Training for Bremerhaven, Germany September 2009 - PowerPoint PPT Presentation

Training for Bremerhaven, Germany September 2009 incorporators/facilitators/trainers (partners and coordinators of the project)

DIAGNOSIS o Technical audits START o Training needs

SMALL ENTREPRISES o low level of qualification o absence of specific training on food safety TECHNICAL AUDITS GAPS Fulfilment of Regulation CE nº 852

TECHNICAL AUDITS o Check-list (examine all aspects related to facilities, equipments, instruments, and behaviour) o Microbiological analysis (food, surfaces, hands, instruments)

RESULTS o Many enterprises do not fulfil Regulation EC nº852 o 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: o adults with low levels of qualification o profissional experience o age Should: o be part of a strategy to promote innovation in the enterprise o create the conditions for a long lasting change where the concern about food safety is always present o increase the autonomy of the enterprise for training operators

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

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

TECHNICAL TRAINING Food handlers 2 levels Leaders (FSH) METHODOLOGICAL GUIDE o Intervention strategy o Learning outcomes o Training plan + training description o Session plan

Food handlers SHOULD o Recognize the need for food safety; o Recognize different types of hazards; o Recognize the importance that environmental factors and others, have on the occurrence of food safety risks; o Recognize the importance of following personal hygiene rules; o Know the good practices of personal hygiene; o Know the requirements related to control operations, maintenance and hygiene, transportation and training; o Apply all knowledge and competences acquired previously;

Responsibles SHOULD o Recognize the main FS legislation in the EU and in own Country; o Characterize a certain business situation using reference legislation; o Recognize different types of hazards; o Recognize the importance that environmental factors and others, have on the occurrence of food safety risks; o Recognize the importance of following personal hygiene rules; o Know the general requirements of food handling establishments; o Recognize the need to realize control and monitoring procedures; o Recognize the importance of implementing pre-requisite programmes; o Comprehend the HACCP system and self-control as food safety tools.

MODULE SPECIFIC GOALS o Indicate problems caused by food Costs and implications of food safety flaws intoxications; o Describe symptoms related to diseases provoked by food safety flaws; o Identifiy repercussions that the food safety outbreaks may cause on public health. o Define hazard and risk; Microorganisms and food o Identify the classification of hazards and risk categories; o Define croos-contamination; o Identify chemical, biological and physical risks; o Define microrganims; o Identify possible situations of cross- contamination risk; o Describe microorganism behaviour in function of factors that influence their grouth and viability; o Identify main sources of contamination for each microorganism

MODULE SPECIFIC GOALS o Describe personal hygiene rules regarding Personal hygiene the food industry; o Describe appropriate food handling behaviour; o Identify practices that are inadequate to food safety principles; o Describe proper behaviour of food industry visitors o Identify presuppositions inherent to Pre-requisites control operations (register control, product storage, measuring equipment, packaging material); o Identify presuppositions inherent to maintenance and cleaning (pest control, desinfection, equipment maintenance and waste management); o Describe the principles inherent to food goods transportation

MODULE SPECIFIC GOALS o Identify overall requirements inherent to Working areas and equipments food industry buildings and infra-structure; o Describe specific requirements for food preparation areas; o Describe the principles that guide the preparation of a proper plant and design; o Identify basic equipment requirements of a food unit; o Prepare an appropriate layout for a food factory; o 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 o Identify benefits from implementing a HACCP – Basic notions HACCP system; o Define concepts associated to the HACCP system; o Associate Pre-requisite programmes to the HACCP system; o Describe the HACCP system principles; o Enumerate the items that make up the HACCP dossier; o Identify measure to validate, verify and improve food safety management systems. o Identify and report hazard situations Knowledge integration perceived in certain situations presented; o Associate specific microbiological, chemical or physical hazards with certain types of behaviours at the food handling and processing level o Identify sources or factors that may lead to food safety outbreaks

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

The Web o 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; o 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; o 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

REAL KITCHEN o The teacher should divide the group in groups of 2 to 3 elements; o Handing each student an activity sheet and each group a photographic kit; o 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. o After this time the teacher asks each group to share the errors that they identified, opening a debate to the whole group; • Each photograph should be discussed one by one 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.

THE IDEAL ESTABLISHMENT o The teacher should divide the group in groups of 2 to 3 elements; o 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; o 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;

FS.DOC o The teacher will decide if this activity should be completed individually or in group; o 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. o The referred documents on the list will be handed out to the students, without a name; o The student or group must correctly name each register; o Subsequently, the student or group should identify for each register the area or areas where that register should be present.

LABEL o The teacher should divide the class in groups; o 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; o 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?” o The teacher distribute the “label” activity sheet to each group; o The group should create a label by thinking on the answer to the question that was placed; o 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.