Meeting of the regional procefa grand west from 15th- 17th november 2016 at the pastoral center kumbo diocese

First day


The meeting started on Tuesday the 15th of November at 9,00 am with a word of prayers led by Chrysogonus Tanko. This was followed by a word of welcome by Sr Mercy Muthoni, Coordinator of the ATP Kumbo Diocese. ATP kumbo was the host organisation. She warmly welcomed everybody, thanked each participant for responding so graciously within a very short notice and thanked God for the safe travel. She encouraged every body to participate fully, share as much as possible, be open to share and learn and that each person should go back with something new. She wished the group fruitful deliberations. In order for the meeting to run smoothly she asked the group to come up with some ground rules that will enhance the maximum attention, respect of each other and less distractions, thus we agreed to put all mobile phones in silence, attentive listening, no side talks, avoid repetition and one speaker at a time amont others.She then asked Fr Divine Fossoh, the supervisor of the family farms schools in kumbo Diocese to greet the participants. This was followed by self introduction.


The attendance list numbered the following members

Attendance List

S/N Name Organization Position Phone No. Email Sign
1 Kpulika Isaac ACOHOF FFS+ Director 675872319
2 Shey Sembe SAMACCOL FFS+ Director 674825562
3 Yongka Gilbert ACOHOF Tatum Project Coordinator 675909605
4 Sengafor Emmanual CNEFFAC Coordinator 677949109
5 Chrysogonus Tanko SWD Accountant 673371986
6 Yovngeh Peter IFER Nkambe Director 677147850
7 Chin Charles Fonyuy Bamti FFS+ Adviser to the Local Association 677332131
8 Faison Everest Mbot FFS+ President 676418970
9 Ebouele Ewane L.Blaise Adefe Nlati Bare Treasurer 699900061
10 Fr. Fossoh Divine E. SWD Assistant  Coordinator 675964994
11 Wanyuy Celestine ATP Kumbo Director 678935142
12 Sr. Mercy Muthoni ATP Kumbo Coordinator 675372200


Introduction exercise

Sr. Mercy carried out an exercise to enable the participants assert into the meeting. She gave a pink and a green paper to each participant and she explained that on the green paper each participant was to write three fears and on the pin paper to write expectations. She explained that the fears and expectations were to help us be able to see if we meet the target and to answer some concerns. She then gave the participants time to write after which each participant read aloud and both were pasted on flip chats. She encouraged the participants to keep reviewing them as the meeting went along. It was an interesting and awakening exercise that helped the participants to be active and engage in to the meeting.


Encourage associations by members

Close and collaborative relationship with our partners

To know in detail what Procefa means and its role in the FFS+

Enhance better collaborations among the partners in the procefa

That we seek better ways of operating the FFS+ and

That our time be used well and help us to meet our targets

To learn something new

Come out with suggestions useful for our schools

Serious in our deliberations

Be opened to share our experiences

Contributions from members and seek better ways to handle our school

That the meeting may go well in these three days

The meeting may be more discursive and less instructive




That time will be insufficient for deliberation

Fears the interruption of founding procefa

Deliberations be from a very high point and all members may not fully participate

We may not be full participants due to time constrains

We may not exhaust the agenda

With the absence already of one partner deliberations may be limited

We are behind time


Reading and correction of the Agenda

There should be other matters in the agenda so we can discuss things eg translations during meetings of the procefa at 4pm Wednesday

We should also add evaluation

A permanent date for ordinary meetings of the Grand West PROCEFFA each



Ways of ensuring security of students during internship/stakeholders involved in the sustainability for ffs+

(by Emmanuel Sengafor)

Mr Emmanuel introduced the presentation with definition of an FFS+ as;

An institution of entrepreneurial training that ensures the socio professional insertion of rural youths in their milieu, or

An association of parents who are concern about the needs of their locality and are seeking appropriate ways of solving them.

To engage the participants, he proposed the following topics for discussions in groups;

The security (safety) of our trainees (students) when on internship

Involvement of stakeholders (partners, actors, people with interest) in the sustainability (self supporting/self propagating/self reliant) of the FFS+

Terms were clarified, for example, security to be understood to mean safety, trainees as students, stake holders understood as partners, people interested in the functioning of the FFS. Sustainability was understood to mean self supporting, self reliant or self propagating. With these, groups were shared as follows;

Group one Group two Group three Group four
Mr Chin Charles Fonyuy Yongka Gilbert Sr Mercy Muthoni Fr Fossoh Divine
Mr Yovngeh Peter Faison Everest Mr Kpulika Isaac Mr Shey Sembe
Mr Chrysogonus Tanko Wanyuy Celestine Mr Ebouele Ewane L.Blaise Mr Sengafor Emmanuel


The groups were then guided by the following questions which he called them tasks to better discuss the topic.

