Training Aspects of the Hazard Analysis Critical Control Point System

CONTENTS
1
WHO/FNU/FOS/96.3
1. INTRODUCTION .................................................. 2
2. SCOPE OF THE WORKSHOP ........................................ 3
3. TRAINING GOALS ................................................ 3
4. TRAINING OBJECTIVES AND PROGRAMMES ........................ 4
5. TRAINERS AND TRAINEES KNOWLEDGE AND SKILLS ................ 4
5.1 Recommended basic knowledge and skills for trainees ................ 4
5.2 Recommended skills for trainers .................................. 5
6. EVALUATION ................................................... 6
6.1 Evaluation of participants and their needs prior to the course ............ 6
6.2 Participants’ evaluation of the course .............................. 7
6.3 Evaluation of participants after completion of course .................. 8
7. LENGTH ......................................................... 9
8. CONSIDERATIONS FOR HACCP TRAINING ........................... 9
8.1 What works for teaching HACCP ................................. 9
8.2 What doesn’t work in teaching HACCP ........................... 10
8.3 Experiences with specific problems encountered in HACCP training ..... 10
ANNEXES
Annex 1 List of participants ..................................... 12
Annex 2 Sources and further reading ............................... 15
Annex 3 Training programmes for food processing and
manufacturing industries, small food enterprises,
and small food operations ................................ 19

1. INTRODUCTION
A WHO Workshop on Training in the Hazard Analysis Critical Control Point System
(HACCP) was held in Geneva from 1-2 June 1995.
The Workshop was opened by Dr Motarjemi, Scientist, Food Safety Unit, WHO, on
behalf of the Director-General. In welcoming the participants, Dr Motarjemi underlined the
importance of providing training in strategies to implement the HACCP system in food safety
assurance programmes, and referred to the recommendations made on this subject by the
WHO Consultation on Hazard Analysis Critical Control Point System: Concept and
Application, which was held with the participation of FAO in Geneva (29-31 May 1995). 1
Dr Motarjemi pointed out that the application of the HACCP system has the potential to
improve the working relationship between food processors and food inspectors. However, to
gain the maximum benefit from this particular aspect of the HACCP system, it is important
that the HACCP system is consistently interpreted and applied; otherwise, conflicts may arise.
To this end, the training of government and food industry personnel needs to be standardized.
And as the HACCP system is a fairly new approach to food safety assurance, Dr Motarjemi
advised that training experiences encountered to date should be reviewed and innovative
approaches explored.
The objective of the Workshop was to exchange information on experiences in HACCP
training and to design training programmes for various target groups. The training
programmes recommended by the Workshop will be subsequently used by WHO in its training
activities, and WHO will promote these through collaborating institutions and organizations
which provide HACCP training courses. They can be also used as guidance for trainers who
design training programmes worldwide.
The Workshop elected Mr Spencer Garrett as Chairman, Dr Lahsen Ababouch as
Vice-Chairman, and Dr Derek Buckland as the Rapporteur; the list of participants is given in
Annex 1.
In his closing remarks, Dr Käferstein, Chief, Food Safety Unit, thanked the participants for
their impressive work and remarked that the Workshop was a first step towards the
development of a standardized HACCP training programme.
1
Hazard Analysis Critical Control Point System: Concept and Application, Report of a WHO Consultation
with the participation of FAO (Geneva, May 1995). (Unpublished WHO document WHO/FNU/FOS/95.7)
2

2. SCOPE OF THE WORKSHOP
The Workshop recalled the recommendations made by the WHO Consultation on Training
Considerations for the Application of the Hazard Analysis Critical Control Point System to
2
Food Processing and Manufacturing (Geneva, March 1993) which had recommended, among
others, that training courses should be developed for both food processing and manufacturing
industries as well as for other parts of the food chain and,
inter alia, small food enterprises. The Consultation also recommended that, at least initially,
joint HACCP training courses should be organized for government and industry personnel.
Taking into account the needs, technical background and know-how of various target
groups, and the different sizes of enterprises, the Workshop recommended that three different
training programmes be developed:
i) food processing and manufacturing industries and food/health inspectors
ii) small food enterprises (including food service and catering establishments),
retailers and the inspectors covering these enterprises
iii) street food vendors
The Workshop also developed general recommendations which were based on the positive
and negative experiences encountered by participants in their training courses.
3. TRAINING GOALS
The training goals are:
C to promote a common approach for the identification of hazards, critical control
points and critical limits
C to provide a basic understanding of the principal HACCP activities and
terminology
C to share knowledge and practical experiences in applying the principal HACCP
activities
C to promote an understanding and awareness of food safety practices
C to impart the skills necessary so that food safety assurance personnel and food
inspectors can use the HACCP system appropriately in order to ensure food safety
2
Training Considerations for the Application of the Hazard Analysis Critical Control Point System to Food
Processing and Manufacturing. Report of a WHO Consultation on Hazard Analysis Critical Control Point System
(Geneva, March 1993). (Unpublished WHO document WHO/FNU/FOS/93.3)
3

