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Lesson Plans: Training of Trainer Manual Advancing the Nagoya Protocol in the Countries of the Caribbean

Lessons Plans: Advancing the Nagoya Protocol in the Countries of the Caribbean Region

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IUCN IUCN is a membership Union composed of both government and civil society organisations. It harnesses the experience, resources and reach of its more than 1,300 Member organisations and the input of more than 10,000 experts. IUCN is the global authority on the status of the natural world and the measures needed to safeguard it.

www.iucn.org https://twitter.com/IUCN/ The designation of geographical entities in this book, and the presentation of the material, do not imply the expression of any opinion whatsoever on the part of IUCN or Canbean Associates Inc. concerning the legal status of any country, territory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. The views expressed in this publication do not necessarily reflect those of IUCN or Canbean Associates Inc. Published by: IUCN, Gland, Switzerland in collaboration with Regional Office for Mexico, Central America and the Caribbean Copyright: © 2018 International Union for Conservation of Nature and Natural Resources Reproduction of this publication for educational or other non-commercial purposes is authorized without prior written permission from the copyright holder provided the source is fully acknowledged. Reproduction of this publication for resale or other commercial purposes is prohibited without prior written permission of the copyright holder. This publication has been made possible in part by funding from the Global Environment Facility.


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Table of Contents

Acronyms & Abbreviations ...................................................................................................... iii Acknowledgements ................................................................................................................. iv 1.0 Introduction ..................................................................................................................... 1 2.0 Train-the-Trainers Workshop Schedule .......................................................................... 2 3.0 Generic Teaching Schedule ........................................................................................... 4 4.0 Introductions & Understanding the Intent of the Workshop ............................................ 6 5.0 The Nagoya Protocol ...................................................................................................... 7 6.0 Access to Genetic Resources Lesson Plan .................................................................... 8 7.0 Benefit-sharing Lesson Plan ......................................................................................... 17 8.0 IPLCs Lesson Plan ....................................................................................................... 30 9.0 Traditional Knowledge (TK) & Intellectual Property Rights (IPR) ................................. 38 10.0 Legal Reform Lesson Plan ........................................................................................ 44 11.0 Policy Setting Lesson Plan ........................................................................................ 49 12.0 Institutional Arrangements Lesson Plan .................................................................... 60 13.0 Supportive Measures ................................................................................................ 67 14.0 Compliance Lesson Plan ........................................................................................... 72 15.0 Communications & Leadership Lesson Plan ............................................................. 76 16.0 Annex – Training Theories & Practice Exercises ...................................................... 88 17.0 Post-workshop Survey .............................................................................................. 97


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Acronyms & Abbreviations ABS Access and benefit-sharing ABS-CH Access and Benefit-sharing Clearing House ABSA Access and benefit-sharing Agreement CBD Convention on Biological Diversity CCJ Caribbean Court of Justice CNA Competent National Authority COP Conference of the Parties EPA Environmental Protection Agency FAO Food and Agriculture Organization GEF Global Environment Facility ICJ International Court of Justice IPLC Indigenous People, Local Communities IPR Intellectual property rights ITPGRFA International Treaty on Plant Genetic Resources for Food & Agriculture IRCC Internationally Recognised Certificate of Compliance IUCN International Union for Conservation of Nature and Natural Resources LMO Living Modified Organisms MAT Mutually agreed terms MOP Meeting of Parties MoU Memorandum of Understanding MTA Material transfer agreement NBSAP National Biodiversity Strategy and Action Plan NEPA National Environmental Planning Agency NFP National Focal Points NGO Non-Governmental Organisation OECS Organisation of Eastern Caribbean States PGR Plant Genetic Resources PIC Prior informed consent TK Traditional Knowledge WIPO World Intellectual Property Organization


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Acknowledgements

In the process of preparing this lesson plan, we were grateful for the direction provided by Ms. Melesha Banhan, Project Coordinator for the ‘Advancing the Nagoya Protocol in Countries of the Caribbean Region Project’, working out of the IUCN Regional Office for Mexico, Central American and the Caribbean (ORMACC).

The information supporting this lesson plan is gathered from a wide literature review covering the Nagoya Protocol and Access and Benefit Sharing with key focus on experiences in the Caribbean. To this extent the research team at Canbean Associates Inc. acknowledges all authors of documents referenced in this lesson plan and the accompanying manual, as well as concepts borrowed from various publications by local, regional and international organizations. In cases where references are not included, the training consultants still do not claim any intellectual property rights to any of the material (videos, case studies, publications and other concepts and documents) included herein. The material is gathered and presented only for the purpose of knowledge transfer related to the objectives of the Lesson Plan. The research team is thankful for permission, through the IUCN, to use ABS training material created by the CBD Secretariat and the IUCN. Much of the technical information and processes about Access and Benefit-sharing for this lesson plan were gathered from the CBD’s e-Learning Platform and their course, “Establishing Legal Frameworks to Implement the Nagoya Protocol”, as well as the additional content created under the direction if the IUCN.

Canbean Associates Inc. Toronto, CANADA


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1.0 Introduction The purpose of the Lesson Plans in this document is to support instructors across the Caribbean in their preparation for and execution of training workshops to support the implementation of the Nagoya Protocol, and ABS measures in general, across the Region. This Plan is designed to go hand-in-hand with the “Training of Trainer Manual: Implementing the Nagoya Protocol in the Caribbean” and the IUCN online training course which was built on the CBD training course, “Establishing Legal Frameworks to Implement the Nagoya Protocol” and enhanced, under the direction of the IUCN, to include additional modules and Caribbean content. Included in this document is a suggested schedule which can be modified to meet individual training workshop needs, timelines, restrictions and opportunities. The Plan then provides supporting information for each of 12 modules, aligned with the train-the-trainer manual. Each section includes suggested Teaching Methodologies and Class Exercises. The class exercises are then further explained and, if there is a need, class handouts and worksheets are included which support the exercise. Teaching methodologies and class exercises presented in this document have been developed with professional, adult learners in mind. It is envisaged that training sessions should be participatory in nature; making the most of different learning techniques for engagement, understanding and retention. However, all of the exercises presented in this plan are not meant to be used in one training course. Instructors should feel free to select what they want to utilize, treating the document as a guide only. Instructors should further refine their course content and exercises based on the needs of their particular students. As stated in the accompanying Manual to this document, it is expected that workshop participants would have completed the online IUCN training course and have studied the Manual before being engaged in any of the class exercises in this document. In addition, this document should be circulated prior to workshops to allow participants to review all cases studies and readings related to


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the exercises contained herein. They should arrive ready to participate and engage each other on the subject of implementing the Nagoya Protocol and ABS in the Caribbean.

2.0 Train-the-Trainers Workshop Schedule This schedule presented below is only for train-the-trainer workshops which focus on ‘how to teach’ the subject of implementing the Nagoya Protocol and ABS in the Caribbean. The schedule is not to be used to teach the subject of ABS at the more detailed levels as set out in the CBD training course, “Establishing Legal Frameworks to Implement the Nagoya Protocol”. An alternate, suggested and generic schedule for this latter purpose is provided in Section 3.0 of this document. Day One: 09:00 –09:15 Introductions/Course Orientation 09:15 – 09:45 Nagoya Protocol Overview 09:45 – 10:15 Learning Theories & Styles 10 :15 –10:30 Break 10:30 – 11:00 Training Exercise #1: VARK Questionnaire and Group Discussions 11:00 – 11:45 Course Content & Class Exercises for Access to Genetic Resources 11:45 – 12:45 Lunch 12:45 – 01:30 Course Content & Class Exercises for Benefit-sharing 01:30 – 03:00 Exercise: Negotiate MAT and Create ABSA 03:00 – 03:15 Break 03:15 – 04:00 Exercise: Negotiate MAT and Create ABSA Day Two: 09:00 –10:00 Presentations and Evaluations: Negotiate MAT and Create ABSA 10:00 – 10:30 ABS Training for Adult Learners 10:30 – 10:45 Break 10:45 – 11:30 Training Exercise #2: Audience Assessment and Learning Objectives 11:30 – 12:15 Course Content & Class Exercises for IPLCs 12:15 – 01:15 Lunch 01:15 – 02:00 Course Content & Class Exercises for TK and IPRs 02:00 – 02:45 Exercise: TK & IPR Jeopardy 02:45 – 03:00 Break 03:00 – 04:00 Exercise: Debate – Protecting Traditional Knowledge Day Three: 09:00 – 09:15 Overview of Previous Day & Questions 09:15 – 09:45 Teaching Methodologies 09:45 – 10:30 Training Exercise #5: Teach a Simple Skill (teach or design exercise) 10:30 – 10:45 Break 10 :45 –11:45 Course Content & Class Exercises for Legal Reform


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11:45 – 12:45 Lunch 12:45 – 01:30 Training Exercise #6: Pop the Balloon 01:30 – 02:15 Course Content & Class Exercises for Policy Setting 02:15 – 02:30 Break 02:30 – 04:00 Training Exercise # 7: Assessing Bhutan’s National ABS Policy Day Four: 09:00 – 09:15 Overview of Previous Day & Questions 09:15 – 09:45 Course Management 09:45 – 10:30 Course Content & Class Exercises for Institutional Arrangements 10:30 – 10:45 Break 10 :45 –11:15 Course Content & Class Exercises for Supportive Measures 11:15 – 11:45 Training Exercise #8: Press Conference (Part I) 11:45 – 12:45 Lunch 12:45 – 01:45 Training Exercise #8: Press Conference (Part II) 01:45 – 02:30 Training Exercise #9: I’m an Artist (Part I) 02:30 – 02:45 Break 02:45 – 03:30 Training Exercise #9: I’m an Artist (Part II) Day Five: 09:00 –09:15 Overview of Previous Day& Questions 09:15 – 09:45 Presentation Skills 09:45 – 10:45 Course Content & Class Exercises for Communications & Leadership 10:45 – 11:00 Break 11:00 –12:00 Exercise: A Great Leader 12:00 – 01:00 Lunch 01:00 – 02:15 Exercise: Create a Communication Plan 02:15 – 02:30 Break 02:30 – 03:15 Continue Exercise: Create a Communication Plan 03:15 – 04:00 Present Communication Plan

In arriving for these five days of workshops, participants should bring the following: a) Training Manual and worksheets in electronic format b) This document containing the Lesson Plans and details for in-class exercise c) Laptop computer with Microsoft Office Suite; participants could share laptops in groups of two as

well.

Participants should also have completed the assigned readings and a review of the case studies that will be used in the exercises Workshop materials are detailed in the various sections of this document.


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3.0 Generic Teaching Schedule In preparing this document an attempt is made to share practical advice in delivering training by persons who would have been trained under the schedule presented in Section 2.0. The generic schedule below is to be used by these trainers for future ABS workshops delivering content of the 12 modules outlined in the accompanying “Training of Trainer Manual: Implementing the Nagoya Protocol in the Caribbean”. As detailed in this document, training sessions should be carried out via lectures and hands-on, in class working sessions. Workshop participants will be expected to read assigned readings before the workshop, as well as complete the training modules online. Up to one month should be allowed for this period of reading and completing the online course on ABS. Questions during this period of reading, by workshop participants, should be sent to workshop facilitator who is anticipated to be from among persons trained under the schedule in Section 2.0 of this document. For the purpose of delivering training on the content of the 12 modules outlined in the “Training of Trainer Manual: Implementing the Nagoya Protocol in the Caribbean”, a minimum of five days is recommended as follows:

Generic Workshop Schedule

Date Time Session Venue

Day 1:Understanding ABS and the Nagoya Protocol

9:00 -9:30am Introductions

Understanding the intent of the Workshop

9:30 – 10:00am The Nagoya Protocol 10:00 -10:45am Access to Genetic Resources 10:45 – 11:45pm Benefit Sharing

11:45-12:00am In-class exercise

12:00 - 1:00pm Lunch Break

1:00-2:30pm In-class exercise

2:30- 4:00pm In-class exercise

Day 2 Understanding IPLC, TK and Intellectual Property Rights

9:00 -10:00am Indigenous Peoples and Local Communities (IPLC)

10:00 – 11:00am Traditional Knowledge (TK) and Intellectual Property Rights


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11:00-12:00am In-class exercise


1:00-2:30pm In-class exercise 2:30 - 4:00pm In-class exercise

Day 3: Understanding Legal Reforms and Policy Setting to Support ABS in the Caribbean

9:00-10:30 am Legal Reform

10:30-12:00pm Policy Setting 12:00 - 1:00pm Lunch Break 1:00-2:30pm In-class exercise

2:30 - 4:00pm In-class exercise

Day 4:Understanding Institutional Arrangements and Supportive Measures to Facilitate ABS in the Caribbean

9:00-10:00am Institutional Arrangements

10:00-11:00am Supportive Measures 11:00-12:00am In-class exercise



2:30 - 4:00pm In-class exercise

Day 5:Understanding Compliance and Communications to Support ABS in the Caribbean

9:00-10:00am Compliance

10:00 – 12:00pm Communication and Leadership 12:00 - 1:00pm Lunch Break 1:00-2:30pm In-class exercise


3:30-4:00pm Training Exit Survey

Workshop Venue: should have good Wifi service In arriving for the workshops participants should bring the following: a) Training Manual and worksheets in electronic format b) Laptop computer with Microsoft Office Suite; participants could share laptops in groups of two as

well.

Participants should also have completed the assigned readings and a review of the case studies that will be used in the exercises Workshop materials (paper, pencils, flip charts etc.) should be determined by the workshop facilitator based on the detailed schedule of exercises selected to be done.


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4.0 Introductions & Understanding the Intent of the Workshop The objectives of this section are for participants to be able to: a) Introduce themselves and become familiar with their classmates; b) Become familiar with classroom guidelines and expectations; c) Understand the objectives of the workshop.

4.1 Methodologies for Teaching Estimated lecture time: 30 minutes The instructor should begin with an introduction of themselves, including their name and background, along with a fun fact. They can also go around the classroom asking for each participant to introduce themselves in a similar manner. If time allows, the instructor could carry out a short icebreaker activity. Some suggestions for these activities can be found at this link: https://www.thebalance.com/best-ice-breakers-for-meetings-and-training-classes-1918430. Next, the instructor should present a pre-defined set of classroom guidelines or expectations and then ask the class to add to, or modify, those rules. Once the list has been completed, it should be posted around the classroom for all to see. Finally, the instructor should present the main objectives for the course which properly reflect the desired outcomes from the training. These objectives can be pulled from the individual modules or, higher-level objectives can be created based on the criteria provided in the train-the-trainer manual. In order support the introduction portion of the training, the instructor should create a visual presentation to accompany the information presented. It is suggested that the following video be used during the introduction: • ABS Simply Explained, The ABS Initiative, November

2016:https://www.youtube.com/watch?v=0FdKu_YHTfE


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5.0 The Nagoya Protocol The objectives of this module are for participants to be able to: a) Explain the Nagoya Protocol, its purpose and the benefits which can be gained through

implementation of the Protocol; b) Define the high-level requirements, basic steps and best practices for implementing the

Protocol; c) Understand the status of Protocol implementation in various countries across the

Caribbean

5.1 Methodologies for Teaching Estimated lecture time: 30 minutes In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. The use of the following video is suggested: • The Nagoya Protocol, International Union for Conservation of Nature (UICN):

https://www.youtube.com/watch?v=lltjhz6iyoA

A review of the relevant country profiles in relation to ABS and the Protocol is also recommended as part of the teaching in this module.