Security risks

Name the various threats that students could face during internships

For each threat named in 1) Above, propose pre-emptive measures and state the person most responsible for each measure proposed

For each threat named in 1) Above, propose remedial measures that could be taken if the threat actually happened and state the person most responsible for each measure proposed

Involvement of various stakeholders in the sustainability of the FFS+

Name the various stakeholders of the FFS+

Say how each stakeholder name in 1. Above is contributing to the sustainability of our FFS+

Say how each stakeholder can contribute to the sustainability of the FFS

The groups discussed and brought their deliberations that were shared and the following adopted;

Name the various threats that students could face during internships

1 Illness/Injury during practical work in the enterprise
2 Getting missing
3 Disorientation from other youths in the internship site
4 Sexual abuse/Rape/unplanned pregnancy
5 Fighting
6 Division among themselves
7 Loss of personal property (stolen or is misplaced)
8 Starvation/poor nutrition
9 Exploitation by internship master
10 Physical abuse(long treks to internship sites, beating)
11 Verbal abuse
12 Disorientation from internship master
13 Involvement in crimes (drugs/alcohol/theft/rape)
14 Accidents during transportation to internship sites
15 Poor lodging conditions
16 Poor sanitation having to do especially with drinkable water
17 Dropping training to follow internship master in  the enterprise


For each threat named in 1) above, propose pre-emptive measures and state the person most responsible for each measure proposed

Threats Pre-emptive measures Person most resp
1 Ill health Ensuring good lodging, good nutrition and sanitation can prevent

All students be registered with a health insurance schemes

Students carry along a first aid books

Students be given health tips

Internship masters should not overlabaour trainees

Vaccination, provision of first aid boxes and school health insurance


Director and training team
2 Injury during practical work Safety at work should be taught in the FFS Training team
3 Disorientation from other youths/ some internship masters, and a consequent boycotting of training for the internship site Effectively sensitise the students on the importance of getting the whole training and the advantages of completing the alternating cycle training, and becoming employers themselves and not employers

M.O.U with internship masters stating the conditions of collaboration in the training of the youths

Training team
4 Sexual abuse/

Rape/unplanned pregnancy

– Enquiries on morality of internship master and avoiding placement of students with internship masers of questionable character

-lodging should provide separate facilities for boys and for girls

-students must be in their uniform and with school ID wherever they go

-be in groups never isolated

– coordination between workers of the enterprise and students be effectively managed by internship master to prevent unhealthy relationship

– students be effectively occupied during internship

– no permission be granted students without the consent of the director

-director should always appoint a trustworthy student among the interns to closely supervise his mates in collaboration with internship master, and this should be permitted to own a cell phone for communication with school

– trainees be trained on morally acceptable dressing habits

Directors of the Schools





Internship master

5 Fighting/physical violence Moral education,

Provide trainees with internship code of conduct

Avoid sending trainees to conflict areas

Sensitization of internship masters on corrective punitive measures

Training team
6 Division among themselves Human formation

Moral education

Training team
7 Loss of personal property Formation on personal organization Training team
8 Starvation or poor quality of meals Provision of adequate food to trainees during internship periods Promoters/Parents
9 Exploitation by internship master M.O.U with internship masters stating the conditions of collaboration in the training of the youths Directors
10 Physical abuse(long treks to internship sites, beating) M.O.U with internship masters stating the conditions of collaboration in the training of the youths Directors
11 Verbal abuse Formation of character of the internship master Directors
Involvement in crimes (drugs/alcohol/theft/rape) – Formation on behaviour change including students, parents, masters

-culprit punished and legal action taken

– students luggage be checked before departure for internship and after to prevent drug abuse, and theft


Accidents during transportation to internship sites Ensure good condition of transport means,

no overloading,

responsible transporters

Dropping training to follow internship master in  the enterprise – Effectively sensitise the student and the internship masters on the importance of the whole training

