Training for Bremerhaven, Germany September 2009 - - PowerPoint PPT Presentation

Training for incorporators/facilitators/trainers (partners and coordinators of the project)

Bremerhaven, Germany September 2009

START

• Technical audits
• Training needs

DIAGNOSIS

SMALL ENTREPRISES

• low level of qualification
• absence of specific training on food safety

TECHNICAL AUDITS

Fulfilment of Regulation CE nº 852 GAPS

TECHNICAL AUDITS

• Check-list (examine all aspects related to facilities, equipments,

instruments, and behaviour)

• Microbiological analysis (food, surfaces, hands, instruments)

RESULTS

• Many enterprises do not fulfil Regulation EC nº852
• Constraints in several areas (mainly facilities and operators attitude,

behaviour and conscience about food safety)

Need of TRAINING

TRAINING

Should take in consideration the target:

• adults with low levels of qualification
• profissional experience
• age

Should:

• be part of a strategy to promote

innovation in the enterprise

• create the conditions for a long

lasting change where the concern about food safety is always present

• increase the autonomy of the

enterprise for training operators

TRAINING

• Easy language
• Flexible package to use in accordance with enterprise needs
• Active learning methodologies
• Cascade
• Using coaching

• Chapters are not numbered.
• Colors are used to distinguish different chapters
• Language and graphics respect equallity
• Easy updating
• Information using several formats (paper, CD internet)

TECHNICAL TRAINING Food handlers 2 levels Leaders (FSH) METHODOLOGICAL GUIDE

• Intervention strategy
• Learning outcomes
• Training plan + training description
• Session plan

• Recognize the need for food safety;
• Recognize different types of hazards;
• Recognize the importance that environmental factors and others, have on

the occurrence of food safety risks;

• Recognize the importance of following personal hygiene rules;
• Know the good practices of personal hygiene;
• Know the requirements related to control operations, maintenance and

hygiene, transportation and training;

• Apply all knowledge and competences acquired previously;

Food handlers SHOULD

• Recognize the main FS legislation in the EU and in own Country;
• Characterize a certain business situation using reference legislation;
• Recognize different types of hazards;
• Recognize the importance that environmental factors and others, have on

the occurrence of food safety risks;

• Recognize the importance of following personal hygiene rules;
• Know the general requirements of food handling establishments;
• Recognize the need to realize control and monitoring procedures;
• Recognize the importance of implementing pre-requisite programmes;
• Comprehend the HACCP system and self-control as food safety tools.

Responsibles SHOULD

MODULE SPECIFIC GOALS Costs and implications of food safety flaws

• Indicate problems caused by food

intoxications;

• Describe symptoms related to diseases

provoked by food safety flaws;

• Identifiy repercussions that the food safety
• utbreaks may cause on public health.

Microorganisms and food

• Define hazard and risk;
• Identify the classification of hazards and

risk categories;

• Define croos-contamination;
• Identify chemical, biological and physical

risks;

• Define microrganims;
• Identify possible situations of cross-

contamination risk;

• Describe microorganism behaviour in

function of factors that influence their grouth and viability;

• Identify main sources of contamination for

each microorganism

MODULE SPECIFIC GOALS Personal hygiene

• Describe personal hygiene rules regarding

the food industry;

• Describe appropriate food handling

behaviour;

• Identify practices that are inadequate to

food safety principles;

• Describe proper behaviour of food industry

visitors Pre-requisites

• Identify presuppositions inherent to

control operations (register control, product storage, measuring equipment, packaging material);

• Identify presuppositions inherent to

maintenance and cleaning (pest control, desinfection, equipment maintenance and waste management);

• Describe the principles inherent to food

goods transportation

MODULE SPECIFIC GOALS Working areas and equipments

• Identify overall requirements inherent to

food industry buildings and infra-structure;

• Describe specific requirements for food

preparation areas;

• Describe the principles that guide the

preparation of a proper plant and design;

• Identify basic equipment requirements of a

food unit;

• Prepare an appropriate layout for a food

factory;

• Demonstrate a possible solution to make

the existing conditions of a certain business reality compatible with the requirements of a food unit project, in terms of food safety

MODULE SPECIFIC GOALS HACCP – Basic notions

• Identify benefits from implementing a

HACCP system;

• Define concepts associated to the HACCP

system;