4. TRAINING OBJECTIVES AND PROGRAMMES
The principles of HACCP can be applied across the food chain. However, the application
of these principles can vary depending on the type of industry or business. Therefore, the
objectives and training programmes should be adapted to the targets and their particular
needs.
Two approaches for training food inspectors and personnel in food businesses are
presented in Annex 3; one is a proposal for a training course geared for food manufacturing
and processing industries, and the other is intended for small food enterprises. These training
programmes are designed for personnel in food industries/enterprises as well as for
government officials, e.g. food/health inspectors. Additional training in auditing (e.g. 2 days)
is also recommended for government officials. An example of a course outline for additional
training of food/health inspectors carrying out auditing of small food enterprises is also given
in Annex 3.
In addition, a third training programme is suggested for very small food operations or
those which carry out simple activities, at the operator level, in food service establishments
producing more complex ready-to-eat foods. Street food vendors and small kiosk-type
operators are regarded as falling within this category (Annex 3).
It can be noted that as one moves from the large food industry to the smaller enterprise the
training programme becomes less detailed and more simplified, reflecting a certain degree of
flexibility in the application of the HACCP system, and depending on the size and resources of
the establishment in question. The third training programme for very small food operations,
which is fundamentally based on the concept of the HACCP system, illustrates how it can be
used to train food operators, such as street food vendors, in the basic issues of food safety.
5. TRAINERS AND TRAINEES KNOWLEDGE AND SKILLS
5.1 Recommended basic knowledge and skills for trainees
The trainees’ basic qualifications should include:
C reading, comprehension and ability to write in a technical language
C some technical knowledge of the commodity or the process being used in the
HACCP training sessions
C a basic knowledge in
4

i) food safety commensurate to their responsibilities at work, including
government requirements 3
ii) general principles of food hygiene, as recommended by the Codex Alimentarius
Commission
iii) biological, chemical and physical hazards, and methods for their control to
ensure basic food safety
iv) basic sanitation requirements, and control methods
C the desire to produce/ensure safe food and a willingness to undergo training in
food safety
C where trainees are also the owners of a business (as in the case of small food
enterprises), a knowledge of the possible long-term economic gains using this
concept
5.2 Recommended skills for trainers
The recommended skills required for trainers are:
C knowledge of the local language, or provision of interpretation facilities and
translation, when necessary
C suitable technical background
C good communication skills, including interactive skills and experience in
coordinating interactive exercises
C expert knowledge of hazards associated with foods and experience in how to
conduct a hazard analysis
C experience in developing HACCP plans and implementing them
C access to a resource person with expert knowledge about the product/process
being dealt with
C flexibility and responsiveness to trainees’ needs with respect to their skills
3
FAO. Summary of proceedings of the HACCP working group of experts convened by FAO to plan a training
of trainers course in HACCP for developing countries, Rome, 13-17 February 1995. Food and Agriculture Organization
of the United Nations, Rome, 1995.
5

6. EVALUATION
For the most productive utilization of resources and smooth running of the course, three
main types of evaluation will be necessary:
- an evaluation of individual participants and their needs, prior to the course
- an evaluation of the course by the individual participants
- an evaluation of the participants once they have completed the course
Such evaluations do not need to be carried out in a formal classroom/office setting. Any
suitable place can be used, so long as the evaluation is carried out in a relaxed manner.
Open-ended and/or multiple choice questions can be put to the participants, preferably by
local course organizers rather than the trainers themselves. The trainers would, of course,
need feedback from this exercise in order to tailor the course to specific needs.
6.1 Evaluation of participants and their needs prior to the course
a) Assessment of education and background information: Some background information
and an indication as to the trainee’s level of education may be obtained by asking
simple, non-intrusive questions such as name, current and previous jobs, type of food
operations carried out and responsibilities, availability to attend course, etc.
For some target groups such as street food vendors, an assessment of basic literacy
skills in the language of the course may be necessary, because when this is missing,
specially-designed course material will be necessary. When candidates are illiterate,
these questions may be answered verbally.
b) Knowledge of food safety: In addition to basic education, an assessment of each
participant’s knowledge in food safety is necessary. To this end, simple questions
which can be answered by yes/no, or multiple choice answers, could be posed (see
examples given in Box 1).
c) Present attitudes and practices in food handling/inspection: Information on the
attitudes and current practices in food handling, processing or inspection is essential to
achieve an effective and properly designed course, and this information can also be
used to determine the effect of the course on subsequent knowledge, attitudes and
practices. Such information could be obtained by
C interviewing prospective participants
C observing their food operations (using a HACCP approach)
C interviewing local authorities
C reviewing existing studies
Inspectors could be asked to give a summary of their current inspection procedures.
6

Examples of questions answered by yes/no
C Is it safe to eat food that has been dropped on the ground? (Yes/No)
C Is it important to wash hands after using the toilet? (Yes/No)
C Is it important to keep flies off food? (Yes/No)
C Is pasteurized or boiled milk safer than raw milk? (Yes/No)
Examples of questions with multiple choice answers
C If cooked food has to be kept for more than 5 hours, it should not be kept:
- above 60 °C
- below 10 °C
- at room temperature
C Which of the following actions will reduce the number of germs in food?
- washing in clean water
- cooking, boiling
- washing in dirty water
- leaving at room temperature
- wrapping
- cutting in small pieces
C Which surface is the most difficult to keep clean?
- plastic
- wood
- metal
Box 1 Examples of questions used to evaluate the food safety knowledge of trainees
participating in a course for small food enterprises
6.2 Participants’ evaluation of the course
This could be done in group discussion or by completion of an anonymous course
evaluation sheet. Participants will probably be less inhibited if the latter is used.
Individual units, e.g. lectures, practical exercises, should be assessed on the basis of a
number of factors: clarity, presentation, time allowed, visual aids, relevance, etc., in order to
arrive at an overall numerical score.
as:
Some form of overall course assessment may also be carried out, through questions such
- Do you feel you have benefitted from the course?
- Would you recommend the course to your friends?
In some cases, open-ended questions requiring a definite response may be useful, e.g.:
- How could the course be changed to make it more useful to you?
7