-the advantages of completing the whole cycle of training and becoming employer himself not an employee

Director and training team


For each threat named in 1) above, propose remedial measures that could be taken if the threat actually happened and state the person most responsible for each measure proposed

  Threats Remedial measure Person most responsible
1 Injury during practical work First aid,


Communication to director


Internship master/promoters
2 Getting missing Mobilise community for search. Internship master
3 Disorientation from other youths/ some internship masters, and a consequent boycotting of training for the internship site Counselling

Organise meetings and training seasons with internship masters

Training team
4 Sexual abuse/

Rape/theft/ unplanned pregnancy

Counselling of the victim

Legal action or dismissal in the case where the culprit is another student

In case or rape, investigations be made, facts  established, assailant reprimanded and brought to justice

In case of theft, the responsible pays back the stolen item, but if not identified the school bares the cost

Directors of the Schools
5 Fighting Counselling Training team
6 Division among themselves Moral education and counselling Training team
7 Loss of personal property Formation on personal organisation Training team
8 Starvation Good nutrition

Send additional food and

Train students on managing food wisely

9 Exploitation by internship master Withdrawal from internship site

Termination of collaboration

10 Physical abuse(long treks to internship sites, beating) Counselling (both sides) Directors/training team
13 Ill health Treat in hospital

Inform director

Students’ pullovers are sent to them,

If no blankets and students did not carry clothes warm clothe

if water is dirty, purification methods are used to get pure water



Involvement of various stakeholders in the sustainability of FFS

  1. Name the various stake holders of the Family Farm Schools


  Stakeholders Present contribution of stakeholder Potential contribution
1 Parents Parents contribute food,

pay school fees and

buy school needs for the trainees,

provide land and tools for practice at home,

training and security to the children during internships at home

propose internship sites, and topics for training plan

participate in the recruitment of trainees and trainers

Parents can donate cash to support the FFS training and provide professional insertion capital

Assist in enrolment campaign where they are not yet involved

Indentify internship masters

Actively co manage the schools

Provide land and starting capital where they are not yet doing so

2 Councils Provision of solar panels

Maintenance of roads

Nothing in some areas


Subsidize training,

collaborate with FFS and provide infrastructure and

provide professional insertion capital

organise mini agric shows

assist FFS with trainers

assist in socio professional insertion of youths

recommend FFS to their other partners

provide scholarships to trainees

fund FFS minor projects

3 Ministry of Agriculture and Rural development (MINADER) Giving some external interveners through agric posts (Ngondzen)

Nothing in other areas

MINADER can legalize the FFSs,

provide subsidies and infrastructure

provide grants to students professional insertion capital

4 Ministry of Livestock (MINIPIA) Nothing MINIPIA can legalize the FFSs,

support with their staff,

provide subsidies and infrastructure

provide professional insertion capital

provide external  interveners for agricultural topics

5 Village development Association (VDA) Supporting financially (Mbot) Can carry out advocacy for the FFSs

and also seek financial and technical assistance for the FFS.

6 Ministry of Secondary Education (MINSEC) Providing official exams (IFER) Provide subsidies and legalization for the FFS
7 Ministry of Employment and vocational training(MINEFOP) Legalizing the FFS (Mbiame and ACOHOF) providing training to their trainers

Do follow up visits

Can provide subsidies/subventions

control and legalization for the FFS

supervise official exams

MINESEC providing official exams for the IFER

nothing for other FFS yet

could recognise the FFS pedagogy
MINJEC nothing for now provide grants to the FFS

provide financial, material assistance to trainees to promote their socio professional insertion

sensitisation of trainees on civic responsibilities

8 Traditional rulers Providing land for Construction (Mbot)

land, security and understanding

Provide advocacy and subsidies
9 PROCEFFA experience sharing

Lobbying government ministries for  recognition of the FFS and the alternance pedagogy

Pedagogic animation

Support sustainability projects for FFS

Link FFS to other financial partners


DISOP and CNEFAC Providing Funding and Technical assistance


Spiritual and moral support, sensitiazation
10 Commercial Enterprises Hosting students on internships and providing study visit sites (PEMSAP MBOT) Provide employment to FFS ex-students,

donate cash,

educational material and infrastructure for training in the FFS

11 Investors Nothing Provide capital and employment  to ex-students of the FFS
12 Social enterprises/Promoters Funding the FFS (SWD and ACOHOF), advocacy,

supervision and management of the project

Provide capital and employment  to ex-students of the FFS
13 Rural entrepreneurs Serving as internship masters and external interveners Provide capital and employment  to ex-students of the FFS



After all the above contributions, the next presentation was made by Mr Wanyuy Celestine on the topic;

Documents to be submitted to MINIFOP for registration/recognition of FFS+ as a vocational training center

Identification of the project with photos attached.