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6.0 Access to Genetic Resources Lesson Plan The objectives of this module are for participants to be able to: a) Define key concepts related to access to genetic resources under the Protocol; b) Describe the core elements of access procedures required under the Protocol, including

access permits and prior informed consent (PIC); c) Outline other elements and considerations provided by the Protocol that can inform the

design of access rules and procedures; d) Understand the importance of managing access in the Caribbean and the challenges in

the Region that will need to be addressed in moving forward

6.1 Methodologies for Teaching Estimated lecture time: 60 minutes In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. The use of the following video is suggested: • What is Bio-prospecting?, Convention on Biodiversity (CBD), November 2014:

https://www.youtube.com/watch?v=-4a9QYr486k

The use of a short, group exercise is suggested at the beginning of the lecture, before reviewing the definitions related to access. The exercise is: 1. Group Brainstorming on ABS Definitions


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The following exercise should also be considered for use as the main, afternoon exercise on Day One of the training workshop: 2. Create Processes to Support Various Access Scenarios

An additional exercise from the benefit-sharing module will also be suggested for this day. It is up to the instructor to determine which one is more necessary and useful for their particular audience. There is also an optional exercise described in the next section which can be used if time allows.

Finally, the train-the-trainer manual provides further learning resources such as, case studies, readings and additional videos. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training. 6.2 Class Exercises

1. Group Brainstorming on ABS Definitions Estimated time required: 15 minutes

Goals:

• Establish a baseline of participants’ level of understanding about the basic principles behind ABS and Access

• Encourage class engagement and interaction

Method: • During lecture • Small group exercise • To be carried out during lecture time • Review each group submission before teaching on the particular definition

Material Required:

• Flip charts • Markers • Pre-drawn brainstorming chart for:

ü Access ü Genetic Resources ü Bio-prospecting ü Prior Informed Consent ü Mutually Agreed Terms ü Providers ü Users


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Steps: • Break participants into groups of 3 or 4 • Give each group one of the pre-drawn brainstorming charts • Tell them to fill up the brainstorming chart with at least 10 words or short

statements that help define their word • Have each group hand in the chart and review them prior to teaching that

particular definition

Figure 1.2-1 Example of a Brainstorming Chart

2. Create or Evaluate a Process to Support Various Access Requests Estimated time required: 2.5 hours Goals:

• Have participants put into practice the concepts they have learned about managing the process to obtain access, through Prior Informed Consent (PIC), under different circumstances

• Share ideas for establishing efficient and effective access measures through group presentations

Method:

• To be carried out after the lecture as a main exercise for the day (Option 1) • Group exercise • Situational analysis

Access Word

Word

Short Stateme

nt

Related

idea


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• Creation or review of Process Flow • Creation or review of Supporting Documentation • Group presentation

Material:

• Exercise Worksheet (included below) • Pens • Flip charts • Markers • If participants have laptops, provide a projector and screen for their

presentations Steps:

• Break participants into groups of 4 or 5 • Each group to complete the situational analysis worksheet for obtaining PIC • Some countries may already have these processes in place in which case this

exercise should be treated as an evaluation and review of existing processes • Each group to create or evaluate a process flow chart which maps out the

process to obtain access with PIC • Each group to create or evaluate one supporting document supports the

process flow for obtaining PIC (application for access or proof of PIC document)

• Each group to determine and describe the method by which their process would be, or is, administered (who, how – managing entity, internet, paper forms etc., timeline)

• Each group to select one representative to present their process

To be noted: • The instructor should check in advance with country contacts to see what

processes and supporting information/documentation may already be in place and ensure this it is available for use to support this exercise

• The instructor can shorten this exercise by selecting only one or two of the elements to be completed, if they so choose

Create or Evaluate a Process to Support Various Access Requests Managing the process to grant PIC under a variety of circumstances a) Complete the situational analysis worksheet for creating an Access process or evaluating an

existing process that includes obtaining Prior Informed Consent, where applicable. If you can complete each section of the worksheet in relation to your own country situation this would be


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most helpful. If more than one country is represented in your group, you can select the particular situation you want to use for each section. If, however, you have no knowledge of, or experience related to, ABS processes and related supporting entities in your country, create a fictitious scenario based on your understanding of the information provided in the training.

Be sure to keep in mind the following elements when creating your process:

1. Protocol Requirements, such as: a. Defining what triggers access requirements b. Identifying who has the right to grant PIC c. Providing a written decision about PIC in a cost-effective manner and within a

reasonable period of time d. Providing a permit, or the equivalent, as evidence that PIC has been granted e. Acknowledging IPLCs in the process to grant PIC f. Publishing information on permits granted in the ABS Clearinghouse

2. Factors that impact the PIC process, such as:

a. Applications by a foreign entity b. Applications for commercial use c. Applications for non-commercial, research purposes d. Change of Intent from the original purposes e. Special considerations

3. Entities that could be, should be, or are already, involved in the process to grant PIC, such

as: a. NFP b. CNAs c. IPLCs d. Government Ministries or Departments e. Other government organizations f. Environmental Agencies

Below you will find the Situational Analysis Worksheet to help you begin to map out or evaluate your process for granting access, supported by PIC. Feel free to use a separate sheet if more information is required.

Situational Analysis Worksheet – Creating or Evaluating an Access Process that Supports Prior Informed Consent


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What are the intentions for the access process? • Is there a guiding policy or

policy statements? Do you want to: • Limit bureaucracy • Promote conservation

What critical steps must be/are included in the process? Are any missing from an existing process? Examples: • Approval by the NFP • Payment of a fee • Issuing of a permit

What are the key opportunities for supporting, or further supporting, the access process? Examples: • Existing entities • Existing processes, etc.

What are the key challenges to the access process? Examples: • Limited identification of

resource owners • Limited national rights for

IPLCs

b) Create a flow chart to map out your suggested process for obtaining access with PIC. Your process should address the different scenarios which may arise, as noted on page 1 of this exercise. You can complete your flowchart on the flipchart provided or, if you have a laptop, you can complete the flowchart in the software of your choice, to be presented at the end of this exercise. If your country already has a process flow chart, recreate or copy it for your presentation purposes and prepare a brief explanation and evaluation. Below are some examples of different process flows and symbols:


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c) Create or review and evaluate one of the supporting documents required to administer the process which you created for obtaining access with PIC. (eg. Application for access or permit for access)

It would be helpful to review the suggested questions for access applications that were

provided in the training or, brainstorm about what key pieces of information should be provided on an access permit.

Of note, for those creating a new document, it does not have to include logos or be a fancy

layout. The information content is the focus of this task. d) Determine, then describe, the method by which the access process will be or is administered

by answering the questions noted below:

1. Who/ what entity will be/is responsible for the overall access of process? How will/do they monitor the process? How will or is the effectiveness of the process evaluated? Etc.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Source : https://www.dreamstime.com/stock-photography-flowchart-symbols-flow-arrows-programming-process-image15583822

Source: https://www.slideshare.net/JAISONISKING/unit-3-foc


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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What medium (eg. Paper forms, online applications, etc.) will be/is used to facilitate the access process? How have you, or your country, ensured that all relevant stakeholders will be able to use this process in a fair and equitable manner?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What are the timeline requirements for the major milestones in the process (eg. 10 days to initially address the application; 60 days from application to decision, etc.)?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Feel free to use a separate sheet of paper if this form does not provide enough room.

e) Select one member, or a pair, from your group to briefly present your analysis, process flow, document and methodology. The presenter will have 15 minutes.

3. Gap Analysis & Priority Setting: Estimated time - 30 minutes

Goals:

• Elaborate on what has been learned by challenging participants to think about


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the broader issues in context of their own national situation • Support the gap analysis and priority setting process for individual countries

Method:

• Optional, based on time • Group/country exercise • Gap analysis • Priority setting

Material:

• Questions prepared to present on a slide or handout for the participants to refer to while they carry out this exercise

• Pens and paper or, • Flip charts and markers or, • If participants have laptops, provide a projector and screen for their


• Break participants into country groups • Ask participants to answer the questions below:

ü What access measures currently exist in your own country? ü Is your country meeting the minimum requirements of the Nagoya

Protocol? Why or why not? ü Is it important for your country to ratify the Nagoya Protocol? Why or

why not? ü What are the top priorities in moving forward with improving the access

process in your country?

*Of note, the instructor can choose to have groups present, if there is time. Otherwise, they should be prepared to walk around the classroom and discuss the points with each group as they are answering the questions.


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7.0 Benefit-sharing Lesson Plan The objectives of this module are for participants to be able to: a) Describe the idea of benefit-sharing as developed under the CBD and Protocol; b) Outline an indicative three-step process for designing measures to support benefit-

sharing; c) Explain the core Protocol requirements on benefit-sharing; d) Review options for refining and tailoring measures to national contexts, including a

definition of what benefits accrue, who is entitled to benefits, when and how benefits are shared; and

e) Discuss trans-boundary issues and options for addressing them f) Understand the importance of supporting and employing benefit-sharing measures in the

Caribbean and the particular challenges in the Region that will need to be addressed in moving forward

7.1 Methodologies for Teaching Estimated Lecture Time: 60 minutes In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. The use of the following video is suggested: • Negotiation, World Bank Institute, October

2010:https://www.youtube.com/watch?v=1FeM6kp9Q80

If your audience is already familiar with the topic of benefit-sharing, it is recommended that the instructor take less time lecturing and instead, carry out some practical exercises. Twooptions for short, group exercises are proposed that can be carried out during or after the lecture: 1. Benefits Brainstorming 2. Benefit-sharing Gap Analysis and Priority Setting

It is also suggested that the following exercise be considered for use as the main, afternoon exercise on Day One of the training workshop:

• Negotiate MAT and Create ABSA

Finally, the train-the-trainer manual provides further learning resources such as, case studies,


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readings and additional videos. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training. 7.2 Class Exercises

Estimated time required: 30 minutes 1. Benefits brainstorming

Goals:

• Encourage participants to be creative and thoughtful in their ideas about benefits which can be accrued through the ABS process and for the good of nations and IPLCs

Method:

• Small group exercise • Visual reminder posted around the classroom

Material:

• Flip charts • Markers • Exercise worksheet, including Case Study

Steps:

• Break participants into groups of 3 or 4 • Hand out the exercise worksheet, which includes the case study • Have each group brainstorm five benefits that could be negotiated to support

the nation and/or IPLCs in this case study • Have each group record their ideas on the flipchart • Have each group post their completed flipchart page on the classroom wall • Review the actual benefits that have been shared so far from this real life

scenario, as noted in the table below Monetary Non-monetary • Sustaining contributions to the University of

Papua New Guinea (UPNG) herpetarium and National Forest Research Institute

• Supported collection expeditions, including travel costs and field supplies

• Equipment and supplies for labs for students at UPNG

• Milestone payments to the UPNG (>$100,000 UDD)

• Postgraduate fellowships of $250,000 USD

• Education and training for 65 UPNG students, 39 of which resulted in completion of degrees or certificates, from undergrad to masters

• Workshops and support towards development and implementation of research permits, PIC and benefit-sharing procedure in PNG

• Expanded opportunities for PNG researchers through access to grants, fieldwork, updated labs and equipment

• 17 co-authored publications between UPNG and Utah/Minnesota, and three patents (1 current, 2


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pending) • Biodiversity conservation related scientific knowledge

Benefits Brainstorming Being creative and thoughtful in the design of benefits Read the case study below. Work with your group to brainstorm five possible benefits that could be shared for the good of the nation and/or the IPLCs in this case study. Keep in mind that you can suggest monetary and non-monetary benefits and, be creative! Record the benefits on your flipchart. Case Study: The International Cooperative Biodiversity Group (ICBG) ‘Sustainable Use of Biodiversity in Papua New Guinea’ Project1 The International Cooperative Biodiversity Groups (ICBG) are managed by the John E. Fogarty International Centre of the US National Institutes of Health (NIH). They represent a “unique effort that addresses interdependent issues of biological exploration and discovery, socioeconomic benefits, and biodiversity conservation” (NIH, 2012). The ICBG have provided grant funding for a collaboration between the University of Papua New Guinea (UPNG), the University of Utah and University of Minnesota, on the conservation and sustainable use of biodiversity in Papua New Guinea. The overarching goal of the ICBG project is to improve human health and well-being through a set of programs dedicated to the description, assessment, utilization and conservation of biodiversity in PNG The bio-discovery and research activities are broad in scope and are described in the memoranda between the partners as ‘a scientific research collaboration to investigate the biological chemical and medicinal properties of the biodiversity of Papua New Guinea and to establish economic value thereof.’ The primary activity of drug discovery focuses on HIV and tuberculosis, with source organisms sought from plant microbes and marine invertebrates. The project seeks to identify new therapeutic medicines from either validated traditional medicines or developed traditional medicines. The project also has a secondary emphasis on documentation and preservation of traditional medicinal plant knowledge in PNG. Towards this, the ICBG supports the PNG Ministry of Health’s Traditional Medicines Taskforce and student theses to provide pharmacologic validation and chemical standardisation of medicinal plants, and the identification of novel bioactive molecules (University of Utah, 2010). A third area of research activity focuses on conservation and biodiversity in a forest dynamics plot established in Wanang, PNG. The plot has been used by the collaborators for analysis of forest dynamics, carbon sequestration, climate effects, botanical surveys, ecosystem studies including analysis of soil microbes and small plants. 1Robinson, Dr. Daniel. Towards Access and Benefit-Sharing Best Practice: Pacific Case Studies, The ABS Capacity Development Initiative.


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Through their PIC standard operating procedure, the researchers engage directly with indigenous and local communities prior to, during, and after collection activities Two NGOs, The Nature Conservancy and Conservation Melanesia have been involved in the collaborations of the ICBG and provide outreach to communities.

2. Benefit-sharing Gap Analysis and Priority Setting Estimated time required: 30 minutes

Goals:

• Elaborate on what has been learned by challenging participants to think about the broader benefit-sharing issues in context of their own national situation

• Support the gap analysis and priority setting processes for individual countries

Method: • Group/country exercise • Gap analysis • Priority setting • Group presentation (optional)

Material:

• Questions prepared to present on a slide or handout for the participants to refer to while they carry out this exercise

• Pens and paper or, • Flip charts and markers or, • If participants have laptops, provide a projector and screen for their


• Break participants into country groups, if possible, otherwise group countries with similar benefit-sharing experience

• Have participants answer the questions below: ü What is your country’s perspective on the main purpose of benefit-

sharing? If there is no clear answer, why do you feel your country has not moved forward yet in creating a policy direction on benefit-sharing?

ü What existing measures are currently in place in your country that can be built upon to support benefit-sharing?

ü What are the top priorities in moving forward with improving benefit-sharing measures in your country?

