Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities Learning Objective: • Outline the key components and steps involved in a resource guide for education or training activities for government officials, academic institutions or other stakeholders
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities A resource guide for education or training activities comprises a plan to assist educators, trainers and other facilitators. Governments or academic institutions can develop a guide as part of an educational strategy and general strategy or programmes to promote biosafety education and training. The aim is to promote formal and informal biosafety education. Resource guides for informal education and training activities may involve training-of-trainers initatives, workshops, vocational training; resource guides formal education may involve academic institution’s curriculum, lesson plans, youth guides.
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities A resource guide may have three main components. The first component is the introduction that discusses the design of training and educational activities. The second component relates to applying teaching methods that discuss the delivery of training and education. The third component is the content that explains the development of modules on different topics. Within the introduction component, there a few steps to consider: • Assess and determine training and educational needs • Set the goals and objectives • Identify and develop training and educational materials • Identify methods to integrate and mainstream biosafety education and training
Lesson 1: Key components and steps of a resource guide for training/educational activities 1) Introduction: Designing training and educational activities Step 1: Assess and determine training and educational needs The purpose of assessing and determining training and educational needs is to identify the context (e. g. the current situation and the target audiences) by reviewing the good practices, challenges and gaps. In doing so, it will assist countries in meeting the needs of training and education. A few good practices include: • Review the importance of public education, including the external and internal factors under Lesson 4, Topic 1, and identify any relevant context and target audiences (https: //bch. cbd. int/protocol/outreach/modules/importance. pdf) • Review the list of stakeholders in Lesson 1, Topic 2 (https: //bch. cbd. int/protocol/outreach/modules/roles. pdf ), and identify the relevant stakeholders • Conduct a training needs assessment to identify biosafety topics and target audiences for the education or training activity (https: //bch. cbd. int/protocol/outreach/modules/biosafety training needs matrix. doc ) • Conduct a participatory training needs analysis with different stakeholders to identify various needs (e. g. surveys, interviews, focus groups) approximately two months prior to training or educational activities • Identify any priorities • Identify the timelines or duration of training or education • Identify and set up monitoring and evaluation indicators based on the Strategic Plan for Biosafety or Programme of Work on PAEP • Identify recognition or achievement acquired throughout the training/education (e. g. certificates, producing a text, discussion groups) • Develop assessment formats • Determine the number of target audiences to educate or train • Review financial and technical resources and opportunities (e. g. budget, IT skills, scholarships) • Review general reports, strategies and policies to align your activity with Exercises and resources: Gap analysis for topics in biosafety: List of topics for curricula or training: https: //bch. cbd. int/protocol/outreach/modules/list of topics. doc Guidance on developing biosafety courses, programme and training: https: //bch. cbd. int/protocol/outreach/modules/delivery of academic courses. doc Common format for a compendium: https: //bch. cbd. int/protocol/outreach/modules/commonformat. doc
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities Step 2: Set the goals The goals describe the overall purpose of the training and education activity. They should be aligned with the needs identified to enhance the understanding of biosafety issues. Some good practices include: • Review some of the goals in the programme of work and its priority areas • Involve stakeholders in setting the goals • Develop specific, measureable, achievable, realistic and time-bound (SMART) goals • Set up goals to highlight the importance of the activity to, among others, donors and personnel • Develop goals to build trust and rapport of an activity • Develop goals highlighting the scope of the activity • Set goals to identify specific outcomes of the content in training or educational activities • Set goals to assist target audiences to decide if the training or education is relevant to their needs • Highlight a change or difference in skills and knowledge Resource: SMART Goals
