thinking of what they are doing and choosing the most appropriate strategy.
2.3.3. CTM – Altromercato – Italy
CTM – ALTROMERCATO
Verona, Italy
Date of interview: 14.7.2014
NAME AND ROLE OF PERSON REPLYING:
Giorgio Dalfiume, Responsible for members’ training in Ctm Altromercato, Chairman of WFTO Europe
Founded in 1988, Ctm Altromercato is the leading organization of Fair Trade in Italy and among the top at international level. It works in the promotion and implementation of social economy practices aimed at sustainable development. It is a Consortium, a communal form of exchange and growth, and believes in the values of dialogue and participation. It consists of 118 co-‐operatives and non-‐profit organizations that promote and spread Fair Trade through the management of approximately 300 worldshops positioned all over Italy.
Ctm Altromercato seeks and establishes direct business relations with the countries of the Global South, with disadvantaged producers that are marginalized by the market. It deals with about 170 organizations in Africa, Asia, Latin America, formed by tens of thousands of artisans and farmers in 50 countries.
It imports products at fair prices to value the actual cost of processing and ensures living wages. It guarantees transparency in the relations of cooperation and continuity in trade; it actively supports organic farming and promotes social environmental self-‐development projects.
In this same spirit, since 2010, it has also been dealing with Italian social economies, for example with cooperatives that farm on land confiscated from racquets or with organizations that operate in prison with convicts. Ctm Altromercato markets their products on the “Italian Solidarity” line.
The product range consists of craft items, clothing and accessories, food products, including fresh ones, natural cosmetics and hygiene. In addition to the worldshop network, their main products are present in many large retail stores, natural food stores, restaurants, school canteens, bars and herbalists.
Training is relevant for Ctm Altromercato, actually central for its business, for two main reasons: because it supports volunteers’ motivation and because it gives technical competences to the staff.
37
About the specifics of its training role, in Fair Trade contents, aims and modalities differ from mainstream companies and more time and energies are dedicated to it. Besides, training is often dedicated to volunteers so their motivations have to be taken in particular consideration and have to be nurtured.
Ctm Altromercato is part of Agices, EFTA, and the WFTO: without these national and international networks sources would be missing for talking about Fair Trade in the world and not only about Italian worldshops. It strongly helps in taking the international context to the local context, for instance learning about the new WFTO monitoring system, the domestic Fair Trade issue, the debate on fair price/fair wages. The interviewee found that Italian Fair Traders sometimes wrongly think that Fair Trade can only be what they do in Italy, while it is very useful for Ctm Altromercato to know that there are alternative interests, priorities and ways to apply Fair Trade standards, for example from the producer’s point of view. Learning from best practices and main hurdles of other organisations in the world is a real opportunity.
The organisation provide tools for advocacy, contacts with producers and organisations from the Global south, examples, good practices.
ITALY: NATIONAL TRAINER-‐LED CLASSROOM TRAINING
Ctm Altromercato’s training strategy is coordinated by a responsible, a part time employee, and planned through two steps: an exchange of views with the board of directors and with the staff management, to share propositions on the training plan of the following year and to compose the budget. Then timing is scheduled, taking in consideration what the priorities are and the global working plan.
The training strategy consists of a programme of national trainer-‐led classroom training: they usually last one and a half days and involve internal and external experts on particular topics. Meetings are usually five a year, situated each time in different places, in order to favour members from different regions. The average participation is about 65 people.
At the end of the meeting, papers and presentations are available in the members’ reserved area of the website. Recently the possibility to follow the meeting and to ask questions using video streaming has been added, when the location has a stable internet connection.
Issues coming from Fair Trade industry are often debated, mainly to update members about innovations and strategies of Fair Trade and of Ctm Altromercato and to get their feedback. Recently domestic Fair Trade has been a very hot topic.
In the axis of Fair Trade identity, they often choose a Fair Trade product, or a family of products, for an in-‐depth analysis on the Fair Trade producer organisation, the context in which it operates, the supply chain, and the organoleptic properties. This helps Fair Trade workers and volunteers to better present the added value of Fair Trade product to the public.
Regarding the business area, the training sessions which are addressed to the wholesale marketers and the worldshop manager deal with a variety of topics including trade, interacting with the customers, marketing, studying new products and their communication and promotion, and human resource management of volunteers.
The interviewee thought that Ctm Altromercato get good results in terms of participation, concerning both the number of participants and the quality of the involvement and contribution. A key success factor is certainly the teamwork, which combines specific expertise and training familiarity. Another one is the fact that training meetings are moments of sharing and gathering and they are part of the group making process for the members of the Consortium.
38
On the other hand, as training meetings are national, not all the members have the same opportunity to participate, because each time someone is nearer and someone else is farther. Another hurdle is that this model of training does not substantially permit repetition of topics or in depth analysis with further steps of follow up because of the wide variety of topics, missing time and budgetary problems. Only occasionally members manage to organise regional follow up meetings.
In the interviewee’s opinion, topics should be identified on which e-‐learning has an added value. It cannot be useful for every topic, but mostly for the technical ones, where the content depends on the training methodology. E-‐learning tools are more difficult to apply to for complex issues (for example Fair Trade principles) where intense dialogue on interpretation among the participants is necessary.
There should be collective sessions of small groups and long training should possibly be provided for a territorial meeting. Flexibility depends on the kind of training: for example expert advice on financial management and accounting, that need an interaction with the trainer and therefore cannot be totally flexible.
2.3.4. Fair Trade International Symposium – UK, WFTO ASIA -‐ Thailand
FAIR TRADE INTERNATIONAL SYMPOSIUM
WFTO ASIA
Date of interview: 12.8.2014
NAME AND ROLE OF PERSON REPLYING:
Christine Gent, 2012 Organisational Scientific Committee, Director of WFTO Asia
The FTIS is a regular series of large scale conference events that gather interested parties from all across the world to showcase the latest and best quality research undertaken in the area of Fair Trade. The aim of the symposiums series is to bring together the world's leading and newly emerging academic researchers, with practitioners, policy makers and the general public, for the development and consolidation of collective knowledge on the subject of Fair Trade .
The objectives of the symposium are to present the most recent studies associated with Fair Trade, to share information about on-‐going and coming research projects, and to confront important questions about the future of the movement. The symposium features plenary sessions, parallel sessions, poster sessions and roundtables with practitioners. Their first Fair Trade International Symposium was held in Montreal in 2002. After another event there in 2006, the Symposium moved to Europe and Montpellier in 2008. The 4th event was held at Liverpool Hope University in 2012 which lasted 3 days, with one day more for PhD workshop, and had 229 attendees. Each Symposium event is organised by a separate team of academics. The 5th event will be held in Milan, May 2015.
The symposium in Liverpool had a theme on connecting consumers and producers: traceability, private and public certification, different methods of certification; different system of product based approach and the organization approach (Fair Trade towns, networks). It looked at the producers' side Fair Trade perspective; at different models of impact assessment. Then it looked at Fair Trade consumption, consumer models and finally it looked at the global impact and connections of Fair Trade. Christine Gent says that every presentation that she went to was extraordinary well researched, well informed and well delivered.
The interviewee points out that these are papers that are written from a research’s and institutions’ point of view, while in her opinion some of these researches should be more closely connected to the practitioners. The people working in the Fair Trade have very often their head so down , working so
39
closely on giving the ordering, delivering the products that they cannot look at the information that has been analysed by the academics. The academics have little practitioner expertise so therefore are not really engaged on the business side.
The reason why the Fair Trade International Symposium is extraordinarily successful is that there are both academics and practitioners. The practitioners must be encouraged to attend, to make them understand the benefits they can have by taking part.
Regarding the challenges that FTOs are facing, she believes that Fair Trade is not established itself yet as an area that is going out to benefit the most marginalized in itself. This is not about corporate social responsibility, although Fair Trade could be an important part of corporate social responsibility. FT must create its profile more strongly and it needs to be something that everybody engages with at an individual or company, national or regional level in terms of government procurement. Once that is established then Fair Trade will really start to move forward again.
The Fair Trade movement needs well-‐researched, positive writing about the impact of value added goods to the FT market, not just commodities and not individual case studies written by companies but independent people who are able to go in and objectively write facts and figures about the impact and the changing lives of people who are working in craft based or textiles or value added or small scale processing.
The interviewee found training to be essential. Currently the majority of the interviewee’s job in WFTO Asia is working in training: the WFTO guarantee system is a relatively new system and like every new system it needs help in starting the process which roles into industry impact and business model. The interviewee is conducting training sessions now in Bangladesh, Nepal, India, Philippines. Then in October there will be a WFTO regional conference in Seoul dedicated to training, an opportunity for the members to train and develop Fair Trade skills. Sometimes the training paths are not in Fair Trade in technical paths: how to use technical path in creating a garment, how to use social media to promote WFTO Fair Trade brand etc. These training programmes provide a raison d’etre for having a network or movement. Fair Trade is a movement and needs synergies to build and develop members’ activity.
UK-‐THAILAND (WFTO ASIA): VOLUNTEER INTERNSHIP PROGRAM
WFTO Asia used to have a volunteer internship program (VIP): students potentially have a project to work on but in reality they are only learning about FT to develop their knowledge and expertise. So WFTO Asia is very keen to encourage people to learn and partner with training programs so they can work on FT. It has developed a programme called Friends of FT for people who want to identify themselves as advocates who will champion Fair.
From this experience, a successful e-‐learning platform should have these characteristics:
• Strong partnership with organisations in the South, that really gives experience in the field and is really what people need in order to understand what they are working on. (WFTO Asia be part of that)
• More sophisticated data collection tools, because methodology is really important. (i.e. a database for true Fair Trade indicators.)
• More market research for the producers to say whether a product has been sold or not. • Engagement of high level technology in terms of bringing producers together so they can
work on synergies.
In terms of training on campaigns, what FT really needs is resources: really great graphic designers, slogan writers, good people who can do their proper research behind a campaign and disseminate information. WFTO members can work together on the same campaign and to make sure that that is decided in October before World Fair Trade day in May.