• Associate Pre-requisite programmes to the

HACCP system;

• Describe the HACCP system principles;
• Enumerate the items that make up the

HACCP dossier;

• Identify measure to validate, verify and

improve food safety management systems. Knowledge integration

• Identify and report hazard situations

perceived in certain situations presented;

• Associate specific microbiological, chemical
• r physical hazards with certain types of

behaviours at the food handling and processing level

• Identify sources or factors that may lead to

food safety outbreaks

LEARNING ACTIVITIES

• The Newspaper
• Who is quicker?
• Key-Words
• The Web
• The Newspaper 2
• Dangerous route
• Correspondence
• Personal Hygiene
• What to wear
• Real Kitchen
• FS.doc
• The Ideal Establishment
• FS Take-Away
• Label
• HACCP
• The Best Cook in the World
• Group cohesion activity

• The teacher asks all students, or just a small group, to gather around to form

a circle and hands a ball of thread to a student;

• The teacher asks that student to give an example of a contaminant or of a

contamination vehicle and then to tie one end of the ball of thread to one of his fingers, so it can then be passed on to another student (randomly picked) that should represent the contaminated target. The teacher may sit in the circle to show the first example;

• The teacher explains that the latter student must proceed with same

methodology: give an example of a contamination vehicle, tie one end of the ball of thread and pass the ball of thread to another student and so on; • Through the “Web” developed by the students, the teacher explains the concept of cross-contamination

The Web

• The teacher should divide the group in groups of 2 to 3 elements;
• Handing each student an activity sheet and each group a photographic kit;
• Afterwards, the teacher asks the students to analyze the photographs and then to

write down in the corresponding place on the sheet, what are the existing errors related to the structural requirements of food unit areas and equipments, this task should be completed in no longer 15 minutes.

• After this time the teacher asks each group to share the errors that they identified,
• pening a debate to the whole group; • Each photograph should be discussed one by
• ne in the same manner; • This discussion should only take up 15 minutes. The entire

activity should last no more than a total of 30 minutes.

REAL KITCHEN

• The teacher should divide the group in groups of 2 to 3 elements;
• The teachers hands out to each group, the representative pieces of a food

establishment and a squared board that represents the flooring of that establishment;

• Next, it is explained to the students that they should place the pieces on the “board” to

make up the layout of, what is to them, the ideal take-away establishment; • After the students have finished “constructing” their take-away, the teacher asks each group to present their work and their reasons to make up that layout so that it is possible discuss the selected options;

THE IDEAL ESTABLISHMENT

• The teacher will decide if this activity should be completed individually or in group;
• The teacher distributes to each group the “FS.doc” activity sheet and all related

registers to it. The activity sheet con- tains a layout image and a list of documents, in which each one corresponds to a letter.

• The referred documents on the list will be handed out to the students, without a

name;

• The student or group must correctly name each register;
• Subsequently, the student or group should identify for each register the area or areas

where that register should be present.

FS.DOC

• The teacher should divide the class in groups;
• The teacher writes on the board a list of various foods (that should correspond to

the packages that the teacher is going to use for this activity) so that each group may choose one of them;

• The teacher raises the following question to the groups: “If you had to buy one of

these products, what kind of information would you look for on the label to certify that the product is safe to consume?”

• The teacher distribute the “label” activity sheet to each group;
• The group should create a label by thinking on the answer to the question that was

placed;

• When everyone has completed the assignment, the teacher invites each group to

present their label to the rest of the groups and writes on the board what the students find important to exist on the label; • When all groups are finished presenting their labels, the teacher presents the legislation that refers to labels and makes the necessary corrections of the presented labels.

LABEL

• The teacher hands out to each student the “Dangerous route” activity sheet;
• According to the training group, the teacher should decide if this activity should be

realized in group or individually;

• The teacher should ask the student/group to analyze the presented matrix on the

activity sheet and to fill out the squares in blank with the existing letters on the matrix, in a way to establish sequences that are able to represent a contamination route. In each sequence the student/group must identify, every time possible, the source, the vehicle and the hazard related to the contamination route.