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities Step 3: Identify and develop materials Training and educational materials range from print materials and multimedia (e. g. videos) to posters and online interactive materials (e. g. e -learning modules). These are important to identify and/or develop to support in the facilitation of a training or educational activity. Some good practices include: • Identify and select updated and relevant educational and training materials (e. g. scientific articles) • Identify and select educational and training materials in various languages • Identify and select educational and training materials that are both visual (e. g. infographs) and textual to meet the needs of local communities, experts and other stakeholders • Develop a list of glossaries or frequently asked questions • Develop teaching aids (e. g. presentation templates, exercises, visual materials) • Develop materials targeted to youth • Develop both technical and non-technical educational and training materials for experts and the general public • Check grammar and punctuation with professionals • Check educational policies and other frameworks for approving and publishing training or educational materials • Identify stakeholders that are involved in publishing (e. g. publishers of educational materials) • Identify the style of writing (e. g. Chicago Manual of Style) • Identify stakeholders that can assist in quality and dissemination of materials http: //unesdoc. unesco. org/images/001437/143736 eb. pdf Strategy for Textbooks by UNESCO: http: //unesdoc. unesco. org/images/001437/143736 eb. pdf 10 Tips for Publishing and Dissemination: http: //bch. cbd. int/protocol/outreach/modules/Disseminationtips. doc List of frequently asked questions: http: //bch. cbd. int/protocol/cpb_faq. shtml Biosafety presentation templates: http: //bch. cbd. int/protocol/cpb_media. shtml and Factsheets: http: //bch. cbd. int/protocol/cpb_factsheets. shtml 10 presentation skills tips and Moderator’s/Facilitator’s Guide - http: //bch. cbd. int/protocol/outreach/modules/pp moderator-facilitator. doc The biosafety brochure and its visual representation of biosafety - Reducing the environmental risks of modern biotechnology: http: //bch. cbd. int/protocol/cpb_otherpubl. shtml Criteria for selecting training tools and exercises:
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities Step 4: Identify methods to promote and mainstream biosafety education and training Biosafety contributes to biodiversity, environmental issues and sustainable development. It is also a topic that is relevant to many fields and may interest many stakeholders. Some of the good practices include: • Review and identify good practices in Topic 2, Lesson 2 (http: //bch. cbd. int/protocol/outreach/modules/topic 2, procedures. pdf ) • Consider dissemination of biosafety information, including training and educational materials, through online and offline methods (e. g. networks, email, workshops, social media) • Develop and disseminate case studies • Identify measures to develop a “balanced curriculum” with both scientific and technical information regarding biosafety (e. g. legal and socio-economic considerations) • In this regard, biosafety can be integrated with other topics (e. g. environment management, science, political science, legal studies, business administration). Resources: Social media guidelines: http: //bch. cbd. int/protocol/outreach/modules/Social media guideline. doc Methods to perform curriculum connections as for sustainable development initatives by UNESCO/UNEP: Methods to develop a case study:
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities 2) Applying teaching methods: Deliverying training and educational activities It is essential to align education and training with key learning principles and teaching methods to promote better understanding of biosafety issues. Some good practices include: • Align the learning principles and teaching methods in Lesson 3, Topic 2, with the target audiences and topics selected for your training or educational activities to develop learning objectives (see next slide) • Consider gender-equality (e. g. whether female and male learn through different learning principles and require different teaching methods to learn) • Set up methods for target audiences to record/note information during education or training sessions (e. g. learning log or journal) • Set up opportunities for target audiences during the educational or training session to reflect and participate actively in the training or education • Select the appropriate formative (e. g. frequent checks during the education or training) or summative (e. g. tying all the information together) and assessments (e. g. evaluation form, question and answer sessions, closing rounds) to evaluate the activity • Use indicators identified in the introductory part • Ensure that the aim the guide or educational strategy has met the learning objectives • Regularly review necessary improvements of ongoing educational or training activities to enhance design and delivery of ongoing and/or upcoming training