40
2.3.5. The House of Fair Trade, Fairtrade Sweden – Sweden
THE HOUSE OF FAIR TRADE
ASSOCIATION FOR FAIRTRADE SWEDEN
Västra Frölunda, Sweden
Date of interview: 11.8.2014
NAME AND ROLE OF PERSON REPLYING:
Bertil Hogberg -‐ member of the board of both organisations, former teacher of FT in Red Cross College
The House of Fair Trade is an import and wholesale company. Along with the majority of its suppliers, it is part of the worldwide umbrella organization WFTO. It works in partnership with producer organizations in the global South in a way that is economically and environmentally healthy for both manufacturers and consumers. Through this successful enterprise it wants to show that Fair Trade is beneficial for all parties.
The House of Fair Trade was founded in 2001 on the initiative of 45 independent worldshops. The association and its members wanted an import organization that guarantees access and delivery of both crafts and food from Latin America, Africa and Asia, according to international Fair Trade criteria. The House of Fair Trade has a sensible experience and knowledge based on the oldest worldshop Options Trading in Gothenburg (1969) and from the first European import organization Fair Trade Organization in Holland. Through the sale of World Shops, gift shops, cafes, parishes the company has multiplied its turnover since inception. Today there’s an increase in demand from other stores in Sweden but also in Denmark, Finland and Norway.
Fairtrade Sweden is the national Fairtrade organisation, the national labelling initiative in Sweden. The House of Fairtrade is part of WFTO, while Fairtrade Sweden is part of Fairtrade International (FLO). They both are part of Rättvis Handelsnätverket (Swedish Fair Trade network), which is not a formal organisation, and involves FT shops association, Fairtrade Sweden, WFTO importers (like The House of FT, and La Maison Afrique). This network developed an e-‐learning platform mostly in Swedish available here http://rattvishandel.oer.folkbildning.net).
The interviewee sees training as very important and has been regularly involved in FT training since 2000 when he started to teach in a college course about FT.
Training is a rising issue in Sweden where Fairtrade shops associations have been trying to professionalize due to the proliferation of unprofessionally run shops mostly populated by volunteers. In 2010 the network did a particular training within the worldshop association. This was a series of workshops with very qualified people run in two locations. That was a start of a process of professionalization. Unfortunately the training did not get enough funding to continue although next year those shops who wanted to upgrade themselves to be able to use a label and a new logo for FT shops joined in a programme that was built on the training material developed the year before.
SWEDEN: DIFFERNET LEVELS AND FORMATS
FT movement in Sweden has different training strategies:
• A short self-‐study internet based course supposed to be an introduction to what FT is for new volunteers that goes through a number of modules. (No tutoring yet);
• A programme to go deeper: 3 evenings/1 full day programme; • Separate material/programme for FT shops: some shops who are able to run themselves
have qualified people to run a course and at some instances have someone from the national
41
board.
Within the FT shop movement they also have their information material, which is also used by Fairtrade Sweden, useful to describe the general broader framework of FT.
Besides these activities, Fairtrade Sweden started a quite unique programme called Fair Trade Ambassadors in 2002. Training lasts two days or five evenings, using various information material that can be downloaded from the website of Fair Trade Sweden and provides comprehensive education material. Authorized instructors can hold these courses. To be authorised trainees go to a yearly follow up training which lasts two days. There are 30 instructors now in Sweden; the interviewee is one of them. There is a very good cooperation between the Fairtrade label and the FT shop association whereby half of the FT shop association board are instructors. At the moment 5000 ambassadors are in training in Sweden. This is one of the reasons why in Sweden the Fairtrade Label is growing faster than in any other European country.
Students from the college courses on FT automatically become ambassadors of FT. Many of these students do not do too much afterwards but they just talk to their parents, friends, and become very active in shops, testing, lecturing.
Some college courses on FT are run in Sweden. The interviewee has been teaching in distance education in a Red Cross College where he used an internet platform. About 20 students are in training every year. It is a part time course held during the summer and includes visiting a FT producer for 3 weeks in a study tour. The interviewee used to travel to South Africa and Asia (Sri Lanka, Nepal, and India). In the last two years the groups went to Ghana to meet producers from WFTO and FLO. That course is still going on in cooperation with the whole FT movement in Sweden. This should have been an opportunity for volunteers to know more about what FT means. Unfortunately very few of existing volunteers have been taking part in the course but the course helped to recruit new volunteers and entrepreneurs who started small businesses. People who came from these courses have been employed in different functions in FT or in similar initiatives. The course has a very good cooperation with Fairtrade Sweden; at the moment two of its employees come from that course. This is not meant to be a professional training but a course for getting more people involved. Quite a few of the participants have been university students taking this course as part of another university degree.
Not only Red Cross College runs courses on FT. There is for example one 100% e-‐learning 10 week course on FT by another college. However, the House of Fair Trade doesn’t have any specific training strategy because it’s an importer. The training is done by the Worldshop association. What The House of Fair Trade does is go out and lecture in universities and high schools: in the field of economics, design, trade. The topic of entrepreneurship is involved in such offers by the way of presenting Fair Trade to the students as a model for social and sustainable entrepreneurship.
Regarding training on FT industry, the sector lacks some material when we look at this global impact and the numbers of FT properly updated. Some statistics were published at European Level about FT in Europe but that was many years ago.
In Swedish FT movement they have many courses on the FT identity axis because they focus very much on why they do it and how FT developed. The FT identity itself has changed in the years and it is important that people understand the transition from alternative trade to FT. When FT started in the 70s the focus was to give market access to any producers in the third world (as they called it at that time). Then there was a different step, solidarity trade just with some countries and then they had particular requirements: only working with cooperatives or small producers. For Fair Trade in Sweden, the biggest transition was in the 1990s when FT started to focus on how products are produced, from the trading theme to the production: looking at environment, child labour and various aspects on production side. Labelling focused even more on production not trading itself.
42
Concerning training in FT business model, in the House of Fair Trade they had an intern from the Gothenburg University economical department last year who did an analysis of the organisation on various aspects, including market analysis, marketing, communication, financial planning. She has prepared some material that they are using within the board and in a session together with the staff.
Swedish FT movement is strongly working on training, but the interviewee identifies some weak point of these training strategies:
• Insufficient people who are qualified enough to rule training and to use training materials; • Lack of resources for the regular updating of educational materials; • Continuation of problems to reach those who are most in need of training; • Whilst training is easily available to become Ambassadors for the FT label but this is not
completely adequate for worldshops staff because it focuses on the label and does not give the whole picture about what FT is. However this is what is available for a lot of our shop volunteers.
In Sweden, there are many discussions about entrepreneurship because when people start a new business in FT they start to import. But Sweden is a small country and there are too few worldshops, less than 40, and it is difficult to make a viable business. What the interviewee would like to see is more people wanting to start FT shops and FT cafés. That would be a new project in the social economy trying to start FT cooperatives, with people with learning difficulties, working together and starting FT cafés. There are now six or seven FT cafés which have been working cooperatively like that. FT shops have problems as almost all of them rely on volunteers: of the 40 members the organisation has, only five have employed staff. Quite a few shops have closed down for economic reasons. There are no shops in the three biggest cities which is one of the big challenges for the sector.
2.3.6. Italian FTOs member of AGICES
AGICES, which is a project partner, collects each year a wide range of data from its members: 83 Fair Trade Organisations, from all regions of Italy.
ITALY: COLLECTING DATA ON FT TRAINING
AGICES collect data focused on vocational and educational training and present it annually to analyse evolution and further needs
In order to be member of AGICES, each FT Organisation must comply with the Fair Trade Criteria that include awareness raising and informal educational activities in schools. Every year AGICES publishes in its annual report all the information about the activities of its members.
The figures below35 resume the more interesting information regarding AGICES’s focus.
Figure 5 shows the staff and volunteers numbers and costs for the network. The effective time that has been devoted to training in 2012, in the Fair Trade Industry and Identity axis and in the Fair Trade business model axis are as follows:
A. Hours of Internal Training on Fair Trade Industry and Identity (2012): 2341 hours for volunteers and employees (FT training and capacity building);
B. Hours of Internal training in the FT business model axis (2012): 2943 hours (Vocational training, not FT).
35 From Rapporto Annuale 2014 AGICES
43
Figure 5– Number of employees and volunteers
Figure 6 illustrates some figures about FTOs education programs in schools and the last figure presents the importance of these programs for their sustainability, as they are the main voice of FTOs turnover that is not coming from products sales.
Figure 6– Education programs for schools
44
Figure 7– Turnover from products sales and not from products sales
2.4. CONCLUSIONS
Concerning the FTOs current training system and training needs research, as already mentioned in the introduction, the replies to the questionnaires came mostly from Italy, where the Fair Share partners have closer relations with the actors in the Fair Trade field and where the number of FTOs is very high due to the particular approach to Fair Trade. While looking at the conclusions below, it has to be kept in consideration that about 78 percent of the sample is in Italy. In any case, the key findings for the Fair Share project context were quite homogeneous among different countries.
The research outputs issued from the questionnaires demonstrated that the initiatives dedicated to implementing and developing training tools are useful because training is considered to be of substantial importance in SEOs and FTOs but half of the sample does not have a training strategy in place yet. It’s interesting to notice that when existing, their strategy involves social entrepreneurial issues in 50 percent of cases and when working with schools, Fair Trade or Social Economy are presented to students as a model for social and sustainable entrepreneurships in 49 percent of cases.
National organisation networks have the strongest role in training on business side within FT/SE sector; they are relevant among external expert training offer too, alongside professional consultants and trade associations, while university support is not so common.
E-‐learning tools are not actually used for the survey sample but the largest majority of SEOs and FTOs lack knowledge and know how to use these, and that confirms the need of the activities envisaged in Fair Share Project. Practitioners have highlighted that many training beneficiaries may not be not very familiar with computer use. However there is a consistent interested in e-‐learning.
45
Wrapping up from the current state of the art to the training needs, Table 3 below lists the topics to be considered as the most relevant for the Fair Share e-‐learning platform from the mapping.