• If time allows, have each group to select one representative to present their findings


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3. Negotiate MAT and Create ABSA Estimated time required: 3 hours

Goal:

• Have participants put into practice the principles they have learned about negotiating MAT and creating ABS agreements

Method:

• Group exercise • Role playing/simulation • Negotiation scenario • Document creation • Group presentation

Material:

• Exercise worksheet • Printed copies of supporting materials; one for each group • Laptops and a projector and screen for presentations

Steps:

• Break participants into six groups • Assign each group to play the role of a stakeholder group, including:

ü Saramaka Maroons ü Conservation International (CI), Suriname branch ü BGVS, Surinamese pharmaceutical company ü VPISU, American University with a professor heading the project ü MBG, US botanical garden conducting research ü Bristol-Myer Squibb Pharmaceutical Research Institute, US

• Have each group review the case study and determine what they should negotiate for in an Access and Benefit-sharing Agreement based on the key elements provided (beneficial if read in advance)

• Carry out negotiations to come to agreement on the ABSA • Assign a main secretary for the negotiation who will record the final agreed

terms on flipchart paper to be posted around the room • Once the elements of the agreement have been negotiated, make new groups

which include a minimum of one person per group from each stakeholder group • Each group to create an ABSA based on the outcome of the negotiation

scenario using the model contract clauses provided; it would be best for the groups to create the ABSA in a software program to present to the class; the focus should be on content, not layout


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• Each group to discuss and record Lessons Learned from this exercise • Each group to select two representatives to present a summary of their ABSA

and Lessons Learned

To be noted: • This exercise should be carried out in line with what has been established as the

negotiation procedures for each country. There may be templates for MAT and model clauses already available for the country, or countries, being taught. The instructor should check in advance with country contacts to see what processes and supporting information/documentation may already be in place and ensure this it is available for use to support this exercise

• At the conclusion of this exercise, there would be value in providing a link to the full case study for students to read and learn about what the actual agreement for this project included: https://www.belfercenter.org/sites/default/files/legacy/files/pdf2.pdf

Negotiate MAT and Create an ABSA Practicing the art of negotiating and the creation of reliable agreements a) Read the case study below, paying particular attention to the goals of the project and role of the

stakeholder group to which you have been assigned in the execution of the project. You have approximately 15 minutes for review.

Excerpts taken from: Bioprospecting in Practice: A Case Study of the Suriname ICBG Project and Benefits Sharing under the Convention on Biological Diversity Authors: Marianne Guérin-McManus, Lisa M. Famolare, Ian A. Bowles, Stanley A. J. Malone, Russell A. Mittermeier, and Amy B. Rosenfeld Stakeholders: The Saramaka Maroons, Virginia Polytechnic Institute and State University (VPISU), Bedrijf Geneesmiddelen Voorziening Suriname (BGVS), the Missouri Botanical Gardens (MBG), and Bristol-Myers Squibb Pharmaceutical Research Institute (B-MS) and Conservation International. (CI). The International Cooperative Biodiversity Group (ICBG) is a U.S. government funded program sponsored by the National Institutes of Health (NIH), the National Science Foundation(NSF) and the United States Agency for International Development(USAID. In 1993, the ICBG awarded a grant to five different institutions which submitted a joint project proposal for Suriname. The program is led by Dr. David Kingston of the Virginia Polytechnic Institute and State University (VPISU), a state-funded university in the United States. The other participants include Conservation International (CI), an international non-governmental conservation organization; Bedrijf Geneesmiddelen Voorziening Suriname (BGVS), a pharmaceutical company owned by the


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Surinamese government; the Missouri Botanical Gardens (MBG), an American botanical research institution; and Bristol-Myers Squibb Pharmaceutical Research Institute (BMS), an American pharmaceutical company. Each institution carries out a specific role in the Suriname ICBG program including, botanical and ethno botanical collections and inventory, extraction, screening, chemistry, and drug development. The Suriname ICBG group works with local tribal people to conduct some of the bioprospecting activities. The majority of the local participants are Maroons who are descendants of runaway African slaves that escaped Dutch plantations on the coast over three hundred years ago and settled along the river in central Suriname. Six distinct Maroon tribes live in the interior and depend on their extensive knowledge of forest resources for their survival. When the Maroons first fled into the forest, they experimented with medicinal uses for the plants, and through a process of trial and error identified plants which were effective for various illnesses. They based their experiments in part on their memories of the healing traditions and plants in their native Africa and on information learned from Amerindians in Suriname’s interior. This knowledge has developed into a rich and expansive understanding of the medicinal qualities of Suriname’s forest plants. A strong relationship between the ICBG and the Saramaka Maroons can serve as a basis for the successful preservation of the knowledge, innovations and practices of these tribal communities, and can also influence the promotion of a wider application of customary uses of biological resources The Republic of Suriname has one of the highest percentages of tropical forest cover in the world with nearly 90% of the total area covered by forests. It is also the home to a number of ecological life zones and therefore a wide variety of biodiversity, including 674 species of birds, 200 species of mammals, 130 species of reptiles, 99 species of amphibians, and roughly 5,000 species of plants. By conducting bio-prospecting in biologically rich Suriname, the ICBG project promotes the identification, assessment, and in-situ conservation of biological diversity. In Suriname, the ICBG program is designed to promote drug discovery while conserving both biological and ethno-botanical knowledge. The development of a drug, from the initial collection of plant samples to the marketing of an approved product, takes between ten and twenty years. Benefit sharing mechanisms channeling royalty revenues therefore demand a long-term view on the part of all participants. To address the immediate needs of some participants and encourage the involvement of different stakeholders, it is essential that upfront compensation ensures that some benefits accrue to the host-country immediately. The first goal of the project is to record and secure the value of tribal knowledge. The botanical knowledge of the Maroon people is rapidly disappearing as young people move away in search of work and the population becomes more dependent on western medicine. In many ways, the Suriname ICBG project is a race against time to record the hundreds of years of medicinal learning that is stored in the minds of shamans, some of whom are more than 80 years old. The


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importance of these objectives was starkly reinforced when one of the original eight shamans to participate in the project died after working with a collection team for only a week. With no written record of his knowledge and no apprentice, this knowledge died with him. The second goal, to build local capacity for pharmaceutical production, increases Suriname’s ability to benefit from its biological resources. An emphasis on the sovereign right of Suriname to control access to its resources, combined with a mechanism by which the country allows for access to these resources, creates an incentive for these activities. Suriname’s communities, students, and scientists benefit from research and training; access to and transfer of technology; the exchange of information; and technological and scientific cooperation. By giving Suriname and its indigenous communities a greater role in the drug development process, the value of biodiversity, traditional knowledge, and genetic resources becomes more apparent–giving them an incentive to preserve this traditional knowledge and use their resources sustainably. The third goal, to develop commercial drugs from plant extracts, helps to demonstrate the economic value of natural resources. With an annual world market worth billions of dollars for plant-derived drugs, pharmaceutical companies have an incentive to ensure the conservation of these resources, while their recognition and compensation of tribal contributions can set ethical standards in the private sector. Because there is no cure for so many diseases, and because some cures become ineffective as pathogens develop resistance to them, the development of a commercial drug also serves a perpetual need in human health -- the proliferation of new medicines. The fourth goal is to attempt to create a long-standing conservation financing institution. The Forest People Fund aims to ensure up-front benefits from bioprospecting go to Suriname and its tribal communities. It is also intended provide a well-established structure to channel potential future royalties. The search for medicinal properties in plant sis an all-encompassing process that involves numerous steps and a variety of roles for each of the different participants. VPISU as the Principal Investigator is responsible for the overall coordination of the project, and also for performing cancers screens, and isolating active compounds. CI-Suriname carries out ethno-botanical collections, documentation of traditional knowledge, and conservation initiatives. MBG is responsible for random botanical collections, collecting specimens for both floristic inventory and drug discovery, using botanical collection methods, and provides training in botanical collecting techniques for herbarium staff and university students. BGVS performs extraction and carries out in-country screening, and B-MS is responsible for the majority of screening and drug development. Throughout this process, a series of required procedures elucidate and ensure the various participants’ rights and responsibilities. Random botanical collection is a process by which the collectors gather a wide variety of plant


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species, without regard to any known uses of the plants. The goal is to obtain a comprehensive sampling from each of the different areas in Suriname. MBG has trained students from the University of Suriname and members of tribal communities in “random” botanical collection techniques and employs them in amassing the specimens. CI is responsible for collections using ethno-botanical knowledge(traditional use of plants). Ethno botanical collections take place with the Saramaka Maroon tribe located along the Suriname River. All field operations are coordinated by Surinamese ethno-botanists trained under this project and assisted by community members who have also been trained in ethno botany. Over the course of the last four years, CI-Suriname collecting teams have traveled to the Saramaka Region every other month, for approximately three week sat a time. At the onset of each expedition, the Granman, the Paramount Chief of the Saramaka tribe, must be updated on the project and grant permission to continue the ethno botanical research. The collectors then contact the shaman with whom they will be working on the expedition and formally request permission to work with him. To date, twenty-four shamans have been involved in this project. Each shaman has his own medicinal “garden” outside of the village. Within this “garden” and in the forest surrounding the villages, the shaman directs the collecting team to specific plants and describes their various medicinal uses. Using a field collection form developed specifically for the project, the team records information about the area where the sample is found, the portions of the plant utilized and the habitat, soil, visibility, abundance, and local names of the plant. Also recorded is detailed ethno botanical information including biographical data on the shaman, which diseases the plant is used to treat, how the medicine is prepared, and the dosage, method of application and side effects of its use. All information collected is put into a conservation database and GIS at the CI-Suriname office in Paramaribo. Coded plant samples are deposited at the BGVS lab for extraction and distribution to ICBG partners in the United States. Further, three voucher specimens of each plant collected are deposited into the National Herbarium of Suriname. The coded samples are sent to BGVS, the state-owned pharmaceutical company in Paramaribo. The samples are prepared for BGVS at the Center for Agricultural Research (CELOS), a scientific agricultural research foundation based at the University of Suriname. At CELOS, the dried samples are ground and mixed first with ethyl acetate and then with methanol to begin the extraction process. After evaporation, they are put into 200 mg. plastic vials. One of each of the vials is sent to VPISU and to B-MS for screening, and the rest is stored at CELOS and BGVS to be used in future tests and screening. To date they have more than 3000 plant extracts. B-MS is obligated to test all the samples for anticancer and anti-infective activity. Every three months, B-MS sends a confidential written notice to VPISU indicating whether extracts are “active” or “inactive.” VPISU sends copies of each notice to BVGS, CI-Suriname, and MBG.


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b) After examining the case study, decide as a group how you want to approach key elements of the

agreement and what benefits are important for you to secure in the negotiation of an ABS agreement. Questions to consider when forming your negotiation position could include:

ü Does our country already have guiding documents/procedures for this step? ü Where do we want to be? ü How can this initiative help us to get there? ü What are we NOT willing to trade away? ü What can be realistically achieved given our bargaining position?

Also keep in mind the following key elements. You can refer to the chart at the end of this document for a description of, and to record decisions on, each element:

ü Monetary/ Non-monetary benefits ü Distribution and use of benefits: contribution to conservation or sustainable use ü Change of intent and new utilisation ü Third party transfer ü Rights of publication and ownership of research results ü Confidentiality ü Duration and termination of agreement

Be sure to assign a secretary to record your decisions. You’ll have 30 minutes to complete this portion of the exercise.

c) Select a main negotiator for your stakeholder group and one person for secretarial support. The secretary will take notes on the requests of the other parties so that the negotiator can speak to each one. If the negotiator wants to discuss a particular point with other members of the stakeholder group they can do so quietly, or by asking for a short break. Each group member should keep track of the negotiation elements in the chart provided. The instructor will act as the negotiation facilitator. The negotiator from each stakeholder group will begin with an opening statement outlining their thoughts on the project and their general position moving into the negotiation. The facilitator will then proceed to bring forward key elements for discussion. Each group will present their position in an orderly fashion and then negotiation can begin, moving through the key elements in an organized fashion. Negotiations will be carried out over approximately 45 minutes.

d) Once the elements of the agreement have been negotiated, new groups will be formed with at least one person from each stakeholder group in the each of the new groups. Each group will be


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provided with a set of model contract clauses for an ABSA (Link: ABS Model Clauses), or they will use those already established for their country. They will be expected to create a basic ABSA from scratch, or complete one based on templates already established for their country. These will be presented to the class. If possible, each group should create their ABSA in such a manner that it can be presented to the class on the overhead screen via projector. Keep in mind, the focus should be on content. Do not spend too much time worrying about layout.

If time allows, each group should also pick two or three key lessons learned from theentire exercise to be presented along with their ABSA.

45 minutes will be allowed for this portion of the exercise. Approximately one hour will be allowed for all group presentations.

e) In order to read the full case study and learn about the inclusions in the actual ABSA, follow this link: https://www.belfercenter.org/sites/default/files/legacy/files/pdf2.pdf

ABSA Key Elements: Negotiation Worksheet Key Element2 Initial Requests Results of Negotiation

Non-Monetary Benefits In most cases non-monetary benefits are easy to implement and can help to build in-country capacity in the medium to long term. Non-monetary benefits can therefore play a key role in a country's overall development strategy, building its national capacity in the bio-discovery sector.

2The ABS Capacity Development Initiative, The ABS Agreement: Key Elements and Commentary, July 2014.


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Monetary Benefits Monetary benefits are generally linked to the commercialization of products based on the utilization of genetic resources and/or associated traditional knowledge, for example, through royalties, upfront.

Distribution and Use of Benefits The ABS agreement should include some commitment to directly deploy parts of the benefits to conservation of biological diversity and the sustainable use of its components (e.g. payments to trust fund supporting biodiversity researchor to community funds which help preserve traditional livelihoods etc.)

Change of Intent & New Utilisation It is important to include a clear requirement to apply for a new permit, i.e. a new prior informed consent and renegotiate the present agreement or enter into a new separate agreement, when a change of utilization or intent, which had not been foreseen at the time of access, takes place.

Third Party Transfer The agreement must include provisions regarding whether the genetic resources, its derivatives and/or associated traditional knowledge may be transferred to third parties and if so, what conditions should apply.

Publications and Ownership of Research The agreement should include provisions that clarify the extent, timing, and nature of any limits imposed on publishing any information on the genetic resources, traditional knowledge or relevant research results.


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Confidentiality Confidential information includes privileged commercially valuable information, which may be in the nature of trade secret or restricted information but is incidental to the information exchange between parties to the ABS agreement.

Duration and Termination of Agreement Any contract agreement includes duration and termination clauses (i.e. termination, expiration, cancellation and impossibility or frustration clauses). In the context of ABS, the agreement, for example, may be effective for the duration of a given research project or an initial testing period.


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8.0 IPLCs Lesson Plan The objectives of this module are for participants to be able to:

a) Describe the link between IPLCs and ABS as outlined in the CBD and Nagoya Protocol; b) Outline options for setting policies related to IPLCs; c) Understand the scope of activities that trigger the Protocol’s obligations to IPLCs and

advise on steps to take to define the scope in national measures; d) Inform on core elements of national ABS measures on IPLC issues related to ABS and

compliance; e) Recall measures that Parties can take to support implementation of ABS measures on

IPLC issues f) Understand the importance of including IPLCs in the Caribbean ABS process.

8.1 Methodologies for Teaching Estimated Lecture Time: 60 minutes In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his or her audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. The use of the following video is suggested:

1. FAO, Indigenous People and the Free, Prior and Informed Consent (FPIC), Food and

Agriculture Organization of the United Nations, May 2017: https://www.youtube.com/watch?v=yvsf0wfMcwo

The use of a short, individual exercise is also suggested in the midst of the lecture, after teaching on ‘Designing IPLC Measures’.