and educational activities • Provide means for ongoing support (e. g. help desk, office hours, discussion groups) • Systematically review the extent to which target audiences apply education or training through follow-up methods (e. g. surveys, discussion groups, networks) by using synchronous (e. g. webinar, peer-to-peer support, centers) or asynchronous facilitation (e. g. newsletters, email, networks, discussion groups, surveys, TED talks) • Identify unexpected learning and teaching methods • Set up methods for peer-to-peer discussions (e. g. exercises, group work, blogs, discussion groups) Exercise: Identify the type of learners your target audience is composed of using the learning principles in Topic 2, Lesson 3 Resources: Quality control methods and synchronous or asynchronous facilitation
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities Exercise: Link learning principles to learning objectives. First review Topic 2, Lesson 3 on learning domains (https: //bch. cbd. int/protocol/outreach/modules/topic 2, learningteaching. pdf ). Then select the verbs and develop a text for learning objectives for your training/educational activity. E. g. To analyze relations between governments and the private sectors to develop management skills in meeting the requirements to handle, transport, package and identify LMOs moved across international borders. Also review: Writing learning objectives with learning domains at https: //bch. cbd. int/protocol/outreach/modules/objectives. pdf
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities 3) Content: Developing modules It is essential to develop content such as modules of topics for a curriculum or training schedule (e. g. agenda). The content is the detailed plan of implementation of a training or education activity. Step 1: Develop the rationale It is important to develop a rationale in order to describe the importance of the training or education activity. Some good practices include: • Describe the topic of the course, including relevant approaches • Highlight the importance and current status of developments • Review any approval procedures to verify the rationale • Highlight any outstanding issues or unanswered questions • Identify any literature review or examples • State any facts that are unknown about the issue • Explain the consequences of not knowing or the benefits of knowing • State any specific questions and answers to the questions • Address any important finding • Relate the issue to the target audience
Topic 3: Planning for Public Education Lesson 1: Key components and steps of a resource guide for training/educational activities Step 2: Developing the introduction/background or description of the training or educational activity The introduction or description should be a brief summary of the major points or previous discussions that lead up to this activity. There are some good practices including: • Focus on the achievements of the target audiences • Use outcome-based descriptions (e. g. action verbs such as design, create, plan, analyze) • Be clear, concise, and easy to understand • Detail significant learning experiences and benefits learners can expect • Align with the outcomes identified in the rest of the activity/goals • Avoid obvious, redundant, or repetitive language • Avoid marketing language (such as “Concept X is a critical part of success in Industry Y” or “Course A will change the way you think about everything”) • Highlight the main points in the topic • Describe the teaching methods, if possible
Lesson 1: Key components and steps of a resource guide for training/educational activities Exercise: Sample Modules on Biosafety Issues. Fill out or revise the relevant components below to your training or education activity. Please scroll down to see all information. TOPICS AND MODULES SUGGESTED LIST OF CONTENT (course description and rationale) LEARNING OBJECTIVES SUGGESTED TEACHING METHODS SUGGESTED Monitoring RESOURCES (E. G. and Assessment MATERIALS OR LINKS) SUGGESTED Evaluation E. g. Online: Biosafety E. g. Certificate or informal Strategic Plan for Biosafety, Upcoming SCBD Publications (e. g. assessments indicators: online module on brochure: Presentations from -Number of Parties, in the Reducing the International, regional particular centers of origin, Supplementary environmental and/or national experts that have in place national Protocol and risks of modern Qualitative and biosafety legislation and Affective learning domain: Mainstreaming of biotechnology) quantitative studies (e. g. implementing guidelines not E. g. To develop an Biosafety http: //bch. cbd. interviews, evaluation and more than 6 years after understanding of ways in which Webinars and /protocol/cpb_ot surveys or questionnaires) accession to/ratification of the obligations deriving from online herpubl. shtml Protocol international agreements are Video of the -Percentage of Parties to the implemented at the national presentations http: //nbsapforu Protocol Supplementary Protocol to the https: //bch. cbd. int/pr level. Focusing on the Cartagena