Table 3-‐ Relevant topics for FTOs Training
Axis Topics
FT Industry Structure and mapping the FT industry actors at international level
FT Identity Partnership with FT producers
Core values of FT
FT Business model Trade
Marketing and commercial approach
FT best practices
The respondents – being mainly representatives of Fair Trade organisations / worldshops showed a significant interest in training to the extent that they will be willing to devote between two hours per week and one day per month to training.
The outputs of the questionnaires highlight that people from FTOs mostly consider training moments as physical meetings and gathering and sharing occasions. Only a few people gave their preferences to lectures and videos: that means that more practical activities are considered more useful. In addition to this part of the survey, the contributions coming from the case studies are very important for the relevance of the results and for the researches connection to the reality and practice of Fair Trade and Social Economy.
The case studies that have been presented offer various perspectives about FT development and training. They cover the academic side, the organisational approach for Fair Trade importers, retailers and producers too and in some way the product approach too.
They all have in common the belief in the importance of training, the hard work they are doing in this area and the still present need for improvements, resources and tools.
Training strategies are still strongly based on trainer-‐led classroom training or meetings and this confirms the results of favourite training methods issued from our training needs analysis.
The interviewed experts however show an interest in internet based tools. The ‘classroom model’ of training means that attendees have to move from their working place at fixed times which does not substantially permit repetition of a topics and follow-‐up.
All the previously described training strategies differ depending on various targets: students and general public to reach for the first time, new and existing volunteers, staff with different tasks. This variety relates to several topics: usually the themes that are part of Fair Trade identity and industry are more useful for the first categories, before entering or while entering in an FTO; on the other hand, business side issues interest employees and entrepreneurs.
But there can be some exceptions: training on FT identity has a crucial importance for staff with business expertise later involved in FT. Many experts also highlight the lacking of updated and well researched studies in the axis of FT industry.
46
Financing and governance of social enterprises, such as FTOs, are topics that are particularly asked in the business model axis.
The training success factors that can be identified thanks to the analysis of the case studies are:
• Combining theory and practice • Gathering academic researchers and practitioners • Team working • Benefitting of being part of a network
According to the expert interviews, a successful e-‐learning platform should have these characteristics: flexibility and adaptability to the profile of the user, strong partnership with FT producer organisations, availability for general public too in order to get more people involved in FT (that is successful programmes as FT ambassadors and friends of FT), and a high level in data collection tools.
Finally, concerning European FTOs outlooks, we gathered some interesting points of views. One of the main issues is that of FT organisations being hybrids, many different things at the same time: viable businesses, well-‐performing organisations in the relationship with the Fair Trade producers and good advocacy organisations. Moreover, FT seems to be still not established itself yet and FT musts create its profile more strongly.
The real key success factor is innovation: FTOs should constantly seek for new ways within each of their various dimensions. In case of FT producer organisations, FTOs are successful when the benefits of this trade are equally shared and there are many examples, even if they are not well known.
47
CHAPTER 3 – EXISTING PRACTICES OF FT AND SE IN EDUCATION
3.1. INTRODUCTION
The Fair Share project aims to be a platform for training and sharing knowledge in the context of Fair Trade. There will be particular emphasis on entrepreneurship topics and how to make Fair Trade a reliable alternative business model. In order to complete the mapping portraying the current situation in terms of offer and strategies in the sector, the research has been integrated addressing two more targets, besides the organisations: schools and universities.
Regarding entrepreneurship education at schools in Europe, many interesting findings come from the 2011 Eurydice survey on ‘Entrepreneurship Education’ with the participation of 31 countries that gathered information on the current state of entrepreneurship education in primary and general secondary education as well as on the associated recent national strategies, action plans, initiatives and ongoing reforms.36
Figure 10– National/regional strategies and initiatives to implement entrepreneurship education into general education (ISCED 1-‐3), 2011/12
36 Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes Education, Audiovisual and Culture Executive Agency (2012).
48
A great majority of European countries address entrepreneurship education through national strategies or initiatives.37 This clearly reflects the wide recognition of the importance of entrepreneurship education in Europe. Nearly half of the countries have incorporated the objectives linked to the promotion of entrepreneurship education within broader strategies (lifelong learning, education and youth, growth), while several countries, located mainly in Northern Europe, and have launched specific entrepreneurship education strategies. The survey shows that two thirds of European countries explicitly recognise entrepreneurship in central steering documents at primary education level. This changes significantly in secondary education, where virtually all countries integrate entrepreneurship into the curriculum in some form.
In primary education, the cross-‐curricular approach prevails. Where entrepreneurship education is integrated into existing subjects, these are generally compulsory. Entrepreneurship is not taught as a separate subject. The cross-‐curricular approach starts to give way to the integrated approach in lower secondary education, with each model being used in a similar number of countries. However, where entrepreneurship is integrated into other subjects, in a third of countries these are optional rather than compulsory subjects. In either case, they mostly belong either to the social sciences area or to the area of economics, business studies and careers education. A few countries offer entrepreneurship as a separate subject.
In secondary education, the cross-‐curricular approach remains equally widespread, but the number of countries also using the integrated approach increases, as does the use of optional subjects. Several countries combine a cross-‐curricular approach with integration in both compulsory and optional subjects. In addition, there are more countries, which offer entrepreneurship as a separate subject. As in lower secondary education, the social sciences are still a popular home for entrepreneurship education. However, more countries at this upper level integrate it into the area of economics, business studies and careers education.
Useful outcomes of this survey concern the practical implementation of entrepreneurship education. Where practical implementation guidelines and/or teaching materials are offered, it appears that they are sometimes developed in partnership with different ministries, non-‐governmental organisations (NGOs) and other organisations mandated by the government. What seems to characterise the implementation of entrepreneurship education is a mix of active and participatory teaching methods, based on practical experience such as setting up and running student firms. The ongoing initiatives related to entrepreneurship education in a dozen countries show a range of activities, including closer cooperation between education and business, financial initiatives to fund pilot projects promoting entrepreneurship, the organisation of entrepreneurial competitions, the certification of entrepreneurial skills, the setting up and running of student training firms and last, but not least, teacher training and support.
Finally, it is important to highlight, that the current picture of entrepreneurship education in Europe is viewed in a context where half of the countries are engaged in a process of educational reform. These ongoing changes often include the strengthening of entrepreneurship education among their objectives.
For the schools sector, another survey has been implemented in Fair Share Project, concentrated on Spain and Italy, aiming to mapping the existing practises on FT and SE.
Concerning upper secondary education, the analysis was performed by Académie des Entrepreneurs Sociaux collecting information from European websites, Universities websites and completed by suggestions issued from the three precedent surveys. The methodology can be found in the annexes below.
37 This introduction has been taken from ADEPTT, ‘Report on Entrepreneurial Education Learning Needs of Teachers’ (available at http://publiek.syntra.be/websites/europeseprojecten/adeptt/Newsletters%20general%20docs%20evaluation%20reports/WP2_Final_Report.pdf )
49
This section reports on FT and SE in education delivered in Spain and Italy. These two countries have been presented as schools will only be targeted as stakeholders in Italy and Spain38. A key finding was that not every institute provides entrepreneurship education. The figure below represents the percentage of the schools (in each country) that give education on this topic: 14 percent of the sample in Italy, 17 percent of the sample in Spain.
Figure 12– Learning programs on entrepreneurship in the sample’s Institutes in Italy and Spain
When these schools provide courses on entrepreneurship to their students, the lectures are either given by external or internal staff. Figure 13 shows how the context is quite different between Italy and Spain.
38 The annex on methodology presents further details related to this section.
50
Figure 13– Training actors in the sample’s institutes in Italy and Spain
In Spain, in 100 percent of cases, training on entrepreneurship is a curricular subject, and is held mainly by internal resources. We can observe the opposite context in Italy, where in the 100 percent of cases, training on entrepreneurship is a non-‐curricular subject, held mainly by external resources. The principal external actors offering training are trade associations, enterprises and professionals. This group of actors represents 57 percent of the trainers in Italy, and 100 percent of the trainers in Spain.
This entrepreneurship training is planned regularly in 36 percent of cases in Italy and in 50 percent of cases in Spain.
The main topics of the training are:
• Start-‐up: how to kick off young enterprises. • Administration and business management. • Specific production industries.
The methodologies that are used the most are:
• Classroom lessons. • Meeting with experts. • Stages, internship, and work experience.
51
In particular, schools that include entrepreneurship in their curricula provide their students with stages, internships and work experiences in the 93% of cases in Italy and in the 100% of cases in Spain. When the entrepreneurship training is related to FT and SE too, the specific topics are cocoa, fashion, globalization, environment, and Fair Trade.
The majority of the schools of the sample, 75 percent on average, cover the topics of FT and SE (69 percent in Spain, 82 percent in Italy) and it is very often linked with entrepreneurship.
The main topics are:
• ITALY: globalization, inequalities between north and south, campaigns, distribution of wealth, supply chains (coffee, cotton, cocoa, etc.), and awareness campaigns.
• SPAIN: solidarity, ethic values, Fair Trade products sales, and awareness.
Figure 15 – FT and SE relation to curricula in the sample’s Institutes in Italy and Spain
• ITALY: in 43 percent of cases teaching on FT and SE manifests within ministerial programmes: geography and economy. When schools use external resources, they are mostly co-‐operatives and associations (77 percent), and the courses are during the school hours (92 percent);
• SPAIN: 21 percent of cases teaching on FT and SE manifests within ministerial programmes: administration and accounting. The courses are after the school hours in 62 percent of cases.
These courses do not need costs in 52 percent of cases in Italy and in 25 percent in Spain. When the school must bear the cost of the training, it is borne by public authority in 42 percent of cases in Spain, and 30 percent in Italy.
52
17 percent of Italian institutes propose student internships in FTOs or SEOs, 40 percent in Spain. 25 percent of the Italian schools had FT products in their canteens or vending machines, compared to 7 percent in Spain, but only 30 percent of teachers or students received education about FT products.
3.2. MAPPING OF FT AND SE PROGRAMS IN EU UNIVERSITIES
Concerning higher education, Académie des Entrepreneurs Sociaux collected information drawing from its experiences, from European websites, from Universities websites and completed by the results of the three preceding surveys.