Objectives of the FFS

Tenancy Agreement

Internship Agreement

Location map of the FFS.

Certified true copy of Promoters’ Certificate and curriculum Vitae.

Certificate of Non conviction of the promoter

Photocopies of certificates of the staff and their curriculum Vitae.

Training programmes  Family farm school

A money order of 150000frs CFA addressed to L’Agent Intermedaire  Recettes Du MINEFOP Yaoundé

List of staff and their qualification.

List of Didactic materials.

Proposed training fee for each section.

The organigram of the structure.

The capacity of Admission of students

Tenancy Agreement

Internship Agreement

Insurance Company for our trainees.

After this presentation, there were many reactions from the participants touching on difficulties involved in gathering all these documents, and on the stress involved in following the documents through. However, ACOHOF and ATP shared their experience on how they got through the ordeal to encourage those who are still to do so. Advantages that await us if we register are enormous, eg, possibility of issuing an attestation from the ministry to our trainees at the end of the training, getting government support, etc. These were out to confirm the presenter’s slogan that Fear of failure must never be reason not to try something, for great minds must be ready not only to take opportunities, but to make them.


The deliberations of the first day ended at 5:20pm with remarks from Sr Mercy Muthoni, who thanked all the participants for the active participation, and encourage the same spirit in the following days. There was supper at 6 .30pm and participants retired.


Day two




The meeting of the second day started at 8:30am with prayers led by Mr Isaac Kpulika. All participants were welcomed by Sr Mercy Muthoni. The participants of the meeting were all available except for Fr Divine Fossoh who had earlier indicated to come a bit later.

2.Report of day one

The summary of the report was read and some remarks made by participants to ensure effective representation of all the discussions. Sr Mercy Muthoni introduced Mr Gilbert Yongka as the pilot of the day’s program.

Mr Gilbert introduced the point on information market, briefly stating the purpose and method of presentation.

Information market

Agricultural Training Project (ATP)

The ATP presented her information first. Started in the year 2000 by bishop esuA with the objectives;

To reduce rural/ urban exodus among the youths

To reduce poverty in rural areas

Optimal and sustainable use of Natural Resources

Mission: Information /accompaniment of communities through young people

Vision: Healthy/wealthy communities in the Diocese of Kumbo through training in agriculture, demonstration and follow-up.

Values: Respect of human dignity and Promotion of gender


Qualified and dynamic staff

-Fast information through churches

-Favourable soils

-Technical support from CNEFAC/DISOP

-Water /Electricity availability

-Good vegetation for animals

Good market for the sales of farm produce

-Cooperatives help in price fixation for farmers.

-Easy dissemination of information

-Use of past students of ATP for dissemination of information

-Frequent visit  from people of MINEFOP

-Presence of a local Association

-Christian dominating the entire population

-Committed Christians

-Open spirit within the intervening communities


-Denominational problems/ emerging of sects

-Unstable climatical conditions

-Quantity of demand does not match with the quantity of supply to the society.

-Frequent power failure cause breaks in communication

-Weakness  of the radio waves

-Minimal contribution of student’s food by parents

-Low participation during local Association meetings/community work

-Lack of commitment by some members of the local Association.

Future prospects

-Each student and each trainer plant an environmentally friendly tree in the center and at home every 1st May each year

-Those family farm schools of Cameroon will in the near future have a ffs+ day for exchange of experiences.

-To reinforce the capacities of the local association.


-What does ATP do to get market for the farm produce?

-Constancy in production

-Formation of groups (associations as ex students)

-Timing of season as well as market periods (produce when many do not think of doing so)

-For food contributions and fees, do you succeed to get all?

-Not all contribute or pay school fees


Afoni Children of Hope Foundation (ACOHOF) FFS+

By Mr Pkulika Isaac

Created on 4th Sept 2014, acohof Family Farm School now has 3levels with three class rooms, two dormitories, and 87 students.