Protocol having in otocol/outreach/mod Cartagena Protocol and the m. net/#categorie http: //bch. cbd. int The Cartagena Protocol on Biosafety and its Supplementary Protocol on Liability and Redress s/340 /protocol/cpb_m place national administrative ules/introduction. doc Supplementary Protocol, ways Webcasts edia_video 1. shtm and legal frameworks in which international Social l incorporating rules and obligations are implemented at media/Digital procedures on liability and the national level across a Dialogues redress for damage caused by variety of instruments will be E. g. Offline LMOs analyzed. -Number of Parties with Or Metaphor To recognize/organize awareness and educational teaching materials on biosafety and the Teaching day Protocol available and weeks of accessible to the public, the year including the diversity of these materials Socio-economic considerations (SEC) Offline: E. g. Revised Certificate or informal Strategic Plan for Biosafety, Debates/Discussi Framework for assessments indicators: ons/Panels Conceptual External moderations or -Number of peer reviewed Case Clarity presentations research papers published, Affective or cognative learning method/Design Presentations from made available and used by domain: thinking International, regional Parties in considering socio. E. g. To examine SEC, in a Narratives or and/or national experts economic impacts of LMOs comparative manner, through story-telling Qualitative studies (e. g. -Number of Parties reporting https: //bch. cbd. int/pr international and national Mock interviews, research on their approaches to taking otocol/outreach/mod policies, guidance and other ules/description conventions and papers, case studies or socioeconomic considerations aspects that may be relevant sec. doc role-playing exams) into account to socio-economic -Number of Parties using considerations regarding the guidelines on socio-economic Cartagena Protocol considerations Or To recognize/organize
Topic 3: Planning for Public Education Lesson 2: Key components of an education strategy/action plan Learning objectives: -Identify components and definitions of objectives, activities, steps, timelines, target audiences, responsible Parties and monitoring/evaluation indicators
Topic 3: Planning for Public Education Lesson 2: Key components of an education strategy/action plan An education strategy or action plan for public education entails developing a plan to determine a course of action and direction. Governments set these up to to align work with institutional mechansms required. The strategy or plan supports how key activites can be accomplished and may also support in moblizing human, financial, technical resources for biosafety education and training. It helps to build common understanding of the objectives and expectations There are three components involved: • Inputs (e. g. analysis, vision, goals and objectives) • Outputs and outcomes – (e. g. pocedures/activities, steps, time frames, responsible parties/target audiences and monitoring/evaluation) • Other components – (e. g. financial resources)
Topic 3: Planning for Public Education Lesson 2: Key components of an education strategy/action plan 1) Inputs Analysis Inputs are important as an initial measure to plan for an educational strategy/ation plan. This includes identifying the gaps, challenges and good practices. Governments should do so through gathering and reviewing information. In doing so, effective/clear visions, missions and goals can be set up for the education strategy/action plan. Some of the good practices include: • Interviews with key public authorities and other stakeholders • Review of legal, policy and other frameworks related to education, including environmental and sustainable development education • Liaise with academic institutions and other educators to review needs and demands for biosafety education and training • Conduct surveys and other questionnairs to public authorities or other stakeholders • Review the importance of public education, including the external and internal factors as outlined in Topic 1, Lesson 4 (https: //bch. cbd. int/protocol/outreach/modules/importance. pdf) • Perform a SWOT analysis to review the strengths, weakenesses, opportunities and threats to identify the context, including the stakeholder analyisis and situation analysis • Rewiew the roles and responsibilities of public authorities and other stakeholders • Conduct a policy analysis • Review topics in environment and/or sustainable development (e. g. biodiversity is integrated into public education) • Develop a cost-benefit analysis or operations research • Review other administrative straties and action plans Resource: 10 steps to policy analysis Exercise: SWOT analysis features Resource: How to analyze risks in project management