6.3 Evaluation of participants after completion of course
To assess improvement in the participants’ awareness, attitude and practices, some of the
questions/observations included in the pre-course evaluation could be repeated to monitor the
impact and effectiveness of the course.
In addition, evaluation may be carried out with regard to :
- impact of the course for identification of current unsafe food handling or
processing practices, and changes in the practices
- practical feasibility of improved food handling/processing or inspection
- improved communication/understanding between food inspectors and food
processors, food handlers, or street food vendors
- improved focusing of inspection techniques and procedures
- improved inspection function, i.e. education rather than enforcement
- identification of future training needs, and suggestions to meet them
In addition, it is suggested that the participants should be contacted some six to nine
months after completing the course in order to survey their long-term reactions (see Box 2).
Surveying participants after 6-9 months with regard to:
- what worked and what didn't; how should the course be changed; were participants
able to implement HACCP after the course as planned?
- evaluating attitude and commitment to change for industry and food control authorities
- finding out if the trainees have a better focus on enhancing food safety
- determining the degree of acceptance of their changing role by food control authorities
Box 2 Examples of questions which can be put to participants from food processing and
manufacturing industries when evaluating the course
8

7. LENGTH
The length of the course will vary depending on whether or not there are visits to plants or
other forms of food operations as well as on the instructors' evaluation of the individual course
participants. It is recommended that approximately 10-15% of the course be devoted to basic
principles, 30-40% on hazard identification and determination of CCPs, and
45-60% on remaining topics, including auditing. Additional and separate training in auditing is
also recommended for food control authorities.
8. CONSIDERATIONS FOR HACCP TRAINING
The following considerations are useful in teaching the HACCP system. It should be
remembered, though, that all of them may not apply in every case.
8.1 What works for teaching HACCP
C Knowing the audience (e.g. the size of the company or the food produced, inspection
responsibilities, sectors of industry covered, skill level, etc.). This can be done by
carrying out a survey prior to the training course
C Use of case studies appropriate to the country, product range, and technology
C Training materials in local languages, when possible
C Keeping the instructor / participant ratio low (l : 5) during exercises, when possible
C Using a participatory training approach, especially one that encourages team work; for
example, by using defective plans or developing a HACCP plan with emphasis on
identification of hazards and determination of critical control points
C When possible, field visits (e.g. visits to plants or pilot plants, or other food
operations). Alternatively, video or other visuals aids to assist in understanding
HACCP
C Experienced tutor who is flexible, and has knowledge of the commodity and successful
HACCP implementation
C Calling upon services of other experts when working on unfamiliar products
C Testimonials from individuals who have been successful in implementing HACCP
C Minimizing the effect of supervisory reporting relationships, for example by careful
seating arrangements, and avoiding placing representatives from the same company in
the same working group
9

C Keeping it simple
C Relating HACCP to current experience (de-mystify)
C Using examples of available HACCP plans, as references
C Understanding and taking into consideration local cultures
C Encouraging networking by participants
8.2 What doesn't work in teaching HACCP
C Poor advance planning
C Poor balance in the programme (lecture / theory / practical exercises)
C Environmental and business distractions (e.g. telephone calls)
C Pace of the course, in particular when there are language differences
C Trainees who don't want to learn
C Long days
C Dominant participants
C Audience too diverse in product lines or experience
8.3 Experiences with specific problems encountered in HACCP training 4
C Communication problems - not enough qualified instructors in some geographic
locations
C Training and material costs too high
C Insufficient training materials in local languages and not adapted to local situations,
e.g. inapplicable examples - not useful for small enterprises; poorly translated
materials
4
Some of these are of particular significance for training in developing countries
10

C Confusion over various concepts, e.g. ISO and HACCP, verification, GMP, GHP,
5
generic HACCP plans, etc.
C Cultural sensitivities, e.g. interactive approach not appropriate in all cultures
C Educational level of line workers in developing countries makes it more difficult for
trainers to transfer information to actual production operations
C Rapid turnover in work force
5 Generic HACCP plans refer to examples of HACCP plans developed for a food commodity or process in
which flow charts, CCPs, critical limits and/or other aspects of a HACCP plan have been defined as guidance for
food business operators producing such commodities or using such processes. Plans derived during HACCP
training workshops could also be considered as generic. Generic plans are not appropriate for use until validated for
a specific food and food process.
11