-Providing education for youths that is relative to their needs

-Offering education and formation addressing youths’ concrete problems and realities\

-ACOHOF enriches theory with practice

-Encouraging learning without alienation from the environment



Acohof has 87students from 13 communities, and has had very little number of drop outs since level one.

Good environment with modern buildings

Collaboration among trainers

Some students are responding very positively to the training as can be seen from their output at home. Eg. There is a student who stated with two sheep from in level one, and now has 20 in level 3.



Parents use internship for holidays

Not everyone completes food contributions as well as school fees

Physically challenged children

Lack of good and enough water, however they do sodis (Solar Disinfectant Method) and carry water from a stream around to water the garden

due to financial constrains, no watering cans as yet

No livestock to complete the training program

Priorities of ACOHOF

Government (she ensures good administration in the system)

Stress networking (between trainers, association of parent and general community)

Foster communication (monthly staff meetings/njangi, internship reports, students delegates, PTA meetings, etc.)

Formation and discipline (get students feel responsible and teach initiatives)

Financial autonomy (by investing on income generating activities)


How does acohof get many students?

Students themselves do the campaign (hence, treat them well and build their love for the school

Campaign strategies (meet students of class 6, follow up their parents for they are decision makers)

Organise interview days in particular communities

Use the radio for advertisement

Send information to churches, men and women groups

Get in contact with decision makers of the communities

Getting the parents’ sensitisation committees

How do you maintain the student numbers?

Get true and exact information to the parents during campaigns

Get interesting social (co-curricular) activities in the school for students

Bigger percentage is coming from class 6, so they have the tendency to continue their education (if they are drop outs from secondary school or have stayed at home, they have the tendency to discontinue


ADEFE-NLATI (Nkongsambe)

by Ebouele Ewane L.Blaise

association for development of woman and children (ADEFE) was created in 2002 in Bare Bakem. It is involved in community development in various ways. It has a community radio through which information about the FFS is broadcast. In the FFS, ADEFE has 60 trainees with 5 trainers.


Fight poverty by promoting welfare of women and children



MINIFOP from 2008

Community Radio

About 1milion listeners

Switzerland is the brain behind the NGO


Gives scholarships to students in some schools in the community of Bare Bakem

About 21 schools have benefited from the support of ADEFE-Nlati

Agricultural needs are given to the communities


As a strength, government has recognised the FFS+


Difficulties in implementing the pedagogy

To get 20%

Long distance treks

Institute of rural entrepreneurship (IFER) Nkambe Presentation

By Yovngeh Peter

The Institute of Rural Entrepreneurship is out with the objective of training rural youths to gain the skills to be able to transform available resources to products that can alleviate their financial status. It is out to train students to become entrepreneurs. With the same alternation pedagogy of the FFS system, the students learn professional courses which include; crop and livestock production, transformation, service provision and crafts, entrepreneurial courses such as; Economics, commerce, Accounting and Business Mathematics, then, general courses in Mathematics, French, English Language, Economic Geography, computer Studies and Human Formation. Summarily, they do business studies, commercial series for Cameroon GCE O/L, and holistic human formation.



Self employment and



IFER has produced the best results not only in bautifuly written term papers, but also in the GCE Commercial for the whole of Donga Mantung Division

Present at past students exhibit very strong administrative qualities, reason why the IFER students who have continued training in St Rita College are all in the student government; the senior prefects boys and girls, and others.

Even though still awaiting her own building, it has already good accommodation and classrooms in St Rita College.

Students who have not continued education are doing very well in the communities. An example here is Edward an ex student of the first batch now in Binshua. He already has his enterprise, working with the Nkambe council, and is part time trainer in Samaccol FFS.


Pedagogy is sometimes compromised due to program of St Rita’s college the host

Not all parents do pay their children’s school fees

Some parents still consider internship at home as holidays

Sometimes lateness in transfer of funds retards effective implementation of training plan

The future of the students after the last year of trainings

Accommodation facilities for students come sept 2017


What about number of students to be admitted in the ifer?

If only 60students from the ffs what about the rest of the students?

Increase the accommodation and get in all the students from the ffs+

Or can we form a new ifer?