• Create Policy Statements

An additional exercise specifically on Caribbean IPLCs is offered below. It is up to the instructor to determine if it is useful for his or her audience. Finally, the train-the-trainer manual provides further learning resources such as, case studies and readings. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training.


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8.2 Class Exercises 1. Create/Evaluate Policy Statements

Estimated Time Required: 15 minutes Goals:

• Encourage participants to reflect on their own country’s priorities when it comes to IPLCs and ABS

Method:

• Individual brainstorming exercise • Carried out after teaching on ‘Designing IPLC Measures’ • Presentation by selected individuals before moving on to next section

Material:

• None required Steps:

• Ask participants to take a few minutes to create a single policy statement for their country that reflects the direction that should be taken in terms of ABS and IPLCs

• Ask participants to document a brief rationale for and/or explanation of their policy statement

• Ask for volunteers, or select a minimum of three participants, to present on their policy statement

- OR, if countries already have a policy statement(s) on IPLCs and ABS:

• Ask participants to take a few minutes to review the policy statement(s) from their country that reflects the direction that should be taken in terms of ABS and IPLCs

• Ask participants to document their thoughts what broad actions should be taken to support the policy statement

• Ask for volunteers, or select a minimum of three participants, to present on their policy statement

To be noted:

• There may already be policy statements available for the country, or countries, being taught. The instructor should check in advance with country contacts to


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see what may already be in place and ensure this it is available for use to support this exercise

2. Understanding and Engaging Caribbean IPLCs

Estimated Time Required: 2.5 hours

Goals: • Have participants gain a more intimate understanding of the different

Indigenous People Groups and Local Communities in the Caribbean • Encourage participants to think through specific options for engaging different

IPLCs in the ABS process

Method: • Group exercise • Research • Collaboration for creation of an engagement plan • Group presentation

Material:

• Engaging IPLCs worksheet, including: ü Caribbean IPLC Profiles and Country Population ü Engagement Plan Template

• Wifi access • Pens • Flip charts • Markers • If participants have laptops, provide a projector and screen for their


• Break participants into groups of three or four and assign a different IPLC to each group or, let them choose a Caribbean local community of which they are aware. IPLCs to choose from include:

ü Arawak/Taino ü Kalingo/Carib ü Kalihna ü Lokono ü Guarao/Warau ü Akawaio/Kapohn ü Arekuna ü Patamona


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ü Waiwai ü Makushi and Wapishana ü Rastafari ü Maroon ü Local Community group from the Caribbean of your choice

• Each group to research information about their IPLC • Each group to fill out the engagement plan template(specific to their IPLC, if

possible) • Each group to create an informative presentation about their assigned IPLC

and their Engagement Plan for that group • Each group to select one representative to present to the class

To be noted:

• Many countries also have local communities not mentioned here. Generally, they are not given legal status however it is important to ensure that ABS legislation still acknowledges these groups. If instructors are going to use this exercise in their training they should make students aware of this exercise in advance and ask that they consider highlighting a local community from their country in this exercise. Notifying them in advance will give them the opportunity to bring relevant information with them to the training.

Understanding & Engaging Caribbean IPLCs in the ABS Process Research about and Create a Plan to Engage Caribbean IPLCs

a) Review the profiles of various Caribbean IPLCs and country populations provided below. Use

the information provided as a launching point to further research one of the groups. Or, complete your own profile based on knowledge of, and additional research about a particular local community in the Caribbean. Of note, each group should select, or be assigned, a different group.

Caribbean IPLC Profiles Arawak/ Taino The Arawak Indians are a people group originally from South America who speak related

Arawakan languages. Arawakan speakers who settled historically in the Greater Antilles and northern Lesser Antilles of the Caribbean were known as Taino. Taino influence is seen across the Caribbean today in the religion, language, music and customs of the region.

Kalinago/ Carib The Kalinago or Caribs, also known as Island Caribs, are the indigenous people of the Lesser Antilles. They are thought to have descended from the Kalina, or Mainland Caribs, of South America however, they do not come from the same language family. The Caribs have a language that seems to be more like the Arawak Indians. Today, the


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Caribs and their descendants continue to live in the Antilles.

Kalihna (Carib/Galibi)

The Kalihna are closely related to, and have the same roots as, the Kalinago, or Caribs. They were considered to be the most numerous and powerful of all the indigenous group encountered on the Guiana Coast by early European colonizers. Between the 16th and 18th centuries they travelled extensively between the South American coast and the rest of the Caribbean in sail fitted canoes.

Lokono (Arawak-Taino)

The Lokono are a sub-group of the Arawak Indians who settled in the coastal areas of what is now Guyana, Suriname, Grenada and parts of Trinidad and Tobago. During colonization the Lokono were drawn to colonial plantations where they came into close contact with the African population. Unlike many indigenous groups, the Lokono population is growing, especially in South America.

Guarao (Warau)

The Guarao people were known as the boat-building specialists of the Guiana coast and rivers. They are also indigenous to Venezuela, Trinidad and Tobago and Suriname. Like the Lokono, during colonization they were drawn to colonial plantations where they came into close contact with the African population. The Warau are now among the largest remaining indigenous group in Guyana.

Akawaio (Kapohn)

The Akawaio were Carib speakers and lived in the interior lowland and upland forests of what is now Guyana. They originally called themselves Kapohn. They were considered the next most important warrior group after the Kalihna (Carib-Galibi).

Arekuna The Arekuna people are indigenous to Brazil, Venezuela and Guyana and are part of the Cariban language family. They migrated to Guyana later than many of the other people groups. Many of the Arekuna were forced to resettle away from their traditional lands to mission stations in the late 1700s and early 1800s but some managed to avoid this process and established villages elsewhere in the country.

Patamona The Patamona are indigenous to the mountains of Guyana and were described by British colonists as ‘mountaineers’. This group still lives in the mountainous interior region of Guyana. Very little is known about their history.

Waiwai The Waiwai migrated into Guyana from Brazil to escape colonial resettlement policies. They settled in the far south of the country in the lowland forest area of the interior.

Makushi and Wapishana

The Makushi and Wapishana also migrated into Guyana from Brazil to escape colonial resettlement policies. The Makushi ended up settling in the northern half of the Rupununi Savannah region and the Wapishana the southern half. Many smaller groups from decimated tribes of Brazil also joined up with the Makushi or Wapishana.

Rastafari Rastafarianism is regarded as a religious movement however many Rastas simply regard it as a way of life. This movement developed in Jamaica in the 1930s. Rastas regard Africa (specifically Ethiopia) as Zion and consider their life outside Africa as an exile or captivity. The use of marijuana, or ganja, plays an important role in the movement. There are an estimated 1 million Rastas across the world, the largest population of which is found in Jamaica. The government of Jamaica officially recognized Rastafarianism as a religion in 2003.

Maroon The Maroon people group was Africans who had escaped from slavery in the Caribbean and mixed with the indigenous Amerindians. Together these two people groups came together and formed independent settlements. Maroon communities emerged across the


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Caribbean, the most significant of which was found in Jamaica. Today, the Jamaican Maroons are still fairly autonomous and separate from Jamaican society, much in part due to their physical isolation on the island.

Caribbean Country Population Profiles Antigua & Barbuda

The original inhabitants of Antigua and Barbuda are the Taino (Arawak) and Kalinago (Carib) groups. The majority of the population is of African descent due to the introduction of slavery on the island when shiploads of Africans were brought in to provide slave labour. There are also small groups of Europeans, particularly those of Irish, British and Portuguese descent.

Barbados Barbados was originally populated by a significant group of Arawak Indians however that population was largely decimated in clashes with the Caribs. When the British landed on the island in the early 1600s it was uninhabited. Today, 90% of the population is of African descent due to the introduction of slavery on the island. The remaining portion of the population includes people of mixed descent, Europeans, South Asians, and a small group of people of Syrian and Lebanese origin.

Grenada The original inhabitants of Grenada were the Kalingo people group and the Arawak Indians however there is not a significant population of this group in the country today. During the colonial era they fled the island, were killed or died from infectious diseases brought by colonists. Today, about 80% of the population is of African descent due to the introduction of slavery on the island. A small group of people descended from East Indian indentured labourers and there is also a small community of Rastafarians.

Guyana The original inhabitants of the coastal regions of Guyana were the Lokono (Arawak-Taino), the Kalihna (Carib-Galibi) and the Guarao (Warau). The original inhabitants of the interior regions are classified into six groups: Akawaio (Kapohn), Arekuna, Patamona, Waiwai, and Makushi, all of whom spoke the Carib languages, and the Wapishana, whose language is of the Arawak-Taino family. Today, the indigenous people of Guyana are known as ‘Amerindians’. They make up about 9% of the Guyanese population and 90% of the population in remote interior communities. “Coastal Amerindian groups now share many cultural features and values with the majority Afro-Guyanese and Indo-Guyanese population…and many Afro-indigenous children born in Amerindian villages are accepted as Amerindians by the village and raised as such.”3

Jamaica The original inhabitants of Jamaica were the indigenous Taino, an Arawak-speaking people, who were largely eradicated during colonization and replaced by African slaves. The Maroonpeople group descended from Africans who had escaped slavery and become entwined with the indigenous Taino. Today, 90% of Jamaicans are of West African descent. The remainder of the population is a people of mixed heritage including

3Minority Rights Groups International: World Directory of Minorities and Indigenous Peoples. Guyana – Indigenous Peoples. Retrieved from: http://minorityrights.org/minorities/indigenous-peoples-3/. December 12, 2017.


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European-African, Afro-indigenous, Chinese-African and East Indian-African combinations or from a few small minority populations of Lebanese, Syrian, Cuban, European or South Asian descent. The main minority group, which for the purposes of ABS can be considered a ‘local community’, are the Rastafari. Rastafarians can be found in the general population or in their own communities. It is difficult to assess how many ‘true’ Rastafarians exist since many of the outward trappings of that community have been adopted and adapted into the mainstream culture.

St. Kitts & Nevis The original inhabitants of St. Kitts & Nevis are the Taino (Arawak) and Kalinago (Carib) groups. Today, as much as 95% of the population is of African descent due to the introduction of slavery on the island. Most of the remainder of the population are European-African or East Indian.

Saint Lucia The originals inhabitants of Saint Lucia were the indigenous Kalinago (Caribs). Today, over 80% of the population is of African descent due to the introduction of slavery on the island however, there is still a small Kalingo population which is mainly centered in the Choiseul region but can also be found on the western coast. There are also a small number of Indo-Caribbeans, Lebanese and Syrians.

Trinidad & Tobago

The original inhabitants of Trinidad and Tobago were the Arawak and Carib Amerindians. Today, the Amerindian community is represented by approximately 1500 descendants of mixed blood. The majority of the population is Afro Trinidadians, the descendants of former black slaves, Indo Trinidadians, descendants of East Indian contract labourers, and mixed races of European and Chinese descent.

b) Create a five-minute presentation about your assigned group.

c) Complete the high-level engagement plan template below. Be a specific to your

assigned/chosen IPLC, if possible. Use a separate sheet of paper, if required.

IPLC Engagement Plan Goal High Level Actions

(minimum of 3 for each goal) Success Indicators 4

Inform IPLCs of their responsibilities and rights: Inform IPLCs on the importance of genetic resources and traditional knowledge to food security, human development and environmental conservation and sustainability however, also make sure they are aware of their rights when it comes to outside parties accessing these

4Success Indicators are markers that help to measure change by showing progress towards meeting objectives. They are observable, measurable, and agreed upon as valid markers of a less well-defined concept or objective. They address specific criteria that will be used to judge the success of the project or program.


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resources. Actions could include community meetings, documentation creation, community engagement activities, etc. Be creative! Support capacity needs of IPLCs to properly engage in the ABS Process: IPLCs may not have the knowledge, tools, background or resources to navigate the ABS process fairly and efficiently. Actions could include providing translators, or documentation in the local language, offering free legal advice or support, providing training on the ABS process or the creation of a Helpdesk.

Promote involvement of IPLCs in implementation of the Protocol: IPLCs should be included in the development of ABS measures at each stage of the process from creating policy statements, to developing access measures to determining compliance requirements. Actions in this section should suggest creative ways to involve IPLCs at each stage. Actions could include securing IPLC representation on committees or within organizations responsible for moving ABS forward, creation of guidelines or best practices in consultation with IPLCs or consulting IPLCs on their own customary laws or community protocols, to be included in the ABS implementation process.

d) Update the presentation about your IPLC to include your engagement plan activities.

e) Assign and individual, or pair, to present your assignment to the class. The presentation

should be approximately 10 to 12 minutes.


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9.0 Traditional Knowledge (TK) & Intellectual Property Rights (IPR) The objectives of this module are for participants to be able to: a) Comprehend the obligations imposed by the Nagoya Protocol in regardto traditional

knowledge; b) Understand the characteristics, value, and use of traditional knowledge; c) Identify the approaches and strategies that Caribbean nations can undertake to protect

traditional knowledge held by indigenous people and local communities and to prevent the acquisition of patents for inventions that utilized genetic resources and/or associated traditional knowledge without the consent of the customary holders;

d) Recognise the challenges and limitations of protecting traditional knowledge through intellectual property regimes;

e) Develop a solid understanding on how to design national and regional strategies to protect TK; and

f) Assess opportunities for regional collaboration in the area of traditional knowledge protection.

9.1 Methodologies for Teaching Estimated Lecture Time: 60 minutes In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his or her audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. The use of the following videos is suggested:

• The importance of indigenous rights and knowledge in conservation, International Union

for Conservation of Nature, April 2017:https://www.youtube.com/watch?v=agQDKkueT-c • Traditional knowledge, Genetic Resources and Folklore, IPO Trinidad and Tobago,

September 2013:https://www.youtube.com/watch?v=h0Myk3KGJis The use of a short, group exercise is suggested at the beginning of the lecture, before reviewing the definitions related to traditional knowledge and intellectual property rights:


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• Group Brainstorming on Traditional Knowledge and Intellectual Property Rights Definitions

It is also suggested that the following exercise be considered for use as the main, exercise on Day Two of the training workshop: • Jeopardy

An additional exercise for the traditional knowledge and intellectual property rights module will also be suggested for this day. It is up to the instructor to determine which one is more necessary and useful for his or her audience, or if perhaps there is time for both. Finally, the train-the-trainer manual provides further learning resources such as, case studies and readings. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training.

9.2 Class Exercises

1. Group Brainstorming on TK & IPR Definitions


● Establish a baseline of participants’ level of understanding about key concepts and definitions related to traditional knowledge and intellectual property rights

• Encourage class engagement and interaction

Method: ● During lecture ● Small group exercise ● Review each group submission before teaching on the particular definition

Material:

● Flip charts ● Markers ● Pre-drawn brainstorming chart for:

✓ Traditional knowledge ✓ Traditional knowledge holders ✓ Bio-piracy ✓ Intellectual property rights ✓ Patent ✓ Trademark


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✓ Copyright Steps:

● Break participants into groups of 3-4 ● Give each group one of the pre-drawn brainstorming charts ● Tell them to fill up the brainstorming chart with at least 10 words or short

statements that help define their word ● Have each group hand in the chart and review them prior to teaching that

particular definition

2. Jeopardy Estimated Time Required: 45 minutes Goals:

● Give participants an opportunity to review key concepts in an interactive and fun manner

● Encourage class engagement and interaction Method:

● After lecture ● Group exercise ● Interactive game following the format of “Jeopardy!”, a classic television game

show in the United States Material:

● Worksheet, with the rules of the game and scoreboard ● PowerPoint presentation ● Computer ● Projector and screen

Steps:

● Break participants into groups of 4 or 5 (or 5 to 6 teams, if possible. ● Introduce and display all six topics and begin. ● Teams take turns choosing a category and a question in that category

associated with a specific dollar amount ($100, $200, $300, etc.). Taking turns guarantees that all teams have an equal opportunity to participate throughout the game.