ANNEX 1
LIST OF PARTICIPANTS
Prof. Lahsen Ababouch, Institut Agronomique et Vétérinaire Hassan II, Rabat, Morocco
(Vice-Chairman)
Dr Martin Adams, Department of Microbiology, School of Biological Sciences, University of
Surrey, Guildford, U.K.
Dr Leslie Bluhm (also representing Dr J. Kvenberg, Chairman of the Codex Committee on
Food Hygiene) Strategic Manager, Food Processing and Packaging, Planning & Strategic
Initiatives, Center for Food Safety and Applied Nutrition, Food and Drug Administration,
Washington, D.C., U.S.A.
Dr Derek Buckland, Senior Adviser (Food Safety), Ministry of Health, Wellington,
New Zealand (Rapporteur)
Dr Victor Daghie, Institute of Hygiene, Public Health, Health Services and Management,
Ministry of Health, Bucharest, Romania
Mr Bertrand Gagnon, Chief, Food Preservation Systems, Science and Technology Services,
Agriculture and Agri-Food Canada, Nepean, Ontario, Canada
Mr E. Spencer Garret, Laboratory Director, National Seafood Inspection Laboratory,
U.S. Department of Commerce, Pascagoula, MS., U.S.A. (Chairman)
Ms Poonsri Jirathana, Senior Scientist, Centre of Export Inspection and Certification for
Agricultural Products, Division of Agricultural Chemistry, Department of Agriculture,
Ministry of Agriculture and Cooperatives, Chatuchak, Bangkok, Thailand
Prof. Jean-Louis Jouve, Hygiène et Industrie des Denrées Alimentaires d’Origine Animale,
Ecole Nationale Vétérinaire, Nantes, France
Dr Su Leaper, Food Science New Business Manager, Campden and Chorleywood Food
Research Association, Chipping Campden, Gloucestershire, U.K.
Dr Anthony Mayes, Senior Microbiologist, Unilever Research Laboratory, Bedford, U.K.
Ms Zahara Merican, Senior Research Officer, Food Technology Research Center, Malaysian
Agricultural Research and Development Institute, Kuala Lumpur, Malaysia
Mr Christian Perrier, Institut Pasteur de Lille, Villeneuve d’Ascq, France
Mr Stuart B. Petitt, Head, Department of Food Microbiology, Leatherhead Food RA, Surrey,
12

U.K.
Prof. Fernando Quevedo, Executive Director, Food Quality and Safety Assurance
International, Lima, Peru
Mr Stephen Rooke, Senior Principal Environmental Health Officer, Department of Health,
London, U.K.
Prof. Saad Mahmoud Saad, Head, Department of Food Hygiene and Control, Faculty of
Veterinary Medicine, Banha University, Moshtohor, Egypt
Dr Rudolf Schmitt, Ecole d’Ingénieurs du Valais, Sion, Switzerland
Dr Robert Bruce Tompkin, Vice-President Product Safety, Armour Swift-Eckrich Inc.,
Downers Grove, Illinois, U.S.A.
Dr Michiel van Schothorst, Vice-President, Food Safety Affairs, Nestlé, S.A., Vevey,
Switzerland
Prof. Alexander von Holy, Department of Microbiology, University of the Witwatersrand,
Johannesburg, South Africa
Representatives of Other Organizations
European Commission: Dr Christine Majewski, Directorate Industrial Affairs III: Consumer
Goods Industries, Brussels, Belgium
Food and Agriculture Organization of the United Nations, Rome, Italy:
Mr Carlos Lima dos Santos, Senior Fishery Industry Officer (Inspection and Quality
Assurance), Fish Utilization and Marketing Service, Fisheries Department;
Mr Anthony Whitehead, Senior Officer, Food Quality and Standards Service, Food and
Nutrition Division
Industry Council for Development: Mrs Avita A. Usfar, SEAMEO/ICD Cooperative
Programme, SEAMEO TROPMED Regional Center for Community Nutrition, University of
Indonesia, Jakarta, Indonesia
International Commission on Microbiological Specifications for Foods:
Dr Michiel van Schothorst, Vice-President, Food Safety Affairs, Nestlé, S.A., Vevey,
Switzerland
International Life Sciences Institute: Dr Servé Notermans, Food Microbiologist, National
Institute of Public Health and Environmental Protection, Bilthoven, The Netherlands
International Union of Food Science and Technology: Dr D. Edward Hood, President,
13

Dublin, Ireland
National Food Processors Association: Mr Dane Bernard, Vice-President, Food Safety and
Strategic Programs, Washington, D.C., U.S.A.
United Nations Industrial Development Organization, Vienna, Austria
[invited but unable to attend]
U.S. Agency for International Development, Washington, D.C., U.S.A.
[invited but unable to attend]
Observers
Mr Oscar do Porto, Consultant, Prevessin, France
Secretariat
Dr Bruno de Benoist, Regional Adviser for Nutrition and Food Safety, WHO Regional Office
for Africa, Brazzaville, Congo
Dr Anthony Hazzard, Acting Food Safety Specialist, WHO Western Pacific Regional
Environmental Health Centre, Kuala Lumpur, Malaysia
Dr F. K. Käferstein, Chief, Food Safety Unit, WHO, Geneva, Switzerland
Dr Robert T. Mitchell, Head, Food Microbiology Branch, Ministry of Agriculture, Fisheries
and Food, London, U.K. (Temporary Adviser)
Dr Shoji Miyagawa, Scientist, Food Safety Unit, WHO, Geneva, Switzerland
Dr Kazuaki Miyagishima, Scientist, Food Safety Unit, WHO, Geneva, Switzerland
Dr Yasmine Motarjemi, Scientist, Food Safety Unit, WHO, Geneva, Switzerland (Secretary)
Dr Kenneth E. Mott, Chief, Schistosomiasis and other Trematode Infections Unit, WHO,
Geneva, Switzerland
Dr Gerald G. Moy, Scientist, Food Safety Unit, WHO, Geneva, Switzerland
Dr Klaus Stöhr, Scientist, Veterinary Public Health Unit, WHO, Geneva, Switzerland
Dr Anna Verster, Regional Adviser for Nutrition and Food Safety, WHO Regional Office for
the Eastern Mediterranean, Alexandria, Egypt
14

