Co-operative studies

Co-operative study is a broad subject that refers to study in relation to co-operatives, a type of legal entity. This should not be confused a type of education called co-operative education.

Co-operative study can be divided into two categories:

  1. The study OF co-operatives. This refers to the academic discipline of co-operatives, including research about co-operatives. Subfields of this include Co-operative economics, and the History of the cooperative movement.
  2. Education WITHIN co-operatives . This refers to transferring knowledge, skills and abilities for those involved with co-operatives using formal, non-formal and informal measures. Examples include on-the-job training, professional development and knowledge sharing.

The purpose of co-operative studies and co-operative education, according to the International Cooperative Alliance (ICA)'s Statement on the Co-operative Identity, is that Co-operative societies "provide education and training for their members, elected representatives, managers, and employees so they can contribute effectively to the development of their co-operatives. They inform the general public – particularly young people and opinion leaders – about the nature and benefits of co-operation."[1] As such, it forms the fifth Rochdale Principle.

ICA Principle 5 - Education, Training and Information

Education is central to co-operative enterprises. It has been a foundational principle since the co-operative movement was formed with the Rochdale Pioneers, with current success of the co-operative movement today being credited to early co-operators being willing to share and learn.  [2]

‘Education’ refers to sharing the Co-operative Principles and Values: what they are, how to apply them, and encouraging engagement with co-operative thought for social impact and development. ‘Training’ refers to developing members and employees with practical skills needed to run the co-operative enterprise. ‘Information’ refers to promoting the co-operative movement and its benefits with the public. [2]

The scope of co-operative education is vast. Audiences include members, elected representatives, managers and employees, and the public. Formal and informal learning opportunities are used to share knowledge on a wide variety of values aligned topics such as governance and democracy. Education for young people and opinion leaders is important because they play a key role in advancing the co-operative movement. Education must be accessible to all co-operative members with a specific focus on underrepresented groups.  [2]

The ICA identifies the need to strengthen and expand co-operative education in all levels of educational institutions, including more academic research and supporting emerging economies. [2]

In December 2011 a special edition of the Journal of Co-operative Studies was given over to the subject of co-operative learning. Edited by Maureen Breeze, the edition contains 14 articles written by theorists and practitioners of co-operative learning. Contributors include Alan Wilkins (Co-operative Learning: a contextual framework), Nigel Rayment (Co-operative Learning: values into practice), Wendy Jolliffe (Co-operative learning: making it work in the classroom) and Nick Matthews (Teaching About Co-operatives in a UK University Business School).[3]

See also

References

  1. ^ Statement on the Co-operative Identity Archived 2012-02-04 at the Wayback Machine
  2. ^ a b c d "Cooperative identity, values & principles | ICA". ica.coop. 2026-06-02. Retrieved 2026-06-03.
  3. ^ Journal of Co-operative Studies, December 2011, Volume 44, Number Available at [1]


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