● Read the question loudly and clearly. ● Allow a maximum of 20 seconds to develop an answer. Teammates must

collaborate before giving the answer. ● If the answer is correct, the team earns the amount of 'money' the question was

worth. That is, they earn 100 points for a $100 question. If the answer is wrong, the team loses the points and the question stays up on the board.

● Use the Scoreboard provided, or a facsimile, to keep track of the points. ● After the answer is given, whether correct or incorrect, it is the next team’s turn.


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● The game continues until all amounts under each category have been chosen and questions have been correctly answered.

● At the end of the game, the team that earns the most points wins.

* Of note, the instructor can adapt the game, including the questions, to meet the needs of the students and content requirements.

How to play Jeopardy? Basic Guidelines & Rules You are probably familiar with the game of Jeopardy. The following are some basic guidelines and rules:

! Gather in teams of 4 to 5 people. ! Each team will take a turn choosing a category and a question in that category associated

with a specific dollar amount ($100, $200, $300, etc.). ! The team will have a maximum of 20 seconds to develop an answer. Teammates must

collaborate before giving the answer. ! If the answer is correct, the team earns the amount of 'money' the question was worth. That is,

they earn 100 points for a $100 question. If the answer is wrong, the team loses the points and the question stays up on the board.

! After the answer is given, whether correct or incorrect, it is the next team’s turn. ! The game continues until all amounts under each category have been chosen and questions

have been correctly answered. ! At the end of the game, the team that earns the most points wins.

Scoreboard Keeping Track of Points

Team 1 Team 2 Team 3 Team 4 Team 5 Team 6

Subtotal Subtotal Subtotal Subtotal Subtotal Subtotal


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Total Total Total Total Total Total

3. Debate


● Give participants an opportunity to debate about strategies that can be undertaken to protect TK in their own country or region.

● Strengthen participants’ understanding of the different approaches to protect TK, the benefits of each approach, as well as their weaknesses and limitations.

● Encourage participants to challenge their assumptions and to think creatively about solutions to protect traditional knowledge.

Method:

● After lecture ● Group exercise ● Group presentation ● Role playing simulation/debate

Material:

● Worksheet, including debate question and background information ● Pens ● Pads ● Flip charts ● Markers ● Computer ● Projector and screen for participant’s presentations

Steps:

● Break participants into five groups and assign a different role to each group ✓ An IPLC holder of TK ✓ A non-governmental organization supporting indigenous rights


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✓ A representative from an IPR office ✓ A representative for universities and research centres ✓ A representative for industries that utilize TK for product creation and

development ● Each group to create a response to a particular question - 15 minutes ● Each group to select one or two representatives to present their response - 20

minutes total; 4 minutes per group ● After each presentation, other groups have the opportunity to ask questions –

10minutes total ● Once all groups have presented, each group has the opportunity to plan and

deliver responses to the questions received - 15 minutes total ● After all groups have delivered a response, the floor is open for further

discussion in an organized and respectful manner – 15 minutes total Debate Worksheet Question and Background Information Debate Question:

Should a Caribbean strategy to protect traditional knowledge associated to genetic resources include the development and implementation of a traditional knowledge data bank?

Background Information: During recent years, the African Union and the Andean Community have actively and effectively cooperated to protect traditional knowledge of Indigenous Peoples and Local Communities (IPLCs). Both regions have established an ABS legal framework that creates legal certainty for users and providers, as well as measures to prevent misappropriation or unauthorized use of traditional knowledge. All of this is to ensure that no country in the region becomes a haven for bio-piracy. The fact that Caribbean nations, with the exception of Cuba and Guyana, have not taken meaningful actions to protect traditional knowledge associated with genetic resources, offers an opportunity to develop and implement a regional strategy. It is important to take into account that Caribbean countries are currently framing a regional strategy that should be finalized in the next few months. Such a strategy should incorporate the following elements:

1. Requirements for free prior informed consent, mutually agreed terms, and the fair and equitable sharing of benefits;

2. A sui generis system to address the holistic and unique character of traditional knowledge; and


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3. Legislation requiring mandatory disclosure of the origin of utilized genetic resources and/or associated traditional knowledge at the time of applying for a patent.

Some countries have established traditional knowledge data banks to protect traditional knowledge. This strategy, which has advantages and disadvantages, consists of creating a digital system to document, classify and preserve traditional knowledge. The purpose of these databases is to enable patent officers to quickly examine if a proposed invention is completely original, or whether it was created utilizing existing traditional knowledge. Caribbean countries, and relevant stakeholders, must discuss and evaluate whether the creation of a traditional knowledge data bank would be an effective, efficient, fair, feasible, and sustainable mechanism to protect traditional knowledge in the region, without discouraging innovation and investments in sectors that depend on the utilization of genetic resources and associated traditional knowledge.

10.0 Legal Reform Lesson Plan The objectives of this module are for participants to be able to:

a) Identify and understand the different mechanisms and measures that countries can adopt to operationalize the Nagoya Protocol;

b) Recognise the principles and steps to undertake ABS legal reform processes; c) Comprehend the limitations, risks, advantages, and opportunities of the different types of

regulatory measures available to governments; d) Develop a general understanding of the law-making processes in countries of the

Caribbean; e) Learn how to select appropriate regulatory measures based on the specific needs,

circumstances, and characteristics of a particular country; and f) Explore ideas to effectively carry out ABS legal reform processes and to monitor and

evaluate the impacts of the adopted measures.

10.1 Methodologies for Teaching Estimated Lecture Time: 60 minutes

In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his or her audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. The use of the following video is suggested:

• Parliament of Victoria Explains: How Parliament Makes Laws, Parliament of Victoria,

May 20th, 2012: https://www.youtube.com/watch?v=pSCMpX9stW0


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The use of a short, individual exercise is suggested at the beginning of the lecture, before discussing the guiding principles for ABS legal reform. The exercise is:

• Entry Ticket

It is also suggested that the following exercise be considered for use as one of the main exercises on Day Three of the training workshop:

• Pop the balloon!

Two additional exercises are also suggested for this day. It is up to the instructor to determine if they areuseful for his or her audience and, if the schedule will accommodate.

Finally, the train-the-trainer manual provides further learning resources such as, case studies and readings. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training.

10.2 Class Exercises

1. Entry Ticket

Estimated Time Required: 15 minutes

Goals: ● Encourage engagement of each participant, particularly those who are not

comfortable speaking in public ● Assess participant’s knowledge on the topic of the lecture before it starts ● Identify areas or topics of interest and questions from students

Method:

● Carry out before lecture ● Individual, written exercise

Materials:

● One Entry Ticket (6¨x 5¨) per participant ● Pens

Steps:

● Distribute one Entry Ticket to each participant. ● Ask students to individually recall background knowledge relevant to the

content of the lesson. The following question will be written on the ticket: Based


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on the online training and your own experience, what is your understanding of the ABS legal reform processes?

● Allow 5 minutes for participants to write their response. ● Collect and review 5 to 10 Entry Tickets with the class before starting the

lecture - 10 minutes Entry Ticket Based on the online training and your own experience, what is your understanding of ABS legal reform processes? ___________________________________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

2. Pop the Balloon! Estimated Time Required: 45 minutes

Goals:

● Provide participants with an opportunity to review key concepts in an interactive and fun manner.

● Encourage class engagement and interaction.

Method: ● After lecture ● Group exercise ● Pop the balloon!is an interactive-game which participants will play in teams in

order to answer questions related to ABS legal reform processes.

Materials: ● Small balloons (30) ● Tape ● Markers ● Darts ● Scoreboard

Steps:

● On small pieces of paper, write questions related to the topics covered during the lecture. Questions and answers are provided below.

● Questions are worth 100, 200, or 300 points for a correct answer, depending


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on the difficulty of the question. Choose 3 colours or signs to differentiate between easy, intermediate, and difficult questions.

● Put one question in each balloon. Then, inflate the balloons and tie them shut. ● Stick the balloons on the wall next to each other forming a square. ● Divide students into five to six teams, or four to five people per team. ● Ask team ONE to choose a representative. The representative will attempt to

pop one of the balloons with a dart from a determined distance. Three opportunities will be given.

● If successful, all members of the team will have to collaborate to answer the question indicated on the paper that is found in the popped balloon. Read the question loudly and clearly.

● If the group answers the question correctly, the corresponding points will be awarded.

● Use the Scoreboard provided to keep track of the points. ● Continue with the remainder of the teams. ● The game continues until all of the participants have been given the opportunity

to pop a balloon or until all balloons have been popped. ● At the end of the game the team with the most points wins.

Pop the Balloon Scorecard

Team 1 Team 2 Team 3 Team 4 Team 5 Team 6


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Total Total Total Total Total Total

3. Think-Pair-Share Estimated Time Required: 30 minutes

Goals:

● Encourage engagement of each participant, particularly those who are not comfortable speaking in public;

● Provide students the opportunity to focus on, reaffirm, and discuss key concepts and ideas with their peers.

● Promote deeper thinking, problem-solving, and/or critical analysis.

Method: ● To be carried out during or after lecture ● Small group exercise ● Discussion exercise

Materials:

● Pads ● Pens

Steps:

● Pose a question by writing it on the board or projecting it on the screen ● Asks participants to consider the question on their own - 5 minutes. ● Allow participants to form small groups of two or three people. ● Have participants discuss the questions with their partner(s), or group, and


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share their ideas and/or contrasting opinions - 10 minutes. ● Re-group as a whole class and solicit responses from some or all the work

groups - 15 minutes.

Discussion Questions Samples:

1. What are the main barriers in your country, and in the Caribbean Region as a whole, to undertaking an ambitious and comprehensive legal reform process?

2. How can Caribbean countries collaborate to develop and implement ABS legal reforms? 3. What strategies can be used to educate and raise awareness among law and policy makers

on the importance and benefits of implementing the Nagoya Protocol at the domestic and regional level?

11.0 Policy Setting Lesson Plan The objectives of this module are for participants to be able to:

a) Develop a general understanding of the ABS policy cycle process; b) Understand the concept of ABS policy setting and its importance in the design of ABS

measures; c) Recognise the main components that are frequently found in ABS policies; d) Comprehend the three indicative steps for the development of ABS policies and

strategies; and e) Explore the different alternatives and approaches to prepare ABS policies and strategies.

11.1 Methodologies for Teaching

Estimated Lecture Time: 45 minutes

In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his or her audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. The use of the following video is suggested:


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• What is Policy? Brandman CII, December 2016: https://www.youtube.com/watch?v=GgBax4WjdPA

It is suggested that the following exercise be considered for use as one of the main exercises during Day Three of the training workshop: • Assessing Bhutan’s National ABS Policy

Two additional exercises for the policy setting module are also suggested for this day. It is up to the instructor to determine which exercises are more necessary and useful for his or her audience. Finally, the train-the-trainer manual provides further learning resources such as, case studies, readings and additional videos. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training.


1. Assessing Bhutan’s National ABS Policy Estimated Time Required: 1.5 hours

Goals:

● Familiarize participants with ABS policy documents from other countries; ● Identify lessons learned from other countries, as well as good practices for the

Caribbean, in relation to the development of ABS policies.

Method: ● To be carried out after lecture as one of the main exercises for the day (option

1) ● Group exercise ● Discussion exercise ● Case study ● Group presentation

Material:

• Case study (link included below)


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• Exercise Worksheet • Pens • Flipcharts • Markers

Steps:

● Distribute a copy of Bhutan’s national ABS policy to each participant. If they have laptops or tablets, this document can be downloaded from the following link: http://www.nbc.gov.bt/wp-content/uploads/2012/02/Draft-ABS-Policy.pdf

● Distribute a copy of the Exercise Worksheet to each participant ● Allow students to read or review Bhutan’s National ABS Policy – 20 minutes

(ideally, participants should come to the lecture having read the case study) ● Break participants into groups of 4 or 5 ● Each group will discuss andanswer the questions found on the Exercise

Worksheet - 40 minutes ● Each group to select one or two representatives to present their reflections from

the worksheet – 30minutes total for all presentations

*Of note, guidelines on ‘How to Use Case Studies for Teaching’ are provided below. If necessary, the instructor can review these tips before carrying out this exercise with their class.

How to Use Case Studies for Teaching Many students are more inductive in their reasoning than deductive. This means that they learn better from examples rather than just strictly informational lectures. The use of case studies can therefore be a very effective teaching tool. According to the BU Center of Excellence and Innovation in Teaching,5 it is important that the case studies used in the classroom provide an appropriate or viable framework for analysis. This means that case studies must be related to the lessons, concepts, theories or ideas being taught. Furthermore,theyshould allow students to develop skills to analyse and find solutions to real-life problems or situations. Case studies, in short, should only be used when they are relevant to the topic being taught and when they can help to reinforce concepts, analytical skills, and problem-solving processes. Davis recommends three steps that instructors can follow to effectively use case studies for teaching.6 a) Preparing a series of questions to guide the analysis, structure the discussion, and ensure that 5 BU Centre for Excellence and Innovation in Teaching (2015). Using Case Studies to Teach. Retrieved from: http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/ 6 Davis, B. G. (2009). Tools for teaching. (2nd Ed.). San Francisco: Jossey-Bass


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all key points are covered. Instructors can ask questions such as: What is the issue? What is the goal of the analysis? What is the context of the problem? What key facts should be considered? What alternatives are available to the decision-maker? What would you recommend – and why? These questions may be modified, customized, improved upon, and/or adapted as necessary to best meet the objectives of the course.

b) Conducting the case study by situating it in the context of the course. Instructors must introduce the case study, start a discussion, adopt a facilitator role, and/or select a group of students to guide the discussion.

c) Concluding the case by summarizing key points, revealing real-life ideas, having students write

short essays or reflections, and/or asking students to evaluate the relevance and usefulness of the exercise.

An innovative approach to case study analysis might be to have students role-play the part of the people involved in the case. This not only actively engages students but forces them to try and understand the perspectives of the case study characters. Videos, accompanying readings, and even field trips can help students to better understand and visualize the situation or problem they need to analyse and resolve. Exercise Worksheet Case Study: Bhutan’s National ABS Policy What are some initial impressions and/or reactions after reading Bhutan’s national ABS policy?

What are the strengths and weaknesses of Bhutan’s National ABS policy?


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What lessons can Caribbean countries learn from Bhutan’s ABS national policy?

What elements of Bhutan’s national ABS policy are not relevant or applicable to Caribbean countries?

2. Undertaking a Situational and Stakeholder Analysis

Estimated Time Required: 2 hours

Goals: ● Encourage participants to think about Policy Setting from a specifically

Caribbean perspective; ● Expose participants to practical exercises where they can reflect and apply key

concepts and ideas learned in the policy setting module. ● Allow participants to revise and reflect on the ABS policy and ABS policy

setting process in Caribbean countries that have a policy in place or that are in the process of developing one.