ANNEX 2
SOURCES AND FURTHER READING
The following list of documents and tools is not exhaustive: it is intended as a guide to the
reader and lists some of the basic material and sources of information which may be helpful for
training in HACCP. This list partly uses the material presented at the Workshop. Use of some
of this material or information sources may require a fee.
Further reading
Ababouch, L. Considerations for Training in HACCP. Background papers presented at the
Workshop on Training aspects of HACCP (1-2 June 1995), Geneva, World Health
Organization.
Agriculture Canada. HACCP Curriculum Guidelines. Agriculture and Agri-Food,
59 Camelot Drive, Nepean, Ontario, Canada, K1A 0Y9, 1995.
Agriculture Canada. Food Safety Enhancement Programme - For Processing Establishments
and Shell Egg Grading Stations (including video film). Agriculture and Agri-Food,
59 Camelot Drive, Nepean, Ontario, Canada, K1A 0Y9, 1995.
AMI. HACCP: The Hazard Analysis and Critical Control Point System in the Meat and
Poultry Industry. American Meat Institute Foundation, POB 3556, Washington, D.C. 20007,
U.S.A., 1994.
Bryan, F. L. Teaching HACCP Techniques to Food Processors and Regulatory Officials.
Dairy, Food and Environmental Sanitation, 11(10):562-568, 1991.
Bryan, F. L. Hazard Analysis Critical Control Point Evaluations: A Guide to identifying
Hazards and Assessing Risks associated with Food Preparation and Storage. World Health
Organization, 1992.
Campden Food and Drink Research Association. HACCP: A practical guide. Technical
Manual No 38. Campden & Chorleywood Food Research Association, Chipping Campden,
Gloucestershire, GL55 6LD, U.K.
Dillon, M. and Griffith, C. How to HACCP. An Illustrated Guide. 2nd Edition.
M.D. Associates, Cleethorpes Enterprise Centre, Unit 43, Jackson Place, Wilton Road
Industrial Estate, Humberston, Grimsby, North East Lincolnshire DN 36 4AS, U.K., 1996.
ICMSF. Microorganisms in Foods, 4. Application of the Hazard Analysis Critical Control
Point (HACCP) System to ensure microbiological safety and quality. Blackwell Scientific
Publications, Ltd., Oxford, 1988.
15

ILSI. A Simple Guide to Understanding and Applying the Hazard Analysis Critical Control
Point Concept. ILSI Press, ILSI Europe, Avenue E. Mounier, 83, Box 6, 1200 Brussels,
Belgium.
Jouve, J.-L. La Qualité microbiologique des Aliments: Maîtrise et Critères. Polytechnica,
Paris, France, 1993.
FAO. Summary of Proceedings of the HACCP Working Group of Experts Convened by FAO
to Plan a Training of Trainers Course in HACCP for Developing Countries, Rome, 13-17
February 1995. Food and Agriculture Organization of the United Nations, Rome, 1995.
FAO. The Use of Hazard Analysis Critical Control Point (HACCP) Principles in Food
Control. FAO Food and Nutrition Paper No. 58, December 1994.
Lima dos Santos, C.A. and Lupin, H.M. Impact of FAO Training on the quality and
marketability of seafood. Paper presented at the 37th Annual Conference of the Canadian
Institute of Food Science and Technology, Vancouver, BC, Canada, 15-18 May 1994.
Food and Agriculture Organization of the United Nations, Rome, 1994.
Mayes, T. HACCP training. Food Control. 5(3):190-195,. 1994.
Mitchell, B. How to HACCP. British Food J.( 94) 1: 16-20, 1992.
Mortimore, S. and Wallace, C. HACCP - A Practical Approach. Chapman and Hall, London,
1995.
NACMCF. The Role of Regulatory Agencies and Industry in HACCP. International Journal
of Food Microbiology, 2:187-195, 1994.
NMFS. Industry HACCP. Student Workbook. National Marine Fishery Service, National
Training Branch, 1 Blackburn Drive, Gloucester, MA 01930, U.S.A.
NMFS. Omani International Scientific Training Workshop. National Marine Fishery Service,
National Seafood Inspection Laboratory Training. Pascagoula, MS. U.S.A.
Saad, M. HACCP: Comprehensive Training Guidelines (in Arabic). Department of Food
Hygiene and Control Faculty of Veterinary Medicine, Banha University, Egypt.
U.K. Department of Health. Assured Safe Catering: A Management System for Hazard
Analysis. HMSO Bookshops, 49 High Holburn, London WC1V 6HB, U.K.,1993.
USFDA. Core and Seafood HACCP training. Food and Drug Administration,
Washington, D.C., U.S.A.
USFDA. HACCP - Regulatory Applications in Retail Food Service Establishments,
16