They mapped the Universities that currently provide seminars, courses, and Masters aiming to gain an in-‐depth understanding of the social economy system in its broadest meaning. In fact formal integration of alternative economy, social entrepreneurship and social innovation into teaching, research and outreach activities in higher education is not uncommon.
The scheme below lists the outputs of this research, divided by countries, and provides the direct link to the Universities’ websites. Belgium University of Liege, HEC Management School (http://www.hec.ulg.ac.be/) Master in Management Sciences, Specialisation “Management of the social enterprises” – 2 years – Target audience: students in management sciences http://www.ces.ulg.ac.be/fr_FR/enseignement/master-‐management-‐des-‐entreprises-‐sociales Higher Schools HEPL – HELMo – HELHA – HENALUX – Condorcet Master in Social action and engineering – 2 years – Master level – Target audience: students and professionals/workers http://www.provincedeliege.be/fr/art1476 – http://www.condorcet.be/images/editeurs/documents/grilles_cours/Cat-‐SOCIALE-‐MA5-‐MIAS.pdf – http://www.mias-‐lln-‐namur.be/ Higher Schools HEPL – HELMo Bachelor in international cooperation – 3 years – Bachelor level – Target audience: students http://www.provincedeliege.be/fr/art2060 Université catholique de Louvain Seminar on “Social and Public economics” – 40 hours – Bachelor level – Target audience: students http://www.uclouvain.be/en-‐cours-‐2013-‐LECGE1324.html Université catholique de Louvain Course on “Nonprofit economics” – 30 hours – Master level – Target audience: students http://www.uclouvain.be/en-‐cours-‐2013-‐LECON2351.html Université catholique de Louvain Course on “Economie sociale et non-‐marchande” – 30 hours – Master level – Target audience: students http://www.uclouvain.be/cours-‐2013-‐lopes2243.html University of Namur Course “Economie sociale” – 30 hours – Master level – Target audience: students www.unamur.be University of Liege, HEC Management School (http://www.hec.ulg.ac.be/)
53
University Certificate “Management of the social enterprises” – 18 months – Target audience: social entrepreneurs, managers of social enterprises http://www.ces.ulg.ac.be/fr_FR/enseignement/certificat-‐universitaire Université Libre de Bruxelles (www.ulb.ac.be) – University of Mons (www.umons.ac.be) Interuniversity Certificate in “Nonprofit Management” – 1 year – Target audience: social entrepreneurs, managers of social enterprises http://formcont.ulb.ac.be/formation/viewSelected/309?lang=en Denmark Roskilde University Master in Social entrepreneurship and Management http://www.ruc.dk/en/education/subjects-‐at-‐roskilde-‐university/social-‐entrepreneurship-‐and-‐management/ France Centre de recherche et d'information sur la démocratie et l’autonomie (CRIDA) et Université de Valenciennes et du Hainaut Cambrésis, France Master Métiers de l'Entrepreneuriat et du Management : Parcours Professionnel Développement Local, Entrepreneuriat dt Economie Solidaire (Dlees) http://formations.univ-‐valenciennes.fr/cdm/ws?_cmd=getFormation&_redirect=subProgram&_oid=FR_RNE_0593279U_PR_A5MMA262&_oidProgramAnnexe=FR_RNE_0593279U_PR_SOF-‐79&_lang=fr-‐FR&_onglet=description Sciences Po – formation continue Executive master Dirigeant associative http://www.sciencespo.fr/formation-‐continue/formation/executive-‐masters/dirigeant-‐associatif/461/1 ESSEC Business School Chaire Entrepreneuriat Social http://entrepreneuriat-‐social.essec.edu/cursus-‐d-‐enseignement/formation-‐initiale-‐la-‐chaire-‐entrepreneuriat-‐social ESSEC Business School Executive Education -‐ Management Général pour l’Entreprise Sociale http://executive-‐education.essec.fr/programmes/programmes/formation/management-‐general-‐pour-‐lentreprise-‐sociale.html ESSEC Business School Executive Education -‐ Cycle de formation à la mesure d'impact social http://entrepreneuriat-‐social.essec.edu/cursus-‐d-‐enseignement/formation-‐continue/cycle-‐de-‐formation-‐mesure-‐d-‐impact-‐social ESSEC Business School http://entrepreneuriat-‐social.essec.edu/cursus-‐d-‐enseignement/innovations-‐pedagogiques-‐1 HEC Paris Majeure Alternative Management http://alternative.hec.fr/tiki-‐index.php Ireland All Hallows College Master in Management for Community & Voluntary Services http://www.allhallows.ie/courses/postgraduate/ma-‐in-‐management-‐community-‐voluntary-‐services/ University College Cork Voluntary and Community Sector Management MSocSc
54
http://www.ucc.ie/en/cke75/ Centre for Co-‐operative Studies, University College Cork BSc in Rural Development http://www.ucc.ie/en/rural-‐development/studyruraldevelopment/ Centre for Co-‐operative Studies, University College Cork BSc (Hons) Mutual and Credit Union Business http://www.ucc.ie/calendar/commerce/com010.html Centre for Co-‐operative Studies, University College Cork Master in Co-‐operative Organisation, Food Marketing and Rural Development http://www.ucc.ie/en/cks33/ Centre for Co-‐operative Studies, University College Cork, Ireland Masters in Co-‐operative and Social Enterprise http://www.ucc.ie/en/ckl10/ Italy SDA Bocconi School of Management (Milan, Bocconi University) Master in Management of Social Enterprises, Not for Profit Organizations and Cooperatives http://www.sdabocconi.it/en/specialized-‐master-‐full-‐time-‐executive/npcoop University of Bologna Master in Management for Social Economy http://www.ems.unibo.it/en/programmes/degree-‐programmes/programme/2014/8843 University of Bologna Laurea magistrale in Economia Sociale http://www.ems.unibo.it/it/corsi/corsi-‐di-‐studio/corso/2012/8489 University of Bologna Master in Economia della Cooperazione -‐ MUEC http://www.ems.unibo.it/it/corsi/master-‐in-‐economia-‐della-‐cooperazione University of Bologna Master in Fundraising per il Nonprofit e gli Enti pubblici http://www.unibo.it/unibo/it/didattica/master/20132014/fundraising_per_il_nonprofit_e_gli_enti_pubblic University Tor Vergata Rome Course on Fair Trade within the Master in Development Economics and International Co-‐operation http://www.ceistorvergata.it/master/mesci/sarea.asp?sa=30 Discipline Economiche e Sociali per lo Sviluppo RENDE Reggio Calabria http://www.unical.it/portale/strutture/dipartimenti_240/dsps/didattica/cdl/cdl_des270/ Università di Camerino Scienze dei servizi sociali per gli enti non profit e la cooperazione internazionale http://www.unicam.it/studenti/didattica/guidecds/Guida_L-‐SGC_ita.pdf Università di Firenze Corso in Sviluppo economico, cooperazione internazionale socio sanitaria e gestione dei conflitti http://www.economia.unifi.it/vp-‐121-‐sviluppo-‐economico-‐cooperazione-‐internazionale-‐socio-‐sanitaria-‐e-‐gestione-‐dei-‐conflitti.html Centre for Studies in Economics and Finance Napoli http://www.csef.it/
55
University of Urbino Dipartimento di Economia, Società, Politica http://desp.uniurb.it Portugal University Institute of Lisbon Master in Social and Solidarity Economy http://iscte-‐iul.pt/cursos/mestrados/46/apresentacao.aspx Spain University of Valencia Master in Social Economics (cooperatives and nonprofits) http://www.uv.es/uvweb/college/en/postgraduate-‐courses/official-‐master-‐s-‐degrees/official-‐master-‐s-‐degrees-‐offered/master-‐s-‐degrees-‐knowledge-‐branches/master-‐s-‐degree-‐social-‐economics-‐cooperatives-‐non-‐profit-‐organisations-‐1285848941532/Titulacio.html?id=1285850876704&plantilla=UV/Page/TPGDetaill&p2=5-‐1 University of Barcelona, Centro de Investigación de Economía y Sociedad Master en Economía Social http://grupcies.com/Social-‐Economy-‐and-‐Management-‐MES.681.0.html?&L=1 University of Barcelona, Centro de Investigación de Economía y Sociedad Master en Responsabilidad Social Corporativa. Contabilidad y Auditoría Social http://grupcies.com/Corporate-‐Social-‐Responsibility-‐br-‐Accounting-‐and-‐Social-‐A.640.0.html?&L=1 Swizerland University of Geneva La Maîtrise Interdisciplinaire en Socioéconomie http://www.unige.ch/ses/socioeco/etudes/Maitrise.html UK York University Training programme in Fair Trade http://www.york.ac.uk/business/cpd/courses/fairtrademarketing/ Liverpool Hope University Training programme in Fair Trade http://www.hope.ac.uk/study/professionaldevelopment/professionaldevelopmentcourses/thefairtradesector/ Open University – Co-‐operatives Research Unit Distance learning material for co-‐operatives and organisations in the social economy http://cru.open.ac.uk/Education.php Hult international Business School Master of Social Entrepreneurship (San Francisco, USA, & London, UK) http://www.hult.edu/en/programs/master/social-‐entrepreneurship/ Goldsmiths, University of London MA in Social Entrepreneurship http://www.gold.ac.uk/pg/ma-‐social-‐entrepreneurship/
56
Regent's University London M.A. International Relations & International Non-‐Governmental Organisations http://www.regents.ac.uk/study/postgraduate-‐study/programmes/ma-‐international-‐relations-‐international-‐non-‐governmental-‐relations.aspx University of Leicester Foundation Degree in Managing Voluntary and Community Organisations (Distance learning) http://www2.le.ac.uk/study/ugp/non-‐ucas/managingdl Cass Business School, City University London PGDip/MSc in NGO Management http://www.cass.city.ac.uk/courses/masters/charity-‐courses/ngo-‐management Cass Business School, City University London PGDip/MSc in Voluntary Sector Management http://www.cass.city.ac.uk/courses/masters/charity-‐courses/voluntary-‐sector-‐management London South Bank University Management in Civil Society http://www.lsbu.ac.uk/courses/course-‐finder/management-‐in-‐civil-‐society-‐incorporating-‐icsa-‐postgraduate-‐charity-‐management-‐msc London South Bank University Management in Civil Society, Marketing and Fundraising http://www.lsbu.ac.uk/courses/course-‐finder/management-‐civil-‐society-‐marketing-‐fundraising-‐iof-‐msc University of East London Master in Voluntary Sector studies http://www.uel.ac.uk/postgraduate/specs/voluntarysectorstudies/ University of Kent MA Civil Society, NGO and Nonprofit Studies http://www.kent.ac.uk/sspssr/postgraduate/taught/ispocs.html Glasgow Caledonian University Master in Social Business and Microfinance http://www.gcu.ac.uk/study/postgraduate/courses/social-‐business-‐and-‐microfinance-‐9772.php
3.3. CONCLUSIONS The introduction of Fair Trade into the school curriculum in Spain and Italy represents the realisation of the earlier finding that the sector is becoming mainstreamed. More commercial skills needed, Concerning the schools, education and training on entrepreneurship is provided mainly by internal resources; external resources are from enterprises, trade associations and entrepreneurs. Education and training on SE and FT are related to external resources. Coupled with the lack of Fair Trade training for teachers, the paucity of internal resources delivering training in schools is bad news for the quality of teaching in this area. The scale of teaching Fair Trade remains small in both Italy and Spain which is not unexpected: although networking is improving in the Fair Trade sector, organisations remain relatively insular and small in numbers.