Method:

● To be carried out after the lecture as one of the main exercises for the day (option 1)

● Group exercise


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● Situational analysis ● Stakeholder analysis ● Group presentation

Material:

• Exercise Worksheet • Reflection Worksheet • Pens • Flip charts • Markers • If participants have laptops, provide a projector and screen for their


● Break participants into groups of 4 or 5 ● Each group to select a Caribbean country ● Each group to complete an ABS situational and stakeholder analysis worksheet

for the country selected. As part of the analysis, groups will conduct an assessment in six key areas – 60 minutes:

ü Genetic resources and associated traditional knowledge ü Legal rights and framework ü Current and potential users ü Responsible institutions ü Capacity to implement ü Linkages between ABS and other goals

● Each group will complete a reflection worksheet - 30 minutes ● Each group to select one or two representatives to present their reflection

worksheet - 30 minutes * Students will likely need more space than provided on the worksheets *Of note, the instructor should make students aware that they may be unable to find some of this information for the country they selected. If they cannot, they should note where they looked for the information, or a little bit about their research process. Part of this exercise is to help participants understand that there are significant information gaps when it comes to supporting ABS in the Caribbean.


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ABS Situational and Stakeholder Analysis Worksheet Country selected Where are genetic resources and associated traditional knowledge found in the country which are of value, current or potential, for research and development, commercialisation, or socio-economic benefits?

What set of legal rights for IPLCs and other stakeholders exist, and what legal


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framework regulates activities related to genetic resources and associated traditional knowledge in the country? Who are the current and potential actors to access and utilize, both for research and commercial purposes, genetic resources and associated traditional knowledge in the country?

Who is responsible for managing genetic resources and associated traditional knowledge, and administering related systems?

What is the existing capacity of authorities and stakeholders to implement ABS measures and negotiate ABS agreements in the country?

How are ABS issues addressed or related to other national policies and goals?

ABS Situational and Stakeholder Analysis Reflection Country selected In a short paragraph, provide a summary of the analysis conducted.

Why is it important to conduct an ABS situational and stakeholder analysis as


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part of the policy setting process? What research strategies and techniques can be used to conduct a comprehensive ABS situational and stakeholder analysis?

What are the main challenges and barriers to conduct an ABS situational and stakeholder analysis in the selected country?

Should additional areas/topics/issues be considered in conducting an ABS situational and stakeholder analysis?

What lessons can be learnt from this exercise?

3. Written Response (Policy Brief) Exercise Estimated Time Required: 60 minutes

Goals:

● Encourage engagement of each participant, particularly those who are not comfortable speaking in public;

● Prompt students to focus on key concepts and ideas related to policy setting;

Method: ● Individual exercise


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● Group exercise ● To be carried out after lecture as one of the main exercises for the day (option

2) ● Written exercise ● Discussion exercise

Material:

● Worksheet including instructions, background information, and question ● Worksheet to write notes and comments from the group discussion ● Pens

Steps:

● Hand out a worksheet to each participant ● Ask participants to write a short response (500 words approximately) to the

question included on the worksheet - 30 minutes ● Break participants into groups of 3 or 4 ● Each group will discuss the responses and share ideas and/or contrasting

opinions – 15 minutes ● Re-group the class and solicit responses from some or all the work groups- 15

minutes Written Response Worksheet Read the background information and write a short response (500 words Policy Brief) to the question below (40 minutes). Background Information

Country X is a small Caribbean Island rich in biodiversity and associated traditional knowledge held and developed by Indigenous peoples and local communities (IPLCs) over generations. Country X has recently ratified the Nagoya Protocol. Currently, there are no laws, policies, or regulations addressing ABS issues. The government is evaluating alternatives to operationalize the Protocol.

Question

Would you recommend Country X to develop an ABS policy? Explain your answer. If yes, what recommendations would you make to policy-makers to enhance the policy-setting process. If not, what specific measures and actions would you recommend instead?

Policy Brief


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Written Response Notes and Comments from Group Discussion


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12.0 Institutional Arrangements Lesson Plan The objectives of this module are for participants to be able to:


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a) Recognise the ways in which policy-setting can inform the choice and design of ABS institutional arrangements;

b) Use a number of indicative questions to assess existing institutional frameworks in order to understand current capacities, mandates, priorities of existing institutions, gaps, and opportunities;

c) Understand the core functions to be assigned to domestic ABS institutions; d) Assess different policy alternatives and approaches for establishing ABS institutional

frameworks; and e) Identify mechanisms to refine and further tailor the chosen institutional arrangements to

the national context, and as experience grows.


In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his or her audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation.

The use of a short, group exercise is suggested during the lecture, after discussing the roles of the institutions that Parties must establish in order to meet the minimum requirements of the Nagoya Protocol. The exercise is:

• Exploring the ABS Clearing House.

It is also suggested that the following exercise be considered for use as one of the main exercises for Day Four of the training workshop:

• Actors in the Caribbean ABS Institutional Framework

The train-the-trainer manual provides further learning resources such as, case studies, readings and videos. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training. 12.2 Class Exercises:


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1. Exploring the ABS Clearing-House Estimated Time Required: 30 minutes Goals:

● Prompt for students to become familiarized with the ABS Clearing-House; ● Understand the difference between National Records, Reference Records, and

SCBD Records.

Method: ● Group exercise ● During lecture, after reviewing the section on setting up core institutions ● Practical, hands-on exercise

Material:

● A minimum of one laptop or one desktop per group ● Exercise Worksheet ● Pens

Steps:

● Break participants into groups of 4 or 5 ● Assign a laptop or desktop computer with access to internet to each group or,

participants are welcome to use their own laptops ● Distribute one Exercise Worksheet to every group ● Direct all groups to the website of the ABS Clearing House

(https://absch.cbd.int/) ● Allow participants to browse through the different sections and resources of the

ABS Clearing House - 15 minutes ● Ask participants to complete the questions found on the exercise worksheet -

15 minutes

Exercise Worksheet Exploring the ABS Clearing-House

What are some initial impressions and/or reactions after exploring the ABS Clearing-House?


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How would you describe the experience of browsing through the ABS Clearing-House? Is it user friendly and easy to navigate?

Is the ABS Clearing-House a valuable tool for the implementation of the Nagoya Protocol in Caribbean countries? Explain:

How could the ABS Clearing-House be improved?

Additional comments and/or questions regarding the ABS Clearing-House

2. Actors in the Caribbean ABS Institutional Framework Estimated Time Required: 1.5 hours Goals:

● Familiarize students with the ABS institutional framework in various Caribbean countries;

● Prompt students to identify key stakeholders, ministries, agencies, and institutions that could strengthen the ABS institutional framework and play a meaningful role in the implementation of the Nagoya Protocol at both domestic and regional levels.


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Method: ● Group exercise ● To be carried out after the lecture as one of the main exercises for the day

(option 1) ● Research exercise ● Brainstorm exercise ● Group presentations

Material:

● A minimum of one laptop or one desktop per group ● Exercise Worksheet ● Reflection Worksheet ● Flipcharts ● Markers ● Pens

Steps:

● Break participants into groups based on their country of origin ● Assign a laptop or desktop computer with access to the internet to each group

or, participants are welcome to use their own laptops ● Distribute one Exercise Worksheet to every group ● Each group will brainstorm, research, and identify key institutions and actors,

both governmental and non-governmental, that could strengthen the ABS institutional framework in their country and/or at the regional level - 30 minutes

● Participants should also discuss the role and contribution of each institution and actor towards the operationalization of the Nagoya Protocol

● Each group to complete a reflection worksheet - 30 minutes ● Each group to select one or two representatives to present their reflection

Worksheet - 30 minutes in total for all presentations

Exercise Worksheet Actors in the Caribbean ABS Institutional Framework Country:

Institution Contribution to the Implementation of the Nagoya Protocol


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Reflection Worksheet Actors in the Caribbean ABS Institutional Framework Country:


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What are some initial impressions and/or reactions after conducting this exercise?

What are the strengths of your country’s ABS institutional arrangement?

What are the main gaps and challenges of the ABS institutional framework in your country?

Does your country have institutions with the capacity to implement the Nagoya Protocol? Explain

How can the ABS institutional framework of your country be strengthened and improved?


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13.0 Supportive Measures The objectives of this module are for participants to be able to:

a) Identify and understand the different tools and mechanisms that can be used to assist

with the implementation of the Nagoya Protocol at the domestic level; b) Understand the role of the ABS Clearing-House in facilitating the sharing of information

related to ABS and relevant to the implementation of the Protocol; c) Develop an understanding of the indicative steps that Parties can undertake to design

and develop awareness-raising activities, plans, and strategies; d) Learn a strategic and coordinated approach to capacity-building and development for the

effective implementation of the Nagoya Protocol; and e) Recognize the role and value of tools such as, model contractual clauses, voluntary

codes of conduct, guidelines, best practices and standards in supporting the implementation of the Nagoya Protocol.


In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his or her audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. It is suggested that the following exercise be considered for use as one of the main exercises for Day Four of the training workshop:

• Press Conference

An additional short exercise, named “I’m an Artist” can be carried out after the lecture, if time allows. If that is not the case, it is up to the instructor to determine which exercise is more


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relevant and useful for the needs of his or her audience. Finally, the train-the-trainer manual provides further learning resources such as, case studies, readings and videos. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training 13.2 Class Exercises

1. Press Conference Estimated Time Required: 1.5 hours Goals:

• Give participants an opportunity to review key concepts and ideas related to ABS supportive measures and mechanisms in a fun and interactive manner.

• Recognize the importance and value of promoting the development, update, and use of model contractual clauses, voluntary codes of conduct, guidelines, best practices, and standards as a strategy to support the implementation of the Nagoya Protocol.

Method:

• Group exercise • To be carried out after the lecture • Role playing exercise • Group presentation

Materials:

• Guidelines for Writing a Press Conference Presentation • Exercise Worksheet • Pens • Microphone or fake microphone • Press conference podium (if available)

Steps:

● Break participants into five groups and assign a different role to each group


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✓ A representative from a fictional Caribbean IPLC whose livelihood depends on genetic resources and associated traditional knowledge

✓ A representative from a fictional non-governmental organization concerned with and working to promote corporate social responsibility in the Caribbean.

✓ A representative from the World Intellectual Property Organization (WIPO)

ü A representative from a fictional Caribbean university involved in research with genetic resources and associated traditional knowledge

ü A representative from industries that utilize genetic resources and traditional knowledge obtained in the Caribbean for product creation and development in Europe.

• Each group will write a press conference presentation asking a Caribbean government, or governments, to either develop and encourage, or to discourage, the development, update, and use of model contractual clauses, voluntary codes of conduct, guidelines, best practices and standards as a strategy to support the implementation of the Nagoya Protocol – 30 minutes

● Each group will select one representative or spokesperson to deliver the statement to the rest of the class -30 minutes in total for all presentations

● After each presentation, there will be a question and answer session – 30 minutes in total for all presentations

Guidelines for Writing a Press Conference Presentation A press conference is a meeting, organized for the purposes of officially distributing information to the media and answering questions from reporters. It is a perfect venue for anyone looking to leverage their brand or to communicate important information to the general population. There are two main areas to consider when planning a press conference presentation: 1) Presenting Information 2) Responding to questions Presenting Information: The first step in planning a press conference presentation is to figure out what your core message is. Ask yourself: what do you want people to remember? What message do you want to be covered and delivered by the press? Use these questions as a guide to outline the rest of your speech. Everything you bring up during the press conference should contribute to the core message you are trying to deliver.


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The second step is to turn your message into a story or an engaging narrative. Make the story personal and relatable. If you fail to give journalists a story they can use, they will find or come up with their own and you may not like it. To take the story further, it is also important to include elements of the identity of the community or organization you are representing. Feel free to make use of adjectives, words, or symbols that characterize the community or organization.

Do not use PowerPoint, or any other visual aids. Say what you need to say and then stop. Keep it brief, concise and clear.

Responding to Questions: This is probably the hardest part of managing a press conference, because you do not know what questions are going to be asked by the press. Try to anticipate the questions that they will likely ask and practice how to answer them. It is a good idea to write the potential questions down and put a few supporting points beside them so that you can refer to your notes, if needed. As always, make sure your answers are consistent and refer back to your main message. Regardless of all your preparation, there are things you will not be able to control or predict. It is likely that you will get a few questions that are difficult to handle. They could simply be about a topic you were not prepared to discuss, or they might even be hostile. Regardless of the situation, you must maintain your composure throughout.

Exercise Worksheet Press Conference Presentation Role: Press Conference Statement:


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2. I’m an Artist Exercise

Estimated Time Required: 1.5 hours Goals:

• Encourage students to reflect on the value and importance of developing supportive measures as part of the implementation of the Nagoya Protocol;

• Inspire participants to use their imagination, creativity, and talents to portray the key concepts and ideas covered in this module.

Method:

• Small group exercise • To be carried out after the lecture • Group presentation

Materials:

• Markers of different colours • Flipcharts • Pens • Paper

Steps:

• Break participants into groups of 2 or 3 • Each group will create a song, poem, drawing, or any other artistic work to

summarize, represent, and/or capture the main points and ideas discussed in


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this module - 45 minutes • Each group will present and explain their work to the rest of the class - 45

minutes for all presentations

14.0 Compliance Lesson Plan The objectives of this module are for participants to be able to:

a) Recognize issues that hinder the ability of States to effectively monitor the utilization of

genetic resources and associated traditional knowledge and to enforce the requirements of the Nagoya Protocol;

b) Develop an understanding of measures that Parties may adopt to ensure user compliance with domestic ABS requirements;

c) Learn strategies that Parties can implement to take appropriate, effective, and proportionate measures to address situations of non-compliance with domestic ABS measures and cooperate in cases of alleged violation of such measures;

d) Identify institutions that can potentially be assigned to effectively and efficiently act as checkpoints;

e) Understand the role of Internationally Recognized Certificates of Compliance in tracking and monitoring the utilization of genetic resources; and

f) Recognize approaches, methods, and tools that Parties may utilize to promote and support provider and user compliance with mutually agreed terms.

14.1 Methodologies for Teaching Estimates Lecture Time: 30 minutes

In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his or her audience from the train-the-trainer manual and create a visual


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presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. It is suggested that the following exercise be considered for use as one of the main exercises for Day Four of the training workshop:

• Writing a Letter

An additional exercise, named ‘Peer Testing’, can be carried out after the lecture if time allows. If that is not the case, it is up to the instructor to determine which exercise is more relevant and useful for the needs of his or her audience.

Finally, the train-the-trainer manual provides further learning resources such as, case studies, readings and videos. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training. 14.2 Class Exercises

1. Letter Writing


• Encourage students to identify and analyse actions and strategies that Caribbean governments can undertake to address non-compliance with ABS measures; and

• Inspire participants, particularly those who not comfortable speaking in public, to express their ideas, opinions, and suggestions with regards to the development and implementation of ABS compliance measures.