Department of Health and Human Services, Maryland 2057, U.S.A.
RIPHH Training Standard: HACCP principles and their Application in Food Safety
(introductory course). The Royal Institute of Public Health and Hygiene, 28 Portland Place,
London WIN 4DE, U.K.
WHO. Hazard Analysis Critical Control Point System: Concept and Application, Report of a
WHO Consultation with the participation of FAO (Geneva, May 1995). Unpublished WHO
document (WHO/FNU/FOS/95.7).
WHO. Training Considerations for the Application of the Hazard Analysis Critical Control
Point System to Food Processing and Manufacturing. Report of a WHO Consultation on
Hazard Analysis Critical Control Point System (Geneva, March 1993). Unpublished WHO
document (WHO/FNU/FOS/93.3).
WHO. Application of the Hazard Analysis Critical Control Point system for the improvement
of food safety. WHO-supported case studies on food prepared in Homes, at Street Vending
Operations, and in Cottage Industries. Unpublished WHO document (WHO/FNU/FOS/93.1).
WHO. Street-vended food: a HACCP-based food safety strategy for governments.
Unpublished WHO document (WHO/FNU/FOS/95.5).
Computer software
Application of HACCP-computer Program, Institute of Hygiene, Public Health Services and
Management, Str. Dr Leonte 1-3, 76256 Bucharest, Romania
CCFRA HACCP Documentation Software. Campden & Chorleywood Food Research
Association, Chipping Campden, Gloucestershire, GL55 6LD, U.K.
Food MicroModel. Leatherhead Food RA, Randalls Road, Leatherhead, Surrey KT22 7RY,
U.K.
FIST - HACCP for Windows. A software package for the management of HACCP system.
TNO Nutrition and Food Research Institute, BGT Division, PO Box 360, 3700 AJ Zeist,
The Netherlands
Databases
Dialog Information Service. DIALOG, POB 188, Oxford OX1 5AX, U.K.;
3460 Hillview Av., Palo Alto, CA 94304, U.S.A.; POB 123, Sydney, NSW 2007, Australia;
Malleswaram 11th Cross (provides access to other major databases in Food Science,
Agriculture and Biochemistry)
Reference Databases for Hazard Identification, Agriculture and Agri-Food, 59 Camelot Drive,
17

Nepean, Ontario, Canada, K1A 0Y9, 1995.
Foodline, Leatherhead Food RA, Leatherhead, Surrey KT 22 7 RY, U.K.
Food Science and Technology Abstracts, International Food Information Service (IFIS)
Publishing, Lane End House, Shinfield, Reading RG2 9BB, U.K.
Medline. U.S. National Library of Medicine, Library Operations, 8600 Rockville Pike,
Bethesda, Maryland 20894, U.S.A.
USFDA Prime connection, Center for Food Safety and Applied Nutrition, Food and Drug
Administration, Washington, D.C. 20204, U.S.A.
IPCS Intox System. World Health Organization, Geneva, Switzerland
Joint FAO/WHO Codex Alimentarius Database, Maximum Residue Limits (MRLs),
Chief, Joint FAO/WHO Food Standards Programme, FAO. Rome, Italy
Video films
Hazard Analysis Critical Control Point. Food Quality Management n.v., Lakenmakersstraat
170, 2800 Mechelen, Belgium.
HACCP video film. Agriculture and Agri-Food, 59 Camelot Drive, Nepean, Ontario, Canada,
K1A 0Y9, 1995.
Food Safety: An Educational Video for Institutional Food Service Workers. Center for Food
Safety and Applied Nutrition, Food and Drug Administration, Washington, D.C. 20204,
U.S.A.
Food Safe, Food Smart: HACCP and its Application to Food Industry. Agriculture, Food and
Rural Development, Food Quality Branch, Edmonton Alberta T6H 4P2, Canada
HACCP A Retail Seafood Safety Program. New England Fisheries Development Association,
Inc., 309 World Trade Center, Boston, Mass. 02210-2001, U.S.A.
ICD/WHO. Food safety: An international directory of audiovisual material. Unpublished
WHO document (WHO/FNU/FOS/95.4). World Health Organization, Geneva Switzerland,
1995.
Other sources
The First Certificate in Food Safety : Examination syllabus. The Royal Institute of Public
Health and Hygiene, 28 Portland Place, London WIN 4DE, U.K.
18

ANNEX 3
TRAINING PROGRAMME FOR
FOOD PROCESSING AND MANUFACTURING INDUSTRIES
The proposed training course is designed for a minimum of four days for personnel in food
industries as well as government officials, e.g. food/health inspectors. Additional training
(approximately 2 days) in auditing is also recommended for government officials.
Course objectives
The course objectives are to:
C develop an understanding of the need to improve food safety and to develop a common
understanding of the application of the principal activities of the HACCP system to
food processing and manufacturing to ensure the production of safe food
C provide a sound basis to enable effective assessment of HACCP plans and their
implementation
Course outline
Module Learning objectives
1. Introduction a. Course logistics
2. Relationship of
GMPs/GHPs to
HACCP
b. Objectives
a. Understanding that prior to implementing HACCP, effective
GMPs/GHPs, as defined in the Codex General Principles of Food
Hygiene, must be in place
b. Understanding consequences for HACCP implementation, if
GMPs/GHPs are not in place
19

3. Overview of HACCP a. Understanding the HACCP approach to food safety and that it
differs from traditional approaches
4. Discussion of
foodborne hazards
5. Preliminary steps to
develop a HACCP
plan
6. Conducting a hazard
analysis
b. Learning about the advantages of the HACCP system
c. Understanding that without management commitment, HACCP
cannot be effectively implemented on a sustained basis
d. Understanding that there are seven principles to HACCP and that
they are easy to comprehend
a. Understanding that there are hazards associated with foods which, if
left uncontrolled, can injure consumers
b. Learning what a hazard is and the three different categories of
hazards, i.e. biological, chemical or physical
c. Understanding that there are ways of addressing hazards (control
measures) to prevent, reduce or minimize hazards associated with
foods
a. Understanding the importance of forming a HACCP team
b. Describing products to be covered by HACCP and their intended
use
c. Understanding the importance and use of process flow diagrams and
their verification for accuracy
a. Identifying all potential hazards and points where they enter the
process/food or can be enhanced during the process
b. Identifying significant hazards relative to severity and likelihood of
occurrence
c. Documenting the rationale for hazard selection for future use
7. Identifying CCPs a. Understanding a CP and a CCP and their difference
b. Understanding relationship between an identified hazard and a CCP
c. Utilizing a decision tree to identify CCPs and to address all
significant hazards
20