Two paths are therefore open for teaching Fair Trade in schools: teachers can improve how they teach Fair Trade and entrepreneurship (either by voluntary or compulsory training) or external organisations can improve their training offer (either by delivering better training in these schools or expand to deliver at more schools). Fair Share is able to offer a path forward for these schools who are interested in improving their education standards for teaching Fairtrade along both of these paths: Fair Share will provide training for teachers and trainers to educate on Fair Trade (Training the Trainers), as well as modules designed for school students, so that better Fair Trade training is received by students.
The topics of FT are analysed by a general way with focuses on globalization, inequalities between north and south, products' supply chains. The topic of FT is not ever treated by the entrepreneurial point of view (especially in Italy). This is another unsurprising gap in the Fair Trade system: we have found that the
57
Fair Trade sector does not yet have strong skills in the commercial and entrepreneurial field. Training on Fair Trade entrepreneurship currently lies in a natural vacuum as a result. This gap will take some time to fill and Fair Share addresses this through modules on marketing, commercialization, leadership for change and co-‐solving issues in groups. We hope that the long term impact of this will be improved entrepreneurial behaviour by FTOs which feeds into the educational system by entrepreneurial FTOs delivering training in schools.
The Fair Share project’s specific goal is to develop an e-‐learning environment for creating opportunities for the vocational and educational training in Social Economy and Fair Trade. However infrastructure provision at school level varies considerably between countries; lack of it is still an obstacle to greater use of ICT in schools. This will limit the schools which are able to offer Fair Share training in Italy and Spain.
Fortunately, the offer of programmes and masters dedicated to the Social Economy in European Universities is wide. Curricula specifically focused on Fair Trade are less numerous. In certain countries, as France or UK, the offer is relatively widespread.
There is no recognition of FT as a separate and single sector for SE yet and therefore it is considered within the project as a VET sector. While the learning environment and tool kit are extrinsically multi-‐sectors, the involved partners have already identified environmental protection, in particular soil, organic agriculture, food production and transformation, alternative distribution chains at the local level and sustainable tourism as key sectors (or inter-‐sectors) for research and development of skills/competences for the labour market. Indeed, the proposal is addressed to a specific transversal branch of SE, which is represented by Fair Trade and their operational tools: Fair Trade worldshops and FTOs.
Importantly, considering the make-‐up of staff in countries such as Sweden, there are no vocational training models for Fair Trade operators and volunteers. The national networks provide FTOs with self-‐made training but in an occasional and irregular way. There is no continuous training and very often FT operators are forced to learn from experience without any scientific and qualified support. Fair Traders usually begin their commitment in the FT sector pushed by ethical and ideological motivations and they usually come from the third sector experience. Therefore there is a lack of business background.
The project is conceived to develop learning environment and a tool kit for supporters of SE and Fair Trade Organisations (FTO) at the local level, maintaining a g-‐local approach. Therefore the consortium will adapt it to local specificities through a wide local as well as transnational network.
58
SECTION 2: SCENARIO TO DEVELOP THE FAIRSHARE E-‐LERANING TRAINING MODULES
CHAPTER 4 – SWOT ANALYSIS
4.1. INTRODUCTION
The preceding sections represent the investigation of the current situation in EU countries, focusing on Fair Share partners’ countries, concerning the specific needs and skills for vocational and educational training to encourage SE and FT. The literature review, the surveys, the expert interviews tried to identify local actor’s expectations regarding the innovative learning design envisaged by Fair Share Project, without the real ambition to be all-‐inclusive and complete.
In order to wrap all the information up and move forward, a SWOT analysis of the results of the background mapping has been implemented during an internal project workshop with all the project partners involved in the discussion.
This internal project workshop was held in Espoo on the 26th and 28th of August 2014 and hosted by Laurea UAS.
This SWOT analysis will be the basis for the development of the e-‐learning environment and tools.
4.2. SWOT ANALYSIS
The participants have been divided in two groups, one working on the collected data regarding the FTOS side, the other working on the Schools/University side. The Table 4 below gathers both analyses.
Table 4 – SWOT Analysis of the Background Mapping outcomes
Strengths Weaknesses
FTOs • Ongoing training activities on various topics are already taking place at national and local level.
• Experienced and engaged trainers already exist.
• 70 percent of the survey sample want more training.
• The staff (workers and volunteers) show a high degree of commitment.
• The training offer is fragmented at many stages: FTOs have different strategies, contents and actors at national and international level.
• There are not enough internal resources (human and financial) for people to train or to be trained.
• Knowledge, “Intellectual capital”, pedagogical methods, etc. are not always equally shared.
• There is a low degree of awareness on fundraising opportunities both in the private and public sector.
• A low number of organisations have internal training plan/strategies (less than 50 percent of the survey sample).
• FTOs made commercial activities more
59
central to their operations but existing plans/strategies involve social entrepreneurship issues in the 50 percent of cases.
• ICT competences (skill, knowledge) are still not totally acquired by the entire FTOs staff.
Schools • Educational programmes on entrepreneurship are widespread in Schools generally in Europe. (They exist in less than 20 percent of the schools in the survey sample in Spain and Italy.)
• At school, internal and external trainers are already operating (more external) on FT/SE topics (in 75 percent of the survey sample).
• At academic level training offer and training materials are available.
• Among young people/students there are a higher percentage of ICT users than among older people.
• The training offer has different approaches at national and international level: entrepreneurship and FT/SE belongs either to the social sciences area or to the area of economics, business studies and careers education.
• There is a general lack of internal financial resources.
• There is a low awareness of EU funds dedicated to training and a lack of expertise in applying.
• The existing training offer and training materials are not always well known or promoted.
• ICT infrastructure provision at school level varies considerably between countries; lack of infrastructure is still an obstacle to greater use of ICT in schools.
• Teachers and students are not always informed and trained when FT products are sold at school in vending machines (lack of awareness and marketing)
Opportunities Threats
FTOs • Existing programmes on entrepreneurship and FT/SE can be gathered and optimised.
• Synergies with other actors and networking can take a real benefit.
• Increasing commitment in SE/FT, especially among younger people, can be a real motivation to be trained and train.
• ICT tools permit to reach a wider and new public.
• Newcomers are new potential trainees.
• Academic research is usually not strongly settled into FT practice and the findings are not disseminated to seriously impact on practice.
• National public funds dedicated to training and traditionally applied for by FTO are decreasing because of the economic crisis.
Schools • Young people are increasingly aware of and interested in the Social Economy
• Some stakeholders still have difficulties in focusing on what SE/FT is.
60
• Fostered synergies between schools and universities can cover the gaps.
• Entrepreneurship is increasing as a core issue in EU and national policies.
• More funding opportunities in CSR and public sector have been developing regarding the entrepreneurship sector. i.e. COSME programme.
• Lack of SE and entrepreneurship in schools and universities formal curricula (it depends on the teacher/professor interest).
4.3. CONCLUSIONS
The preceding SWOT analysis allows us to identify some outputs, which are often common to the FTOs sector and the Schools/Universities sector.
First, sharing and optimizing the existing training products can improve the quality of the training offer and provide a real benefit despite the lack of internal resources in schools and FTOs. This cannot be done without the involvement of actors at national level and networks. They can also have a strong role in the dissemination of the e-‐learning environment, once finalized.
The financial issues can also be addressed to some extent by improving the skills on fund-‐raising: while the available resources on training are growing at the European level, the actors in the field do not seem to be aware of these opportunities.
The use of ICT tools, besides, allows to Fair Share provide training at a lower cost in terms of organizational expenses and in terms of staff time, meeting the limited resources of FTOs in both of the aspects. At the same time an e-‐learning platform reaches a wider public in general more easily, and young people in particular, who are more comfortable with ICT tools and more interested in the topics of SE and FT.
A focus on entrepreneurship is significant for many reasons: often schools still hardly implement EU guidelines on entrepreneurship and FTOs have been slowly making commercial activities more central to their operations.
In the specific sector of FTOs, the high level of interest and commitment devoted to training is an interesting and encouraging element in the vision of the aim of Fair Share Project. However, training needs vary deeply depending on the role of the staff: this finding suggests that e-‐learning platform curricula should be targeted to the principal role we envisage.
The findings of the two sections of this document will be useful to proceed in studying and planning the characteristics of the Fair Share e-‐learning environment in order to hopefully meet the training needs of the targets.
61
KEY FINDINGS AND RECOMMENDATIONS
The results emerging from this report could help to point out potential development areas for the following project activities and recommendations useful to define the outline of the Fair Share e-‐learning platform. The competence framework and pedagogical model will elaborate these first outcomes, especially fitted for the defined target groups. Here some proposals about different profiles (and needs) are presented39.