Method: • Individual exercise • To be carried out after the lecture • Writing exercise

Material:

• Pens • Paper • Envelops

Steps:


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• Each participant will write a formal or informal letter to a person of their choice (e.g. spouse, a friend, a college or manager, a member of parliament, the CEO of a given organization, the president of a certain country, etc). The letter can address any issue explored in this module. It must identify a problem, explain its significance, and propose one or more solutions – 25 minutes

• Students will place the letter in an envelope, put their name on it, and submit it to the instructor. After collecting the envelops, the instructor will randomly distribute an envelope to each participant ensuring that no student receives his or her own envelop – 5 minutes

• Participants will read the letter they have been given. They will write a response to the letter, pretending to be the person to whom the letter is written. In their response, they may provide their opinion on the issue, offer comments and suggestions and ask questions for clarification or additional information, etc. - 20 minutes;

• Students will place the response in the same envelop. They may choose to remain anonymous. The instructor will collect all envelops and return them – 5 minutes

• Each student will read the response to his or her letter – 5 minutes • If time permits, students may continue the dialogue by responding to the

respondent’s comments, suggestions, and/or questions

2. Peer Testing Exercise Estimates Time Required: 1.5 hours

Goals:

• Encourage students to thoroughly examine the content of this module and to identify key topics, ideas, concepts, and/or issues related to the design and implementation of ABS monitoring and enforcement measures;

• Empower participants to create questions related to the topics covered in this module and evaluate the answers provided by their peers.

• Promote a class environment in which students learn from and teach each other.

Method: • Group exercise • To be carried out after the lecture • Discussion exercise

Material:

• Pens • Paper, flipcharts


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• Markers • Envelopes

Steps:

• Break participants into groups of four or five • Each group will discuss and then create two questions, and the respective

answers, related to the content of the module. The questions will be written on two separate pieces of paper. Each question will be placed inside an envelope - 20 minutes

• The instructor will collect the envelopes from all the groups. He or she will then randomly distribute two envelops to each group, ensuring that no group receives its own envelops - 5 minutes

• Each group will read, discuss, and develop an answer for each of the two questions assigned – 20 minutes

• Groups will take turns in presenting the response to questions assigned. After each response, the group that formulated the question will evaluate the answer. If the response is incorrect or incomplete, the evaluators will provide guidance or clarification to the respondents. If the answer is still unsatisfactory, other teams may attempt to answer. Before moving to the next question, the group that created the question must either be satisfied with the answer or provide the correct response – 45 minutes


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15.0 Communications & Leadership Lesson Plan The objectives of this module are for participants to be able to:

a) Understand the importance of good communication and leadership in the ABS process; b) Describe best practices in and challenges to successful communication in ABS; c) Outline various leadership activities required at the different stages of ABS implementation

and practice. 15.1 Methodologies for Teaching Estimated Lecture Time: 60 minutes

In order to fulfill these objectives, the instructor presenting this module should select the content relevant to his or her audience from the train-the-trainer manual and create a visual presentation to accompany the lecture portion of the class. The lecture can further be enhanced through the addition of videos to the visual presentation. The use of the following videos is suggested:

1. The Recipe for Great Communication, Dean Brenner, 2014:

https://www.youtube.com/watch?v=qFWsTsvJ8Xw 2. Ten Leadership Theories in Five Minutes, Christianity 9 to 5, 2013:

https://www.youtube.com/watch?v=XKUPDUDOBVo

It is also suggested that the following exercise be considered for use as one of the main exercises on Day Five of the training workshop:

• Create a Communication Plan

Two additional exercises are also suggested for this day, one to support Communications and one on Leadership. It is up to the instructor to determine if they areuseful for his or her audience and, if the schedule will accommodate. Finally, the train-the-trainer manual provides further learning resources such as, case studies and readings. These can be assigned as homework prior to or during the workshop or, can be used to further supplement the lecture portion of the training.


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1. Stakeholder Identification and Analysis Estimated Time Required: 45 minutes Goals:

• Practice the skill of identifying the stakeholders/ audience and determining their required level of engagement for communication activities

Method:

• Small group exercise • Group presentations

Material:

• Flip charts • Markers • Case Study to support exercise

Steps:

• Break participants into five groups • Provide each group with a print out of the case study or display it on the

overhead screen • Assign each group one of the Stakeholder Analysis exercises:

ü Five Degrees of Participation ü Strategic Groups Table ü Stakeholder Map ü Force Field Analysis ü Four Field Analysis

• Each group to carry out the analysis exercise based on the case study • Each group to select one representative to present their analysis

Stakeholder Identification and Analysis Identifying and analyzing your audience and their communications needs a) Read the case study below. It is the same case study that was used in the Negotiation exercise

however some details have been added or removed for the benefit of this exercise. Excerpts taken from: Bioprospecting in Practice: A Case Study of the Suriname ICBG


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Project and Benefits Sharing under the Convention on Biological Diversity Authors: Marianne Guérin-McManus, Lisa M. Famolare, Ian A. Bowles, Stanley A. J. Malone, Russell A. Mittermeier, and Amy B. Rosenfeld This study examines a variety of innovative benefit-sharing mechanisms implemented in Suriname and demonstrates how they can be used in connection with bioprospecting to promote biodiversity conservation. First, the inventory associated with collection of samples can help increase knowledge of the fauna and flora of the region, and to preserve indigenous knowledge about their medicinal uses. Educational opportunities for scientists and students in source countries emphasize the benefits of intact forest ecosystems and the study of natural sciences, ethno-biology, and biotechnology. As the value of these resources becomes ever more apparent, the incentive to protect them increases on a local, national and international scale. Second, the sharing of pharmaceutical technology and equipment can provide source countries with the opportunity to increase the economic value of their resources, thereby promoting potential alternatives to the unsustainable use of the forests. Third, bioprospecting projects can contribute to the dissemination of traditional medicines beyond the traditional boundaries of a village or community as well as to the growing world trade of dietary supplements. The International Cooperative Biodiversity Group (ICBG) is a U.S. government funded program sponsored by the National Institutes of Health(NIH), the National Science Foundation(NSF)and the United States Agency for International Development(USAID). In1993, the ICBG awarded a grant to five different institutions which submitted a joint project proposal for Suriname. The program is led by Dr. David Kingston of the Virginia Polytechnic Institute and State University (VPISU), a state-funded university in the United States. The other participants include Conservation International (CI), an international non-governmental conservation organization; Bedrijf Geneesmiddelen Voorziening Suriname (BGVS), a pharmaceutical company owned by the Surinamese government; the Missouri Botanical Gardens (MBG), an American botanical research institution; and Bristol-Myers Squibb Pharmaceutical Research Institute (BMS), an American pharmaceutical company. Each institution carries out a specific role in the Suriname ICBG program including, botanical and ethno botanical collections and inventory, extraction, screening, chemistry, and drug development. The Suriname ICBG group works with local tribal people to conduct some of the bioprospecting activities. The majority of the local participants are Maroons who are descendants of runaway African slaves that escaped Dutch plantations on the coast over three hundred years ago and settled along the river in central Suriname. Six distinct Maroon tribes livein the interior and depend on their extensive knowledge of forest resources for their survival. When the Maroons first fled into the forest, they experimented with medicinal uses for the plants, and through a process of trial and error identified plants which were effective for various illnesses. They based their experiments in part on their memories of the healing traditions and plants in their native Africa and on information learned from Amerindians in Suriname’s interior. This knowledge has developed into a rich and expansive understanding of the medicinal qualities of Suriname’s forest plants. A


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strong relationship between the ICBG and the Saramaka Maroons can serve as a basis for the successful preservation of the knowledge, innovations and practices of these tribal communities, and can also influence the promotion of a wider application of customary uses of biological resources The linking of the various participants is facilitated through a series of oral and written agreements. The Saramaka Tribe’s participation in this project was formally requested inMay 1994, when a "gran Krutu" (important meeting) was held in the village of Asindopo, residence of the Paramount Chief, or Granman, of the Saramaka Tribe. The Granman represents more than 17,000 Maroons living in villages along the Suriname River. Representatives at the meeting included the Paramount Chief, tribal captains of the Saramaka people, representatives of CI-Suriname, and the Surinamese District Commissioner and District Secretary of the Sipali wini District. The meeting provided a forum for which the aims, duration, and focus of the ICBG project could be discussed. After three days of discussion and negotiation, the Granman created and signed a letter of intent to work on the project with CI for a trial period of one year. This letter embodies the fiduciary relationship existing between CI and the Saramaka people. In the Letter of Intent, the Granman granted his permission to CI to begin ethnobotanical research in cooperation with the Saramaka people. This consent was given on the condition that CI would represent the interests of the Saramaka people in the execution of the project. The Letter of Intent also established the foundation for the ongoing relationship between the Saramaka Maroons and CI, which is based on informed consent. One month later, CI’s representatives returned to Asindopo and held a series of meetings with the village leaders. During these meetings, the elders chose the initial eight participating shamans. At the same time, on-site interviews were conducted with tribal communities, traditional healers, and the academic community to gain input regarding the type of compensation sharing and distribution mechanism which would most effectively provide fair remuneration as well as incentives for theconservation of biological diversity and sustainable growth. Attorneys with expertise in natural resource agreements involving less developed countries relied on these interviews to assist CI in the determination of a framework for distributing royalties which would be acceptable to all parties. Renewal of consent by the Saramaka people is also done periodically through formal discussions with representatives of the tribe. From a constitutional standpoint, Suriname is a parliamentary democracy, and has recently emerged with renewed political stability and support for sustainable development policies. A new biodiversity plan outlines these policies, but until now the country’s regulation of genetic resources has been limited to a permitting system which is required for flora and fauna collection and export, but not for export of extractions. In Suriname, the ICBG program is designed to promote drug discovery while conserving both


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biological and ethno botanical knowledge. The development of a drug, from the initial collection of plant samples to the marketing of an approved product, takes between ten and twenty years. Benefit sharing mechanisms channeling royalty revenues therefore demand a long-term view on the part of all participants. To address the immediate needs of some participants and encourage the involvement of different stakeholders, it is essential that upfront compensation ensures that some benefits accrue to the host-country immediately. The first goal of the project is to record and secure the value of tribal knowledge. The botanical knowledge of the Maroon people is rapidly disappearing as young people move away in search of work and the population becomes more dependent on western medicine. In many ways, the Suriname ICBG project is a race against time to record the hundreds of years of medicinal learning that is stored in the minds of shamans, some of whom are more than 80 years old. The importance of these objectives was starkly reinforced when one of the original eight shamans to participate in the project died after working with a collection team for only a week. With no written record of his knowledge and no apprentice, this knowledge died with him. The second goal, to build local capacity for pharmaceutical production, increases Suriname’s ability to benefit from its biological resources. An emphasis on the sovereign right of Suriname to control access to its resources, combined with a mechanism by which the country allows for access to these resources, creates an incentive for these activities. Suriname’s communities, students, and scientists benefit from research and training; access to and transfer of technology; the exchange of information; and technological and scientific cooperation. By giving Suriname and its indigenous communities a greater role in the drug development process, the value of biodiversity, traditional knowledge, and genetic resources becomes more apparent–giving them an incentive to preserve this traditional knowledge and use their resources sustainably. The third goal, to develop commercial drugs from plant extracts, helps to demonstrate the economic value of natural resources. With an annual world market worth billions of dollars for plant-derived drugs, pharmaceutical companies have an incentive to ensure the conservation of these resources, while their recognition and compensation of tribal contributions can set ethical standards in the private sector. Because there is no cure for so many diseases, and because some cures become ineffective as pathogens develop resistance to them, the development of a commercial drug also serves a perpetual need in human health -- the proliferation of new medicines. The fourth goal is to attempt to create a long-standing conservation financing institution. The Forest People Fund aims to ensure up-front benefits from bioprospecting go to Suriname and its tribal communities. It is also intended provide a well-established structure to channel potential future royalties. The search for medicinal properties in plant sis an all-encompassing process that involves


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numerous steps and a variety of roles for each of the different participants. VPISU as the Principal Investigator is responsible for the overall coordination of the project, and also for performing cancers screens, and isolating active compounds. CI-Suriname carries out ethnobotanical collections, documentation of traditional knowledge, and conservation initiatives. MBG is responsible for random botanical collections, collecting specimens for both floristic inventory and drug discovery, using botanical collection methods, and provides training in botanical collecting techniques for herbarium staff and university students. BGVS performs extraction and carries out in-country screening, and B-MS is responsible for the majority of screening and drug development. Throughout this process, a series of required procedures elucidate and ensure the various participants’ rights and responsibilities. Random botanical collection is a process by which the collectors gather a wide variety of plant species, without regard to any known uses of the plants. The goal is to obtain a comprehensive sampling from each of the different areas in Suriname. MBG has trained students from the University of Suriname and members of tribal communities in “random” botanical collection techniques and employs them in amassing the specimens. CI is responsible for collections using ethnobotanical knowledge (traditional use of plants). Ethnobotanical collections take place with the Saramaka Maroon tribe located along the SurinameRiver. All field operations are coordinated by Surinamese ethnobotanists trained under this project and assisted by community members who have also been trained in ethnobotany. Over the course of the last four years, CI-Suriname collecting teams have traveled to the Saramaka region every other month, for approximately three weeks at a time. At the onset of each expedition, the Granman, the Paramount Chief of the Saramaka tribe, must be updated on the project and grant permission to continue the ethnobotanical research. The collectors then contact the shaman with whom they will be working on the expedition and formally request permission to work with him. To date, twenty-four shamans have been involved in this project. Each shaman has his own medicinal “garden” outside of the village. Within this “garden” and in the forest surrounding the villages, the shaman directs the collecting team to specific plants and describes their various medicinal uses. Using a field collection form developed specifically for the project, the team records information about the area where the sample is found, the portions of the plant utilized and the habitat, soil, visibility, abundance, and local names of the plant. Also recorded is detailed ethnobotanical information including biographical data on the shaman, which diseases the plant is used to treat, how the medicine is prepared, and the dosage, method of application and side effects of its use. All information collected is put into a conservation database and GIS at the CI-Suriname office in Paramaribo. Coded plant samples are deposited at the BGVS lab for extraction and distribution to ICBG partners in the United States. Further, three voucher specimens of each plant collected are deposited into the National Herbarium of Suriname. The coded samples are sent to BGVS, the


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state-owned pharmaceutical company in Paramaribo. The samples are prepared for BGVS at the Center for Agricultural Research (CELOS), a scientific agricultural research foundation based at the University of Suriname. At CELOS, the dried samples are ground and mixed first with ethyl acetate and then with methanol to begin the extraction process. After evaporation, they are put into 200 mg. plastic vials. One of each of the vials is sent to VPISU and to B-MS for screening, and the rest is stored at CELOS and BGVS to be used in future tests and screening. To date they have more than 3000 plant extracts. B-MS is obligated to test all the samples for anticancer and anti-infective activity. Every three months, B-MS sends a confidential written notice to VPISU indicating whether extracts are “active” or“ inactive.” VPISU sends copies of each notice to BVGS, CI-Suriname, and MBG. If you would like further information to support this exercise, you can see the full case study at: https://www.belfercenter.org/sites/default/files/legacy/files/pdf2.pdf

b) After examining the case study, you will be assigned one of the five Stakeholder Analysis exercises noted below. Carry out that analysis exercise based on what you learned in this module, your reading of the case study and new information that came out of the Negotiation exercise about the different stakeholder groups. Some reasonable assumptions may have to be made. Be aware, there are more stakeholders than just those addressed in the Negotiation exercise. Be sure to identify and analyse those additional stakeholders in this exercise as well.