8. Determining
critical limits
9. Establishing
monitoring system
10. Establishing
corrective actions
11. Establishing
verification
procedures
12. Establishing record
keeping and
documentation
a. Understanding critical limits and operational limits and determining
each one
b. Selecting critical limits which have relevance to the safety of a
product but which are not unnecessarily restrictive
c. Documenting the rationale for the selection of critical limits for
future use
a. Identifying how monitoring is to be conducted
b. Identifying who will be responsible for monitoring activities
c. Determining necessary frequency for taking measurements
d. Identifying where measurements will be taken
e. Understanding the importance of monitoring for control purposes
a. Learning to devise effective corrective actions
b. Understanding the need for appropriate documentation of corrective
actions
a. Learning the importance of verification to support HACCP and help
assure its long-term viability in an establishment
b. Learning different activities which can be conducted as part of
verification
a. Learning the type of records needed to document HACCP activities
b. Learning the importance of record keeping for determining the
effectiveness of the HACCP system
c. Learning what information should be included in records
d. Learning the importance of reviewing and signing records
21

13. Management of
HACCP plan
14. Implementation
strategies
15. Maintenance of
HACCP plans
a. Understanding the importance of management support
b. Understanding the importance of operational units in supporting a
HACCP system, e.g. supervisors, quality control/quality assurance,
technical
c. Understanding the importance of standard operating procedures and
how they are used
d. Understanding how to assemble and maintain a HACCP plan
e. Understanding composition, role and importance of the HACCP
team
a. Training Programmes (GMPs - HACCP plan support)
b. Preparation of standard operating procedure
c. Transfer of ownership (responsibility for food safety)
d. Gaining management support
a. Understanding the importance of HACCP team formation and
activities: i.e. the advantages of a multidisciplinary team including -
but not limited to - the following skills: food technologist,
microbiologist, personnel in production, quality assurance
b. Understanding that plant management is responsible for safety of
food, implementation, and management of the HACCP plan
c. Understanding the need for a person, trained in HACCP, to lead the
HACCP team and to be skilled in meeting management
d. Learning to review the HACCP plan
16. HACCP Plan a. Learning constituents of the HACCP plan and supporting
documents
b. Standard operating procedures (sample record forms, sampling
plans, monitoring procedures, calibration procedures)
c. Overview of HACCP master planning sheet
22

17. Auditing a. Understanding the objective of auditing
b. Learning about those who may perform auditing (food industries,
third parties, and/or government officials) and their role
c. Learning what is audited: records, procedures, and products
d. Learning how to plan the frequency of auditing (i.e. considering the
risk factor, compliance, etc.)
e. Learning how to audit in order to ensure ongoing support for
HACCP, document compliance with the HACCP plan, and to
determine if plan needs to be changed
23

TRAINING PROGRAMME FOR
SMALL FOOD ENTERPRISES
The proposed training course is designed for both food inspectors and managers of small
food enterprises, such as managers of food service establishments. The first part of the course
covers requirements for inspectors and personnel in small food enterprises, whereas the second
part of the course is for food inspectors only.
Course objectives
Part 1
(Course for personnel in small food enterprises and for inspectors)
A period of 2-3 days could be considered for this course
The course objectives are to:
C increase understanding of the necessity to improve food safety, and develop a common
perception about the application of the principal activities of the HACCP system to small
food enterprises for preparation and production of safe food
C provide a sound basis to enable effective assessment of implementation of the HACCP
system
Course outline
Module Learning objectives
1. Introduction a. Course logistics
2. The need for
control of hazards
b. Objectives
a. Understanding the need for HACCP (explaining the nature and extent
of food safety problems, e.g., by providing statistics on foodborne
diseases)
b. Learning about traditional methods of control of foodborne diseases
and their limitations (legislation and inspection, end-product testing)
c. Understanding why HACCP concept was developed
d. Learning about the international status of HACCP
e. Reviewing the advantages and benefits of the system, as well as the
difficulties and problems faced by food inspectors and personnel of
small food enterprises
24

3. Introduction to
HACCP
6
4. Application of
HACCP principles:
Hazard Analysis
5. Application of
HACCP principles:
from determination
of CCPs to
verification
6. Relationship
between GMP,
GHP and HACCP
7. HACCP
implementation
a. Understanding the meaning of terms such as hazard, risk, Hazard
Analysis Critical Control Point system
b. Learning basic concept and principles of the HACCP system
c. Learning about Codex principles and guidelines for their application
d. Learning about the importance of a HACCP team
a. Identifying food safety hazards
b. Conducting hazard analysis
a. Learning to determine control measures and critical control points,
and to apply the other HACCP principles
b. Learning to design and apply a HACCP plan
a. Recognizing the elements of GMP and GHP
b. Recognizing the importance of GMP and GHP as prerequisite
programmes to the implementation of HACCP systems
c. Recognizing the importance of applying the HACCP principles in the
identification of food safety interventions where GMP and GHP are
limited
d. Understanding the difference between ISO 9000 and the HACCP
system
a. Understanding the role of food enterprises and governments in
implementing HACCP
b. Learning about the importance of commitment by senior management,
the need for resources and capacity building, training, and an
appropriate time-scale
6
A practical exercise could be included in this lecture to help the lecturer evaluate the trainees’ level of
knowledge and to guide the lecturer in selecting the type of information which the trainees may need. For this purpose
the trainees should be divided into small groups (e.g. 5-7 persons). If possible the group should be multisectorial.
Hazard analysis is conducted using a practical example of food preparation/production, drawn from a visit to a food
handling/processing enterprise, a case study, a video film, or a situation familiar to most of the trainees. The work of
each group may be discussed in plenary session under the guidance of the lecturer.
25