Social welfare department (SWD) presentation  –By Emmanuel Sengafor

Social welfare Department operates within the territory known as the Diocese of Kumbo which includes Bui and Dong Mantung Divisions. She carries out many different projects in responds to the needs of the various community within the Diocese. Under the patronage of the Bishop, she has identified community needs and is assisting in the provision of water and since 2008, has engaged with the assistance of CNEFAC in the FFS program.  She is directly responsible for the FFS of Mbot, Ngarum, Ngondzen and the IFER in Nkambe.


Reduce rural urban migration

Qualify the students to become self employed and can employ others

To improve on the family income of the communities and to enhance better living standards


Limited Resources

Diverse needs

Ensure functioning of the commission in all 25 Parishes of the Diocese

Diverse communities

Insufficient staff

insufficient experience in new project areas

Few partners

Limited appropriation of projects by beneficiary communities

Staff instability


SamacCol presentation

by Shey Sembe

The FFS of SAMACCOL started in 2014/2015 academic year. Since there had been an ffs in Bishua before, the proprietor of SAMACCOL thought it important to maintain one. Samaccol FFS has 35 students with 3permanent trainers.

Subjects studied in samaccol

English, Math, French

Accounting, Commerce, Business Math, Computer studies

Economics, Economic Geography, Law and Government, Moral Education

Home Economics, Hygiene and Sanitation,

Agriculture, Livestock, Poultry




There exist a demonstration farm where students practice growing garden crops

There exist a demonstration mini poultry with 10 chicks.

We conduct exchange visits with other FFS in the area

In our Internships, study visits and exchange visits, we make sure that students are accompanied by training staff

Strong association of parents


Not enough means to effect many Internships and study visits

Insufficient Staff

Misunderstanding of FFS system-thus less support from Community

Sustainability especially with the withdrawal of current partners.

Parents do not all comply in their contributions


How do the two schools manage their relationship?

FFS students at first felt inferiority complex but with the many advantages of their learning interjected by many internships, study visits and practical activities, they feel very privileged.

Is there enough accommodation for the FFS students?

At the moment, there is no building for the FFS+ but they are benefiting from the Samaccol buildings for class rooms and dormitories while awaiting their own buildings.


Cnefac presentation

by Emmanuel Sengafor

National coordination of ffs in Cameroon legalised in 1992


Technical assistance

Other points discussed involved;

Cnefac networks

Work of CNFAC in NW region

Since 2008 it started in nw with diocese of Kumbo

Has trained trainers for the ffs in nw up to the third sessions now


On pedagogy, what level of pedagogic materials does CNFAC give?

Cnefac has provided text books for the schools before, but due to difficulties of sometimes providing the wrong texts given different contexts, and also due to financial constrains, she simply accompanies the schools to get the right texts with finances from their organisation and not from CNEFAC

Other maters

After the last presentation for this day, a few points that touch on the life of the members of the PROCEFFA Grand west were discussed. They included the following;

A permanent day for the annual meetings of the PROCEFFA Grand West could be put up so that members know the date and the venue of next meeting after every meeting.

Concerning translators during national meetings, the group felt that if they are consulted they could provide names of some people from this region who masters English and French well.

Information should be shared in good time and to all members to keep everyone ready when need calls. To this regard, members were also called upon to make it a duty to check their mails regularly and to respond to mails dully when need arises.

In reference to communication a member suggested that we could create a PROCEFFA group for the Grand west, a group in which we will interact and share information easily.

Looking at the various commitments of most members, the trip to Mbiame the next day was suspended.

A subcommittee of Sr Mercy, Mr Emmanuel Sengafor, Mr Gilber yongka and Mr Chrysogonus Tanko to review the minutes on Friday 18th November 2016, and circulate to the rest by email.


Final remarks were given by Sr Mercy, within which she expressed her gratitude at the success of the meeting and wished everyone a safe journey back home. She also thanked the National Proceffa Network executive for providing the means for us to carry on this important forum.  A simple evaluation exercise was conducted and everyone was satisfied with our few days together. We felt that this kind of meeting should be planned may be twice in a year as exchange of view, experiences , challenges and best practice will enrich all the partners.  As it was indicated in the program we did not visit mbiame because the topic we wanted to go and discuss there was about life in the boarding FFS+, since  three groups in the team had boarding and this topic was discussed at length, also coupled with the fact that more than 85% of the participants wanted to leave after the breakfast the following morning, this did not take place but it was handled in the discussion. The meeting ended at 6.05 pm.