Potential development areas could be identified according to the professional profiles as outcomes of the training paths. Here are three proposed profiles:
1. Business Fair Trader 2. Fair Trade ambassador 3. Fair Trade auditor
Business Fair Trader: this profile should apply to practitioners (entrepreneurs, managers, workers, expert volunteers) that need to upgrade their competences and skills in the field of marketing issues, financing, governance of social enterprises, etc.
Fair Trade ambassador: this profile should apply both to ’new comers’ and practitioners in the field of Fair Trade identity and Fair Trade Industry and should be related to awareness raising and training and educational activities that can be played in a Fair Trade or social economy enterprise or network.
Fair Trade auditor: this profile should apply to anyone interested in being involved in certification activities, ethical evaluation and monitoring, and guarantee system management.
There are a wide range of potential users of the e-‐learning platform, ranging from students to long time practitioners. Therefore it is useful to recommend a multi-‐level structure in which the different e-‐learning course can be developed. A proposal could be to point out three levels: basic, intermediate, and advanced.
• Basic: Courses included in this level should mainly be addressed to ‘newcomers’ and be related to the Fair Trade ambassador and Fair Trade auditor profiles. It can be considered as a preparatory step before going through the next two levels.
• Intermediate: this level could be seen both as a following step after having attended the basic level, and as a preparatory step before going through the advanced one. Courses included in this level should mainly be addressed to potential trainers and to the Fair Trade ambassador profile.
• Advanced: courses included in this level should mainly be addressed to practitioners. They will be related to the business Fair Trader and the Fair Trade auditor profiles. This should therefore focus on contents related to the business axis and on certification and evaluation field.
These brief suggestions do not pretend to be exhaustive and to be the last word. They intend to stimulate thought and encourage developing following this setting if it convinces. The following Fair Share activities will define in-‐depth the instructional design and pedagogical experience of the curriculum and the contents of the Fair Share e-‐learning platform.
These findings may be very useful in this period of social and economic crises, in order to reflect on how SE and FT can be run effectively to develop a sustainable future. More, flexible, content-‐driven, coherent and better adapted training is needed to support an economic and social sustainable sector, as Fair Trade is embedded in a very competitive context, as any other market-‐oriented sector, but especially in a globalised trade market. Moreover, this training is needed in a life-‐long learning approach, from schools to a potential active elder voluntary phase. 39 These profiles are further developed and adapted in the Competence Framework and Pedagogical Model.
62
ANNEX 1. METHODOLOGY
Desk research, online questionnaires, interviews and focus groups have been used. In particular, the main research tools and approaches used for each section are further detailed below. The three questionnaires are provided in the appendixes.
FTO current training system and training needs to be satisfied: online questionnaires
A survey has been implemented, working in a qualitative approach, using two online questionnaires. This methodology has been chosen in order to collect data directly from the targets, in different countries at the same time and also because it helps in the data aggregation.
The first questionnaire focuses on the actual training strategy of FTOs and is divided into five sections:
• General information about the organisation and the person filling the questionnaire • Internal training strategy (held by the FTOs staff): roles, topics and focus on business
management and business initiative • External training strategy (held by trainers hired on request): roles, topics and focus on
business management and business initiative • Familiarity with E-‐learning tools • Universities and schools: relation with social entrepreneurship, labs offered by FTOs
The second questionnaire, was administered about two months after, concentrated on the training needs of FTOs to be satisfied, and was composed by three sections:
• Training topics to be rated for their importance • Training strategy: working and free available time, kind of courses, training methods, e-‐
learning • General information about the organisation and the person filling the questionnaire
We identified three different axes of training topics: 1) Fair Trade industry
Definition and historical context of Fair Trade, Structure and mapping the actors of Fair Trade industry at the national and international level, Position of Fair Trade in the global economy and its impact, Fair Trade in figures and trends (number of Fair Trade Organizations, growth, market shares, current trends etc.).
2) Fair Trade Identity Core values of Fair Trade, Social campaigning, Partnership with producers, Working with volunteers, Sustaining Fair Trade multiple goals
3) Fair Trade Business Model Business planning, Financial and accounting management, Governance, Marketing and commercial approach, Trade, Technical skills (haccp rules and regulations, health and safety legislation etc.), Measuring social and economic impact, Fair Trade Best Practices, Personal capacities (leadership, team management, etc.)
The questions of the training strategy section have been differentiated depending on the role of the person replying (manager, employee or volunteer). Concerning training methods, we identified five different ways:
63
• Trainer-‐led classroom training: interactive approach where the trainer and the student meet in a common location for a specific duration of time
• On-‐the-‐Job Training: employees try new skills and get specific instruction on their job tasks, with observation and feedback by a coach, usually a fellow employee or trainer.
• Lectures: teaching by formal discourse on a particular subject to an audience • Films & videos: can be used on their own or in conjunction with other training methods • E-‐learning platform: a range of integrated web based applications used to deliver and
support leaning (i.e. web pages, text and video conference, shared diaries, online social areas, assessment tools.)
The complete texts of the questionnaires are available at the end of this document (Appendix 1 and 2). The partners of the project provided contacts of SEOs and FTOs in Italy (114), Belgium (15), Spain (8), Finland (4) and UK (8) and WFTO Europe too invited some of its members to participate (66)
The first questionnaire registered 79 replies from 10 Countries, the second one registered 96 replies from 11 Countries. It is important to underline that within the FTOs we received answers from 7 national networks of Fair Trade Organisations in Europe representing together more than 340 Organisations all over Europe. Those networks are:
• BFTF Belgium – http://www.bftf.be 13 members • Coordinadora Estatal de Comercio Justo – Spain: http://comerciojusto.org/ 31 members • BAFTS UK http://bafts.org.uk/ 123 members • EFTA Netherlands http://bafts.org.uk/ 10 members • Association romande des Magasins du Monde Switzerland http://federeso.ch 40 members • The Swedish Organisation of Fair Trade Retailers Sweden: http://fairtradeorg.se/ 40 members • AGICES Italy: www.agices.org 85 members
The number of organisations that effectively filled in the questionnaires was bigger in countries where the core activity of the Fair Share partner determines closer relations with the actors of Fair Trade field, namely Belgium and Italy. The Italian context is predominantly expressed in this research, for two main reasons. The first is that two out of six Fair Share partners are Italian, and AGICES in particular is the national FTOs network, with positive consequences in terms of number of contacts and capacity of involvement in the research. The second is the peculiarity of the Italian FT movement, as described by Bob Doherty40, where a big number of different and independent FTOs characterises the FT market.
Case studies : FTOS
Case studies were identified among the partners of Fair Share project, the FTOs who replied to the questionnaires and the events dealing with training in FT area that have been mentioned in the questionnaires replies.
The main criteria used to choose the case studies have been:
• Fair Share partners and Events dealing with training in FT
-‐ Training at academic level on FT issues
-‐ focus on management of social enterprises
-‐ Link with the broader contest of Social Economy
40 Where now for Fair Trade B. Doherty , I. Davies & S. Tranchell Business History (2013)
64
-‐ Relevant practises integrating and completing the research
• FTOs replying to the questionnaires
-‐ Substantial experience gained since few years in the field of staff training
-‐ A solid internal training strategy plan involving business management
-‐ working at national level
Besides, previously established contacts and manifest availability for cooperation in the research have been causes of preference.
Among the partners of Fair Share project, Académie des Entrepreneurs Sociaux satisfies all the criteria because is part of the University of Liege (Belgium) and all its activities deal with social entrepreneurship in the Social Economy field.
In the FT training event case, which refers to the same criteria, Fair Trade International Symposium has been selected: it gathers academic researchers coming acting in the Social Economy context and business management is a cross cutting theme during every edition.
Concerning FTOs, both the House of Fair Trade and CTM Altromercato have national character, they have more than 10 years of commitment in training and their training strategies are wide and clearly shaped. These are the reasons why they’ve been carefully chosen among the questionnaire sample.
After background readings, case studies have been analysed with the support of some experts interviews via web based video call, because they add experts specific experience and perspectives to the research.
Experts fielded questions concerning the investigation of strong points and weak spots on training-‐related issues. After a short introduction of the Fair Share Project’s research and aims, and the confirmation of the core activity of the organisation/institution, the interviews examined the training strategy, particularly its key success factors and main hurdles. Then they investigated the opinion about the role of training in general Fair Trade outlooks and in relationship with different stakeholders (Universities, Business Schools, Fair Trade networks etc.). Referring to the outputs of the project, suggestions for a successful e-‐learning platform have been asked.
In the Fair Share partner and FT training event cases, the interview is divided into five sections:
• General information on the organisation, figures • Universities: links with FTOs, accessibility of researches’ outputs • Training strategy: duration, tools, training actors and topics on the three axis (FT Industry, FT
Identity, FT Business models -‐ notably the third) • Key success factors and main hurdles of the organisation’s training strategy • Suggestions for a successful e-‐learning programme
FTO case studies interview was composed by four parts:
• General information on the organisation, mission and core activity • Training strategy: duration, tools (notably e-‐learning tools), training actors and topics on in the
three axis (FT Industry, FT Identity, FT Business models) • Key success factors and main hurdles of the organisation’s training strategy • Suggestions for a successful e-‐learning programme
The only exception to expert interviews has been the general overview of the FTOs that are member of AGICES. As this is a composite case study we preferred to use the aggregate information coming from their collective document.
65
Involving schools: online questionnaire
The survey on FT and SE in education has been implemented keeping working in a qualitative approach, using online questionnaires: again this methodology has been chosen in order to collect data directly from the targets, in different countries at the same time. We decided to concentrate this survey on the two countries of the project partners that deal with schools in their ordinary activity: Spain and Italy.
The first questionnaire focuses on the actual training strategy of FTOs and is divided into three sections:
• General information about the institute and the person filling the questionnaire • Learning programs on entrepreneurship and the business world (topics, actors, acquired skills,
frequency) • Learning programs on Fair Trade and Social Economy (topics, actors, acquired skills, frequency,
work experiences and internships)
The complete text of the schools questionnaire is available at the end of this document (Appendix 3).