DANGEROUS ROUTE

• The teacher initiates the activity by distributing to all students part I of the “Key-

words” activity sheet, explaining to them that they should place on it all information that they consider to be most relevant of the presentation that follows;

• After handing out and explaining to the students its purpose, the teacher shows the FS

regulation resorting to the available presentation;

• During the presentation the teacher distributes documentation about what he is

referring to (Codex alimentarius CPA 4; EC regulation n.º 852/2004; EC regulation n.º 853/2004, EC regulation n.º 178/2002, EC regulation n.º 2073/2005, Decree law n.º 113/2006 and Decree law n.º 147/2006);

• After the group discussion, the teacher distributes part II of the “Key-words” activity

sheet and asks each student to fill it out, indicating 5 Key words.

• The teacher writes on the board all of the words chosen by the students and based on

these the teacher sets up an extended debate to the whole group of students. The teacher may resort to questions that motivate the students for a discussion, for example: “In which sense is food safety important?”

• Should it be a fact or an aspiration? Why?” During the debate the teacher exposes

which would be his choices and justifies them always by going to the encounter of the proposed goals.

KEY-WORDS

• According to the training group, the teacher should decide if this activity should be

realized in group or individually;

• The teacher then distributes to each student the “Correspondence” activity sheet,

explaining what is expected: for each line of the table an x should be placed in the corresponding column.

• The teacher begins the A3 activity sheet correction, asking for the intervention of the

spokesperson of each group or of each student; The correction is done as the groups/students share their solutions.

CORRESPONDENCE

Diagnostic evaluation of leaders Read the following text attentively and answer the questions. “Dozens of food intoxication cases occurred due to the contamination of pork products by

• Salmonella. The presence of Salmonella was detected in living animals in the cattle-raising

where the swine were brought up, in their food and even in the cutting room of the local

• slaughterhouse. Two canteens supplied by a local butcher shop whose supplier was the

referred slaughterhouse, received and stored the pork meat. Only one of the canteens had the self-control system implemented based on the HACCP system. In the other canteen, that didn’t have the self-control system implemented yet, cases of food poisoning occurred after having ingested a pork based meal.”

• 1. Indicate two laws related to food safety in which the present situation fits in.
• 2. Define food poisoning.
• 3. Identify the potential food poisoning agent.
• 4. Indicate possible consequences that that agent may cause on public health.
• 5. Indicate 2 environmental factors that have influence on the development of the referred

agent.

• 6. Indicate a possible source of contamination of this agent in the described situation.
• 7. Describe a possible chain of actions that may have generated the described situation

through the occurrence of crossed contamination.

• 8. In the presented situation one of the canteens had implemented the self-control system. a.

What types of pre-requisites are to be implemented in this unit? b. In case food poisoning had

• ccurred in this unit as well, indicate 2 evidences that could be presented to the authorities to

demonstrate that the self-control system was being fulfilled.

Diagnostic evaluation of food handlers Read the following text attentively and answer the questions. “A canteens kitchen received frozen chicken breast fillets. These were unfrozen and cooked in boiling water during two and a half hours. Six people shredded the chicken fillets manually and these remained in an open container on top of the kitchen counter. The shredded chicken was heated up for about two hours before being served and maintained during this time at a temperature of 42ºC. After being served at the canteen, 70 people became sick due to food poisoning. Reception of frozen chicken fillets Unfreezing and cooking in boiling water during two hours Chicken fillets manually shredded by six people Shredded chicken in an open recipient Chicken heated up and maintained at a temperature of 42ºC during two hours before being served. 70 people that ate the chicken in the canteen became sick, with food poisoning.” 1.The fact that the chicken was shredded manually may have contributed to the

• ccurrence of the food poisoning, a) True b) False
• 2. Not all microorganisms are harmful to food. c) True d) False

3.What type of hazard was responsible for the described situation a) Chemical b) Microbial c) Physical d) Nutritional 4.Which of the following situations can represent a crossed contamination? a) Poorly washed hands shred the chicken; b) Chicken cooking in drinkable water in a thoroughly clean pot. c) Cooked chicken placed in a clean tray to be shredded. d) Warming up of the shredded chicken and pasta in only one recipient. 5.What is the first step to correctly wash your hands? a) Brush your nails with a proper

• brush. b) Soap well hands and forearms with a sufficient amount of disinfecting liquid
• soap. c) Wet hands and forearms up to the elbows with hot water. d) Wet hands and

forearms up to the elbows with cold water. ..