Course objectives
The course objectives are to:
Part 2
(Course for inspectors only )
C show food inspectors how they can best use their knowledge to adapt inspection techniques
to the needs of the business
C increase understanding of the problems faced by small food enterprises
Course outline
Lecture Learning objectives
1. Addressing problems of small
food enterprises
a. Sensitizing the food inspectors to particular problems
of small food enterprises (e.g. low level of knowledge,
high volume of food and restricted operating space,
varying demand for food product, production beyond
operational capacity) and addressing these issues,
absence of equipment or facilities available to monitor
CCPs
b. Learning to focus on process operations rather than
on individual products
2. Setting priorities a. Learning to prioritize problems based on risk
assessment and adapting resources to the risks
3. Adapting inspection techniques a. Learning to adapt inspection techniques, i.e.
- where HACCP is in place, confirm that the
principles are being appropriately applied
- in the absence of HACCP-based systems, the
inspector needs to assist in the transition to these
b. Learning to adapt and to use an educative role rather
than a policing one
26

4. Uses and mis-uses of generic
HACCP plans
a. Learning to understand and use correctly the generic
plans 7
b. Understanding the reason why generic plans should
not be used without re-evaluation and revalidation
5. Communication skills a. Changing the attitude of inspectors from that of
enforcing a prescriptive legislation to an educative and
advisory role
b. Developing skills to give advice on HACCP and make
sure that the enterprises understand the principles and
the rationale of the HACCP system, while retaining
the ownership of the HACCP plan
c. Developing skills for receptiveness, and listening to
the explanations and rationale of the HACCP plan
d. Developing skills to build a relationship with
enterprises based on mutual confidence
e. Developing skills to influence the actions of food
enterprises so that they achieve an acceptable solution
when there is disagreement
7
Generic HACCP plans refer to examples of HACCP plans developed for a food commodity or process in
which flow charts, CCPs, critical limits and or other aspects of a HACCP plan have been defined as guidance for food
business operators producing such commodities or using such processes. Plans derived during HACCP training
workshops could also be considered as generic. Generic plans are not appropriate for use until validated for a specific
food and food process.
27

TRAINING PROGRAMME FOR
SMALL FOOD OPERATIONS
This course is designed for those who are in charge of very small food operations and those
who carry out simple activities, at operator level, in food service establishments producing
more complex ready-to-eat-foods. Street food vendors and small kiosk-type operators are
regarded as falling under this category.
A pre-course evaluation of course material with the direct involvement of participants in the
course’s development, as for other training programmes, should be considered. The
recommended length of the course is 3-4 hours, or as may be appropriate for those attending.
However, it is important that the timing as well as the length is acceptable to the participants.
Cultural acceptability, the use of examples and terminology that the participants can relate
to, and the presentation of information are all important factors. The course outline suggested
in this report is fundamentally based on the concept of the HACCP system. It is written in
simple language, avoiding as far as possible terminology usually used in HACCP, to
demonstrate how the language needs of the target group in question can be met.
Course objectives
The course objectives are to:
C increase the understanding of food operators regarding basic food safety issues and
hence their desire for improvement
C train food operators in the basic issues of food safety, according to the HACCP approach
Course outline
Lecture Learning objectives
1.What is food? Learning what people eat and drink
2.What should
food do for
people?
3.What should
food not do to
people?
Learning that:
- food makes people strong and healthy
- eating can be a pleasurable experience
- food should satisfy customers and provides an income
Learning that food should not
- make people sick
- make customers unhappy (sick) and stay away from eating places
- cause food operations to go out of business
28

4.What causes
food to make
people sick or die?
5.What are
microbes?
6.Where do
microbes come
from?
7. How can you
stop microbes
from making
people sick?
8.How is the food
made?
9.What are the
dangers in the
operation?
10. How can the
danger be
removed?
11. How to be sure
that the
prepared food
is safe?
a. Learning that the following make people sick or die:
- chemicals
- foreign bodies
- bugs (microbes and parasites)
b. Learning that the above are called hazards and that microbes are the most
important cause of illness
Learning that microbes:
- are small living things, invisible to the naked eye
- can grow extremely quickly
- in order to grow and multiply, need food, water, time, and a warm
temperature
Learning that they come from
- water
- raw or uncooked food
- animals, pests and people
- dirty surfaces and unhygienic behaviour
Learning that one can stop microbes from making people sick, by
C killing them, for instance by cooking food thoroughly
C stopping them from growing, for instance by
- chilling foods
- not giving them time to grow and multiply
- by serving food straight after it is cooked
C preventing contamination, for instance through
- using clean chopping boards, knives, plates, utensils and cloths
- practising good personal hygiene
- keeping flies, rats, mice, cockroaches and other animals away from food
- storing food in closed containers
Describing the procedures for a food operation
Learning what can lead to hazards in the specific operation under consideration
Learning the practices that control the hazards
a.Learning to demonstrate how you have ensured safety
b. Learning what to do when things go wrong
c. Learning how to make a proper record of procedures
29