AGICES and CECE promoted the questionnaires via e-‐mail through their wide network of members and AGICES' Facebook Fan-‐page.
Teachers were involved by different actors. The Italian teachers and professors were invited to reply to the questionnaire directly from the Fair Trade Organisations. Therefore sometimes the information shows this close relation (good knowledge about Fair Trade, Fair Trade topics during the courses, etc.)
In the case of CECE, the request of participating to the survey was more direct because its members are teachers and professors.
The questionnaire registered 98 replies (64 from Spain and 34 from Italy), from 56 institutes in 38 cities. Figure 11 below illustrates the educational stage of the institutes, mostly Secondary Schools.
Figure 11– Educational stage of Institutes replying to the survey
66
67
APPENDIX 1: QUESTIONNAIRE ON SEOS AND FTOS EXISTING TRAINING STRATEGIES
*Required 1. NAME OF ORGANIZATION* _________________________________________________________________________ 2. COUNTRY OF ORGANIZATION* __________________________________________________________________________________ 3. NAME OF PERSON FILLING THE QUESTIONNAIRE* __________________________________________________________________________________ 4. ROLE OF PERSON FILLING THE QUESTIONNAIRE* ex. volunteer, practitioner, researcher.....? In what activity? __________________________________________________________________________________ 5. The core activity of your organization is* Mark only one oval.
• Fair Trade Sk ip to question 6. • Social Economy Sk ip to question 11. • Other Sk ip to " Stop filling out this form."
FAIR TRADE ORGANIZATION 6. To what WFTO category does your organization belong to? * For category definition see below. Tick all that apply.
1. Fair Trade Organization 2. Fair Trade Network 3. Fair Trade Support Organization 4. Associate Organizations
Fair Trade Organization typologies (WFTO definition): 1 FAIR TRADE ORGANIZATION Organizations directly engaged in Fair Trade through their trading activity. To qualify for trading membership, applicants must already be trading and have evidence of sales (domestic, export or both). To qualify for trading membership, income from sales must account for 50% or more of total income. Applications for trading membership cannot be accepted from organizations with no prior sales history. 2 FAIR TRADE NETWORK Legal entities whose primary function is to serve as national or international associations of Fair Trade producers and/or Fair Trade Organizations. 3 FAIR TRADE SUPPORT ORGANIZATION Fair Trade Organizations where trading is not the main activity (proportion of trade is less than 50% of total income). These organizations are engaged in Fair Trade indirectly through activities that promote and support Fair Trade. These activities can include business counselling, finance, advocacy or networking. 4 ASSOCIATE ORGANIZATION This is a special category for national or international organizations that are interested in supporting
68
and promoting Fair Trade. Donor organizations also fit in this group. 7. Is your organization member of a wider Fair Trade network at regional/national/international level? Mark only one oval.
• Yes • No
8. If yes, which ones? __________________________________________________________________________________ 9. How important do you consider vocational and professional training on business management and business initiative strategies to be for your activity and for Fair Trade organizations in general? * (such as business startup, human resources, sales and marketing management, etc). Tick all that apply.
1. Crucial importance 2. Very important 3. Fairly important 4. Not very important 5. Not important at all
10. Do you have some kind of an internal training strategy program/plan for your operators? * Mark only one oval.
• Yes Sk ip to question 16. • No Sk ip to question 19.
Stop filling out this form. SOCIAL ECONOMY ORGANIZATION 11. What is the main mission of your organization? ____________________________________________________________________________________________________________________________________________________________________ 12. Is your organization member of a wider network at regional/national/international level? Mark only one oval.
• Yes • No
13. If yes, which ones? Short list and description __________________________________________________________________________________ 14. How important do you consider vocational and professional training on business management and business initiative strategies to be for your activity and for Social Economy organizations in general? (such as business startup, human resources, sales and marketing management, etc). Tick all that apply.
1. Crucial importance 2. Very important 3. Fairly important
69
4. Not very important 5. Not important at all
15. Do you have some kind of an internal training strategy program/plan for your operators? Mark only one oval.
• Yes • No Sk ip to question 19.
Internal training plan carachteristics 16. Does the internal plan involve business-‐management and business-‐initiative entrepreneurial strategies topics? (such as start-‐up, human resources, sales and marketing management, etc) Mark only one oval.
• Yes • No
17. If yes, what topics? Short list __________________________________________________________________________________ __________________________________________________________________________________ 18. What other kind of topics are covered in your training strategy plan? Short list __________________________________________________________________________________ __________________________________________________________________________________ External actors involved in training of organization 19. Do you rely on external training offers and actors? (e.g. Universities, VAT institutions, professional consultants, trade associations, chamber of commerce, etc.) Mark only one oval.
• Yes • No
20. If yes, what kind of actor on what kind of topic? Short list __________________________________________________________________________________ __________________________________________________________________________________ 21. Which actors inside of the Fair Trade or Social Economy network in your country are responsible or take the initiative for training in business management and business initiative strategies? (such as startup, human resources, sales and marketing management, etc) Tick all that apply.
1. National organizations network 2. Single organization like yours 3. Individual initiative of worker 4. Other:___________________________________________________________
70
22. What of these actors on what topic? Short list __________________________________________________________________________________ __________________________________________________________________________________ Use of e-‐learning tools 23. In the training options you mentioned in previous answers did the organization make use of e-‐learning tools? * Mark only one oval.
• Yes • No • I don't understand what e-‐learning means.
24. If not, why? Tick all that apply.
1. Because they are not very well known 2. Because training beneficiaries are not familiar with computer use 3. Because they are difficult to develop/organization does not have sufficient internal know-‐how 4. Other:____________________________________________________________________
25. If yes, on what kind of topic for what kind of beneficiary? __________________________________________________________________________________ __________________________________________________________________________________ Universities and schools 26. Do you know or have come in contact with university level courses or programs in your country that focus on social entrepreneurship subject matters? If so, please shortly list them. __________________________________________________________________________________ __________________________________________________________________________________ 27. Does your organization offer training and educational experiences in schools? If so, for what level of school/age range? __________________________________________________________________________________ __________________________________________________________________________________ 28. Is the topic of entrepreneurship involved in such offer by the way of presenting Fair Trade or Social Economy to the students as a model for social and sustainable entrepreneurship? Mark only one oval.
• Yes • No • Other:___________________________________________________________________
71
APPENDIX 2: FTOS AND SEOS TRAINING NEEDS QUESTIONNAIRE
* Required The core activity of your organization is * Mark only one oval. Fair Trade Sk ip to question 2. Social Economy Sk ip to question 29. Fair Trade Industry FAIR TRADE ORGANIZATION Do you think that training would be useful to reinforce the knowledge and understanding of the Fair Trade sector? * Mark only one oval. Yes No Why/why not? Which of the following training topics would best address the needs of the Fair Trade community? Provide a score on a scale of 1 to 5. -‐ Definition and historical context of Fair Trade -‐ Structure and mapping the actors of Fair Trade industry at the national level -‐ Structure and mapping the actors of Fair Trade industry at the international level -‐ Position of Fair Trade in the global economy and its impact -‐ Fair Trade in figures and trends (number of Fair Trade Organizations, growth, market shares, current trends etc.) Would you like to suggest us some other topics? Fair Trade Identity FAIR TRADE ORGANIZATION Which kind of training could reinforce the Fairtrade identity? Which of the following training topics would best address the needs of the Fair Trade community re reinforcing the Fair Trade identity? Provide a score on a scale of 1 to 5. -‐ Core values of Fair Trade -‐ Social campaigning -‐ Partnership with producers -‐ Working with volunteers -‐ Sustaining Fair Trade multiple goals Would you like to suggest us some other topics? Fair Trade Business Model FAIR TRADE ORGANIZATION Which kind of training could reinforce Fairtrade business models?