ü Five Degrees of Participation ü Strategic Groups Table ü Stakeholder Map ü Force Field Analysis ü Four Field Analysis

You can document your analysis exercise on a flipchart or, if you prefer, on your laptop. 20 minutes will be allowed for this portion of the exercise.

c) Select a representative to present our analysis exercise to the class. Each group will have five minutes to present.

2. Create a Communications Plan

Estimated Time Required: 2.5 hours

Goals: • Have participants put into practice the concepts they have learned about

creating a communications plan.


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• Share ideas for fostering effective communication in the different ‘Fields of Action’ through group presentations.

Method: • Group exercise • Brainstorming/Idea Sharing • Tool application • Documentation creation • Group presentation

Material:

• Detailed exercise description • Pens • Flip charts • Markers • If participants have laptops, provide a projector and screen for their


• Break participants into groups of four or five and assign a different ’Field of Action’ to each:

ü Ratifying the Nagoya Protocol ü Promoting Domestic ABS Legal Reform ü Defining Overall ABS Policies/Strategies ü Establishing Institutional Arrangements ü Dealing with Traditional Knowledge ü Managing Access ü Negotiating Benefit-sharing ü Making ABS Work

• Each group to create the required outputs, as noted in the exercise description, based on a potential scenario in their ‘Field of Action’. It would be helpful to split of these tasks within the group for the sake of time:

ü Communications Need ü Audience Assessment and Communication Barriers ü Communications Logic Model ü Communications Objectives ü Key Messages ü Communications Medium ü Communications Output ü Communications Success Indicator

• Each group to select one representative to present their process


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Create a Communications Plan Designing a communications plan for one of the ‘Key Fields of Action’ to support implementation of ABS Measures a) Review the chart below, and class notes, for direction on your assigned ‘Field of Action’.

Field of Action Objective Importance of

Communication Stakeholders

Ratification of the Nagoya Protocol

To decide whether or not to ratify the Protocol

To provide information to government/parliament which is required to make informed decisions on ratification

• Political decision makers • Parliamentarians • Political parties • Lobbyists

Promoting Domestic ABS Legal Reform

To create legal reform and ensure legal certainty

To provide clarity about ABS for parliamentarians, legal drafters and decision makers

• Parliamentarians • Legal drafters • Line Ministries • Government agencies

Defining Overall ABS Policies/ Strategies

To clarify the national approach to ABS

To collect and consider relevant views and options

• Line Ministries • Research Institutes • Private sector companies • Business associations • Indigenous People and

Local Communities (IPLCs) Establishing Institutional Arrangements

To facilitate ABS implementation with clear institutional responsibilities

To facilitate co-ordination and engender an attitude of accountability between and within institutions

• Line Ministries • Research Institutes • Private sector companies • Business associations • IPLCs • NGOs • Civil Society groups

Dealing with Traditional Knowledge

To include those in the ABS process who are entitled to benefit from the possession or control of Traditional Knowledge

To empower holders of TK with information and an understanding about their rights and opportunities and how to exercise them, and to inform all stakeholders of those same rights

• IPLCs • NGOs • Civil Society groups • Line Ministries • Government agencies • Users of genetic resources

(ie. Universities, research organizations)

Managing Access

To determine appropriate access requirements and communicate those requirements.

To ensure that all stakeholders are aware of and able to negotiate, or manage, the national access process

• Government agencies • Line Ministries • IPLCs • Users of GR

Negotiating Benefit-sharing

To facilitate benefit-sharing with holders of TK and GR

To guarantee that all parties are fairly represented and that issues are clearly understood by each stakeholder involved in the negotiation process

• Line Ministries • IPLCs • Users of GR

Making ABS Work

To enable the overall ABS process to function effectively and improve over time

To facilitate connections and ongoing dialogue between all stakeholders in the ABS processes

• Government Agencies • Line Ministries • IPLCs • Users of GR


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b) Keeping in mind the objective and importance of communications in your assigned field of action, along with the relevant stakeholders, create the following communications plan outputs for your field of action that would be required when seeking to implement ABS measures in your country. You will have 1 hour and 45 minutes to complete this portion of the exercise, including the preparation of a presentation on the same.

1. Communications Need: Create and be ready to present an introduction to your

Communications Plan which provides information on why a communications strategy is necessary. Please include information on the overall goal that the strategy is intended to support.

2. Audience Identification and/ or Analysis and Communications Barriers:

a. Citing tools or techniques from the training module, or other options you have employed in your own work place, please identify one method you will employ for identifying the audience and their communications needs for your communication strategy and provide a reason why you chose this approach.

b. Identify some of the common barriers that you are likely to face in getting your message across.

3. Communications Logic Model: Using the model provided in the manual, prepare a

Communications Logic Model for your Communications Plan. This can be presented in the layout suggested or simply by providing the information for each area of concern. Please be prepared to explain the basic information behind each area of your model.

4. Communications Objectives: Create two communications objectives to support your

strategy.

5. Key Messages: Create a key message to support each objective.

6. Communications Medium: Select two mediums for communicating your stated messages and explain your rationale behind selecting these methods.

7. Communications Output: Describe the specific creative and informational elements of one

communications output that you would create to address one of your key messages. Be prepared to identify what effective messaging techniques you are using and why this would be an effective output.

8. Communications Success Indicator: Create two success indicators which will help to determine whether or not the strategy, approach and mediums were successful. Example: The Nagoya Protocol was voted in favour of by 85% of in-country stakeholders and


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ratified by the country within one year. c) Select one member, or a pair, from your group to present your communications plan. The

presenter(s) will have 15 minutes.

3. ‘Great Leader’ Analysis, ABS Context Estimated Required Time: 45 minutes Goals:

• Challenge participants to identify a great leader and consider what made them a great leader.

• Encourage participants to further contemplate what great leadership would look like in the ABS implementation and execution process.

Method:

• Individual exercise • Personal contemplation/reflection • Practical application • Individual presentation

Material:

• Great Leaders and ABS Worksheet • Pens

Steps:

• Ask participants to identify someone they consider a great leader and complete the ‘Great Leaders and ABS’ worksheet. Questions include:

ü Who do you consider a great leader? ü Provide a brief description of that persons’ role, context, background,

etc? ü What made that person a great leader? ü Select an important area of leadership in ABS

§ Political § Process § Community and Advocacy

ü Why would your leader have been successful in your chosen area of leadership in ABS? Be as specific as possible.

• Ask for volunteers to present their worksheet

Great Leader Analysis


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Identifying great leaders and how they would lead in the implementation of ABS f) Think of someone that you consider a ‘great leader’. Complete the worksheet below based on that

person.

Great Leaders and ABS Worksheet Question Answer

Who do you consider to be a great leader?

Provide a brief description of the leader you selected – their role, context, background, etc.

What makes/made that person a great leader?

Select an area of leadership in ABS (political, process, community and advocacy)


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Why would this person have been successful in your chosen area of leadership in ABS? Be specific.

16.0 Annex – Training Theories & Practice Exercises

Exercise #1: The VARK Questionnaire: How do I Learn Best? Exercise #2: Audience Assessment and Learning Objectives Exercise #3: Teach a Simple Topic


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Exercise #1 The VARK Questionnaire7 How do I Learn Best? VARK Questionnaire version 7.1

a) Choose the answer which best explains your preference and check the box next to it. Check more than one if a single answer does not match your perception. Leave blank any question that does not apply. Do not fill in the Outcome section until the questionnaire is being marked.

1. Do you prefer a teach or presenter who uses:

� Diagrams, charts and graphs � Question and answer, talk, group discussions, or guest speakers � Demonstrations, models or practical sessions � Handouts, books or readings.

7VARK: a guide to learning styles, The VARK Questionnaire: How do I Learn Best?, VARK Learn Limited, 2018. Retrieved from: http://vark-learn.com/the-vark-questionnaire/. Accessed: February 12, 2018.


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Outcome: ___________________________________________________________________

2. You have a problem with your heart. You would prefer that the doctor:

� Give you something to read to explain what is wrong � Show you a diagram of what is wrong � Describe what is wrong � Use a plastic model to describe what is wrong

Outcome: ___________________________________________________________________

3. Remember a time when you learned how to do something new. (Avoid choosing a physical skill like

riding a bike) You learned best by:

� Watching a demonstration � Listening to somebody explaining it and asking questions � Diagrams, maps and charts � Written instructions, like a manual

Outcome: ___________________________________________________________________

4. A group of tourists want to learn about the parks and wildlife reserves in your area. You would:

� Give them pamphlets about the parks or wildlife reserves � Take them to a park or wildlife reserve and walk with them � Talk about, or arrange a talk for them, about parks or wildlife reserves � Show them maps and internet pictures of the parks or wildlife reserves

Outcome: ___________________________________________________________________ 5. A website has a video showing how to make a special graph. There is a person speaking, some lists

and words describing what to do and some diagrams. You would learn most from:

� Watching the actions � Seeing the diagrams � Reading the words � Listening

Outcome: ___________________________________________________________________ 6. I like websites that have:

� Interesting design and visual features � Things I can click on, shift or try � Audio channels where I can hear music, radio programmes or interviews � Interesting written descriptions, lists and explanations

Outcome: ___________________________________________________________________ 7. You have to make an important speech at a conference or special occasion. You would:

� Write out your speech and learn from reading it over several times � Write a few key words and practice saying your speech over and over


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� Gather many examples and stories to make the talk real and practical � Make diagrams or get graphs to help explain things

Outcome: ___________________________________________________________________

8. Other than price, what would most influence your decision to buy a new non-fiction book?

� An attractive and appealing front cover � The inclusion of real-life stories, experiences and examples � Time spent quickly reading excerpts of the book � A friend who has talked about and recommended it

Outcome: ___________________________________________________________________ 9. You are about to purchase a digital camera or mobile phone. Other than price, what would most

influence your decision?

� Reading the details or checking its features online � Talking to the salesperson about the features � Its modern design and good looks � Trying or testing it

Outcome: ___________________________________________________________________ 10. You going to choose food at a restaurant or café. You would:

� Listen to the waiter or ask a friend to recommend choices � Choose from the menu descriptions � Look at what others are eating or pictures of each dish in the menu � Choose something that you have had there before

Outcome: ___________________________________________________________________ 11. You want to learn a new program, skill or game on a computer. You would:

� Talk with people who know about the program � Follow the diagrams in the book that came with it � Read the instructions that came with the program � Use the controls and keyboard, applying trial and error

Outcome: ___________________________________________________________________

12. You are planning a vacation for a group. You want some feedback from them about the plan. You

would:

� Phone, text or email them � Give them a copy of the printed itinerary � Use a map to show them the places � Describe some of the highlights they will experience

Outcome: ___________________________________________________________________


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13. You are helping someone who wants to go to your airport, the center of town or railway station. You

would:

� Tell them the directions � Draw, or show them a map, or give them a map � Write the directions down � Go with them to show them the way

Outcome: ___________________________________________________________________

14. You have finished a competition or test and would like some feedback. You would prefer:

� A written description of your results � The evaluator to talk you through the results � Graphs showing what you have achieved � Examples of what you have done that is good and what needs improvements

Outcome: ___________________________________________________________________ 15. You are going to cook something as a special treat. You would:

� Cook something you already know without the need for instructions � Use a cookbook and follow instructions � Look on the internet or in cookbooks for pictures of good food � Ask friends for ideas or suggestions

Outcome: ___________________________________________________________________

b) Review the answers with the instructor and note your results on the ‘Outcome’ line provided. Count the number of answers for each letter and record them here:

V – Visual A – Aural/Auditory R – Read/Write K – Kinesthetic

My primary style of learning is __________________________________. My secondary style of learning is _______________________________.

c) Take a minute or two to think about your own learning or teaching experience. You can use some of the questions below to prompt your thoughts.


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• What has fostered success or presented challenges on your learning journey? • How did one of your favourite teachers reach you by appealing to your learning style? • How have you have related information to other people, either casually or in a classroom? • How do you successfully study for exams? • What type of teaching frustrates you and brings little learning success?

d) Get in groups of three or four and share with them the following information:

• Your name • Where you are from • Your job • A brief story about you that illustrates your learning style

Exercise #2 Audience Assessment & Learning Objectives Know, Define and Meets the Needs of Your Audience

a) Complete the chart below, to the best of your knowledge, for future training that you will need to carry out on Access and Benefit-sharing and Implementing the Nagoya Protocol.

Analysis of participants: Who are the participants that you will teach? Job


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titles, departments, organizations, class size, etc.?

Knowledge Gap - Entry: What do they already know about the subject?

Knowledge Gap - Exit: What do need to know about the subject when they leave and possible constraints to learning?

Learning & Thinking Types: - Attitude, Knowledge, Skill - Remembering, Understanding, Applying, Analyzing, Evaluating, Creating

Desired Outcomes: What should your participants be able to DO as a result of this training?

b) Create a brief description of your target audience:

__________________________________________________________________________

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__________________________________________________________________________

________________________________________

c) Create three learning objectives for your future training course:

Learning Objective #1:



d) Be prepared to give a brief presentation to the class on one of the three areas of this exercise.

Exercise #3 Teach a Simple Topic Teach a Lesson or Create a Class Exercise a) Keeping in mind the different Learning Styles and Methodologies, plan to teach a lesson OR carry


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out a class exercise to support one of the topics noted below:

• Make a Great Cup of Coffee • Properly Brush Your Teeth • Safely Drive on the Highway • Make an Excel Table that Displays and Totals Expenses • Other?

Do NOT use strictly a lecture style, step-by-step teaching option. Other options might include telling a story or debating the merits of what makes a good driver or great cup of coffee. Exercises might include creating a presentation on highway dangers or the creation of an Excel chart with specific parameters. Further ideas can be generated by reviewing the various teaching methodologies or learning activities in the training manual.

b) Describe your teaching plan or class exercise.

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c) After creating the lesson or exercise plan, make note below which teaching methodology you were appealing to and why?

__________________________________________________________________________


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__________________________________________________________________________

__________________________________________________________________________

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d) After creating the lesson or exercise plan, make note below which learning style you were appealing to and why?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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** You will have 30 minutes to complete all elements of the exercise and may be asked to briefly share with the class when you are done.

17.0 Post-workshop Survey Dear Workshop Participant,


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Thank you for participating in this survey on the Nagoya Protocol and ABS training workshop which we have just completed. Your feedback will help to make recommendations for the implementation of Nagoya Protocol in the Caribbean as well as suggestions on future training workshops in the area of ABS in the Region. This survey should only take about 5 minutes of your time. Yours sincerely, Workshop Facilitator 1. Please rate the accuracy of the following statements:

Survey Questions Strongly Disagree Disagree Agree Strongly

Agree

The training objectives were clearly defined.

In my opinion, the training objectives were achieved.

The content of the course was presented in an understandable manner.

The training has improved my knowledge on the subject of the Nagoya Protocol and ABS.

The training will help me with my work on advancing the implementation of the Nagoya Protocol.

The training will help me with my work in general.

2. What do you think is needed to better assist you to advance the implementation of the Nagoya

Protocol through the office in which you work? 3. Do you have any suggestions or comments to help improve future training workshops?

Thank you for your time and input. Your feedback is greatly appreciated.

Thank you for your time and input. Your feedback is greatly appreciated.

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