72
Which of the following training topics would best address the needs of the Fair Trade community re improving knowledge of Fair Trade business models? Provide a score on a scale of 1 to 5 -‐ Business planning -‐ Financial and accounting management (financing mix, capital, financial forecasting, accounting, etc.) -‐ Governance (economic democracy, stakeholder management, governance mechanisms, etc.) -‐ Marketing and commercial approach (feasibility study, communication skills, social media, display design, etc.) -‐ Trade (interacting with the producers and with the customers) -‐ Technical skills (haccp rules and regulations, health and safety legislation etc.) -‐ Measuring social and economic impact (measuring impact tools, etc.) -‐ Fair Trade Best Practices -‐ Personal capacities (leadership, team management, etc.) Would you like to suggest us some other topics? What should an orientation program for new employees/volunteers include? * Sk ip to question 58. Social Economy Industry SOCIAL ECONOMY ORGANIZATION Do you think that training would be useful to reinforce the knowledge and understanding of the Social Economy sector? * Mark only one oval. Yes No Why/why not? which of the following training topics would best address the needs of the Social Economy community? Provide a score on a scale of 1 to 5 -‐ Definition and historical context of Social Economy -‐ Structure and mapping the actors of Social Economy industry at the national level -‐ Structure and mapping the actors of Social Economy industry at the international level -‐ Position of Social Economy in the global economy and its impact -‐ Social Economy in figures and trends (number of Social Economy Organizations, growth, market shares, current trends etc.) Would you like to suggest us some other topics? Social Economy Identity SOCIAL ECONOMY ORGANIZATION Which kind of training could reinforce the Social Economy identity? Which of the following training topics would address the needs of the Social Economy community re reinforcing the Social Economy identity? * Provide a score on a scale of 1 to 5 -‐ Core values of Social Economy -‐ Social campaigning -‐ Partnership with civil society
73
-‐ Working with volunteers -‐ Sustaining Social Economy multiple goals Would you like to suggest us some other topics? Social Economy Business Model SOCIAL ECONOMY ORGANIZATION Which kind of training could reinforce Social Economy business models? Which of the following training topics would best address the needs of Social Economy community re reinforcing Social Economy business models? * Provide a score on a scale of 1 to 5 -‐ Business planning -‐ Financial and accounting management (financing mix, capital, financial forecasting, accounting, etc.) -‐ Governance (economic democracy, stakeholder management, governance mechanisms, etc.) -‐ Marketing and commercial approach (feasibility study, communication skills, social media, display design, etc.) -‐ Trade (interacting with the suppliers and with the customers) -‐ Technical skills (haccp rules and regulations, health and safety legislation etc.) -‐ Measuring social and economic. impact (measuring impact tools, etc.) -‐ Human resource management (staff and volunteers) -‐ Social Economy Best Practices -‐ Personal capacities (leadership, team management, etc.) Would you like to suggest us some other topics? What should an orientation program for new employees/volunteers include? * Sk ip to question 58. TRAINING SYSTEM Role of person filling the questionnaire: * Mark only one oval Manager Sk ip to question 59. Employee Sk ip to question 67. Volunteer Sk ip to question 74. Training System -‐ Manager 59. Do you think training needs should be discussed on the occasion of staff evaluation meetings? * Mark only one oval Yes No 60. How much working time are you willing to devote to training? * Mark only one oval Two hours per week for short periods A nonstop week once a year A day every month A day every 4 months Less than this 61. How much working time do you think the staff in your organization should devote to training * Mark only one oval
74
Two hours per week for short periods A nonstop week once in a year A day every month A day every 4 months Less than this 62. How much free time are you willing to devote to training if you find that could be useful for your personal growth? * Mark only one oval. Two hours per week for short periods A day every 3 months A day every 6 months A day a year Any free time 63.Which kind of courses do you prefer? * Mark only one oval. Individual courses Small group courses Group courses 64.What kind of training methods would be better for the staff in your organization? * Lectures: teaching by formal discourse on a particular subject to an audience Trainer-‐led classroom training: interactive approach where the trainer and the student meet in a common location for a specific duration of time On-‐the-‐Job Training: employees try new skills and get specific instruction on their job tasks, with observation and feedback by a coach, usually a fellow employee or trainer. Films & videos: can be used on their own or in conjunction with other training methods. E-‐learning platform: a range of integrated web based applications used to deliver and support leaning (i.e. web pages, text and video conference, shared diaries, online social areas, assessment tools..) 65.In case of e-‐learning, which kind of training plan would be better for the staff in your organization? * Mark only one oval. High level of flexibility (i.e. starting every time you decide and possible to interrupt) Medium level of flexibility (i.e. choosing different day and time every week and even evening sessions) Fixed timetable (i.e. same day and time every week) 66. What do you think about e-‐learning programs in general? Sk ip to question 80. Training System -‐ Employee 67. Do you think training needs should be discussed on the occasion of staff evaluation meetings? * Mark only one oval. Yes No 68.How much working time are you willing to devote to training? * Mark only one oval. Two hours per week for short periods
75
A nonstop week once a year A day every month A day every 4 months Less than this 69. How much free time are you willing to devote to training if you find that could be useful for your personal growth? * Mark only one oval. Two hours per week for short periods A day every 3 months A day every 6 months A day a year Any free time 70.Which kind of courses do you prefer? * Mark only one oval. Individual courses Small group courses Group courses 71.What kind of training methods do you prefer? * Lectures: teaching by formal discourse on a particular subject to an audience Trainer-‐led classroom training: interactive approach where the trainer and the student meet in a common location for a specific duration of time On-‐the-‐Job Training: employees try new skills and get specific instruction on their job tasks, with observation and feedback by a coach, usually a fellow employee or trainer. Films & videos: can be used on their own or in conjunction with other training methods. E-‐learning platform: a range of integrated web based applications used to deliver and support leaning (i.e. web pages, text and video conference, shared diaries, online social areas, assessment tools..) 72. In case of e-‐learning, which kind of training plan do you prefer? * Mark only one oval. High level of flexibility (i.e. starting every time you decide and possible to interrupt) Medium level of flexibility (i.e. choosing different day and time every week and even evening sessions) Fixed timetable (i.e. same day and time every week) 73.What do you think about e-‐learning programs in general? Sk ip to question 80. Training System -‐ Volunteer 74. Do you think training needs should be discussed on the occasion of volunteers meetings? * Mark only one oval. Yes No 75. How much time are you willing to devote to training? * Mark only one oval. Two hours per week for short periods A day every 3 months
76
A day every 6 months A day a year Less than this 76. Which kind of courses do you prefer? * Mark only one oval. Individual courses Small group courses Group courses 77. What kind of training methods do you prefer? * Lectures: teaching by formal discourse on a particular subject to an audience Trainer-‐led classroom training: interactive approach where the trainer and the student meet in a common location for a specific duration of time On-‐the-‐Job Training: employees try new skills and get specific instruction on their job tasks, with observation and feedback by a coach, usually a fellow employee or trainer. Films & videos: can be used on their own or in conjunction with other training methods. E-‐learning platform: a range of integrated web based applications used to deliver and support leaning (i.e. web pages, text and video conference, shared diaries, online social areas, assessment tools..) 78. In case of e-‐learning, which kind of training plan do you prefer? * Mark only one oval. High level of flexibility (i.e. starting every time you decide and possible to interrupt) Medium level of flexibility (i.e. choosing different day and time every week and even evening sessions) Fixed timetable (i.e. same day and time every week) 79. What do you think about e-‐learning programs in general? Sk ip to question 80. 80. COUNTRY OF ORGANIZATION * 81. NAME OF ORGANIZATION * 82. NAME OF PERSON FILLING THE QUESTIONNAIRE 83. E-‐mail: * 84. What is your sex? * Mark only one oval. Female Male Other 85 What is your age? Mark only one oval. 16-‐24 25-‐34 35-‐44 45-‐54 55-‐64
77
Over 65 86. Which level are you educated to? Mark only one oval. Primary and lower secondary education Upper secondary and post-‐secondary non-‐tertiary education (including vocational training) Tertiary education (University)
78
APPENDIX 3: SCHOOLS QUESTIONNAIRE
General information 1. Name of the institute * 2. Address 3. Educational stage * Mark only one oval. Primary school Secondary school 4. Your Name * 5. Your surname * 6. Your role in the institute * Mark only one oval. Headmaster Teacher Administrative staff Other 7. Email * School and Business 1 Below we’re asking a few questions about the relationships between your Institute and the business world, particularly in relation to the training conducted, or to be made in the future on this issue. 8. Have your school done learning programs on entrepreneurship? * Mark only one oval. Yes Skip to question 9. No Skip to question 20. School and Business 2 9. If yes, could you specify on what topics? 10. Training was held by: * Mark only one oval. Internal resources (i.e. teachers, etc.) Skip to question 11. External resources (i.e. trade association, association, freelancer, company / organization, public authority, etc.) Skip to question 15. Internal resources School and Business 11. What kind of training has been held? Mark only one oval. Curricular subject (i.e. Business Economics, Economic Geography, Surveying, etc.) Extracurricular course 12. What was the main topic of the training? If more courses have been held, please choose the most significant or recent 13. What skills have the students acquired thanks to the training? Pagina senza titolo 14. Have you held training with external resources too? * Mark only one oval. Yes No Skip to question 20. External resources School and Business 15. What was/were the title/s of the training/s? * If more courses have been held, please choose the most significant or recent 16. Who held the training? *
79
Mark only one oval. Trade association Association Freelancer Company / organization public authority Other 17. The training was held in: * Mark only one oval. Curricular time Extracurricular time 18. Your Institute plans this training: Mark only one oval. Regularly (each school year) Sometimes (only some school years) Only once 19. Do you regularly activate some work experiences and internships with Fair Trade or Social Economy organizations, in the context of any kind of schooljob program? Mark only one oval. Yes No Fair Trade Social economy Below we’re asking a few questions about the relationships between your Institute and Fair Trade and Social economy. 20. Does your Institute deal with Fair Trade and Social economy issues? * Mark only one oval. Yes No Skip to question 37. Glossary Fair Trade: "Fair Trade is an alternative approach to conventional trade, it promotes social and economic justice, sustainable development, respect for people and the environment, through trade, the growth of consumer awareness, education, information and political action. Fair Trade is an equal relationship between all parties involved in the marketing chain from producers to consumers. " Social Economy: " an economic model that focuses on people, environment, quality of life, trying to combine growth with equity, employment with solidarity, savings with quality. Some areas for example: ethical finance, social cooperation, buying groups, organic / biodynamic agriculture, recycling / reuse, energy saving, products at zero km, local and communities development, biodiversity ...” 21. If yes, could you specify on what topics? * 22. Training was held by: * Mark only one oval. Internal resources (i.e. teachers, etc.) Skip to question 23. External resources (i.e. trade association, association, freelancer, company / organization, public authority, etc.) Skip to question 29. Risorse interne 23. What kind of training has been held? * If more courses have been held, please choose the most significant or recent Mark only one oval. Curricular subject
80
Extracurricular training 24. What was the main topic of the training? 25. What skills have the students acquired thanks to the training? 26. Do ministerial programs deal, even partially, with Fair Trade and social economy issues? * Mark only one oval. Yes No 27. If yes, could you say in the context of what subjects ? 28. Have you held training with external resources too? * Mark only one oval. Yes No Skip to question 37. Skip to question 37. External resources Fair trade and Social Economy 29. What was/were the title/s of the training/s? * * 30. Who held the training? * Tick all that apply. Trade association Association Freelancer Company / organization Social Cooperative Public authority Other 31. The training was held in: * Mark only one oval. Curricular time Extracurricular time 32. Your Institute plans this training: * Mark only one oval. Regularly (each school year) Sometimes (only some school years) Only once 33. Do you know who funded the training? Tick all that apply. There were no costs Institute Public authority Students Private body 34. Do you regularly activate some work experiences and internships with Fair Trade or Social Economy organizations, in the context of any kind of school-‐job program? * Mark only one oval. Yes No 35. Do your Institute canteen and/or vending machines for snacks offer any Fair Trade product? * Mark only one oval. Yes
81
No Powered by 36. If yes, was any training on Fair Trade held for students and teachers? Mark only one oval. Yes No Conclusion 37. Would you be willing to be involved in a focus group on social entrepreneurship, and again in the future give us a little of your time? Mark only one oval. Yes No
81