Topic 3: Planning for Public Education Lesson 2: Key components of an education strategy/action plan Vision, goals and objectives After gathering and reviewing information, you can develop the vision, goals and objectives of the educational strategy/action plan. The aims could be as specific, measureable, achievable, realistic and timebound (SMART) as possible. You can also identify an individual or a establish a team (e. g. setting up a task force) to identify these aims and participate in developing the strategy/plan. The vision, goals and objectives will assist in explaining the reasons for the activities, procedures and mechanisms. Some good practices include: • Base the vision on the general importance outlined in Topic 1 (https: //bch. cbd. int/protocol/outreach/modules/importance. pdf ) • Base the goals on importance specific to biosafety, under Topic 1 (https: //bch. cbd. int/protocol/outreach/modules/importance. pdf ) • Base the objectives on the relevant operational objectives of the programme of work on public awareness, education and participation regarding LMOs Resource: SMART Goals - Definition Link: Programme of Work (http: //bch. cbd. int/protocol/cpb_art 23_pow. shtml) Resource: Business Case, including developing purpose and justification for projects
Topic 3: Planning for Public Education Lesson 2: Key components of an education strategy/action plan 2) Outcome and Outputs Priority areas Base the priority areas on the relevant priority areas for the programme of work Procedures /activities and steps The activites, procedures and steps provide support in determining actions to achieve the goals, objectives and mechanisms. These are the most relevant components to promote biosafety education. You would need incorporate procedures/activies and steps with Topic 2, Lesson 2, on administrative mechanisms and procedures (http: //bch. cbd. int/protocol/outreach/modules/topic 2, procedures. pdf ). Exercise: Please insert your preferences in the implementation plan at http: //bch. cbd. int/protocol/outreach/modules/education and training strategy. xls (Also see below) Please note the procedures and activites are in line with the following frameworks and decisions: • Proramme of Work on public awareness, education and participation regarding LMOs (operational objective 2. 2 to promote education concerning the safe transfer, handling and use of living modified organisms through formal academic institutions) • Strategic Plan for the Cartagena Protocol (operational objective 2. 7 Biosafety education and training) and the Programme of work on public awareness, education and participation regarding LMOs • Framework and Action Plan for Capacity-building for the Effective Implementation of the Cartagena Protocol (in particular Focal area 7: Biosafety education and training, operational objective 7, (activity 7. 4) to integrate biosafety into the curricula of existing relevant academic programs and courses • Report of the Third International meetings of academic institutions and organizations involved in biosafety education and training Link: Priority areas for the programme of work (http: //bch. cbd. int/protocol/cpb_art 23_pow. shtml#proele 2) Resources: How to develop the implementation plan in project management
Topic 3: Planning for Public Education Lesson 2: Key components of an education strategy/action plan Time frames Set the appropriate time frame based on analysis and procedures outlined for up to 5 years. In doing so, incorporate unexpected events, such as intergovernmental changes. You can also consider setting up activities and procedures using three time frames such as short-term/immediate activities (1 -2 years), Medium-terms activities (3 -6 years) and Long-term activities (7 -10 years). Please note that some of the time frames are already set out in the programme of work and its priority areas Responsible parties/Target audiences You can base the responsible parties and target audiences on the input component, including Topic 2, Lesson 1 on roles and responsibilities of public authorities and other stakeholders (https: //bch. cbd. int/protocol/outreach/modules/roles. pdf ) Please note that some of the responsible parties and target audiences are already set out in the programme of work and its priority areas Please note that it may be useful to develop short-term, medium-term and then long-term activities as in the UN Environment Strategy for Environmental Education and Training: https: //wedocs. unep. org/rest/bitstreams/47270/retrieve
Topic 3: Planning for Public Education Lesson 2: Key components of an education strategy/action plan Monitoring/Evaluation Set up monitoring and evaluation indicators by reviewing Topic 2, Lesson 2, such as in the section on “ 2) Ensure that biosafety education is promoted by relevant stakeholders, including educators”. (http: //bch. cbd. int/protocol/outreach/modules/topic 2, procedures. pdf ) Other good practices include: -Setting up a scorecard -Strategy map -Developing report every quarter or bi-annually -Issuing questionnairs in academic institutions and for other educators Resources: How to develop quality control in project management
Topic 3: Planning for Public Education Lesson 2: Key components of an education strategy/action plan 3) Other components Financial resources Other components that are important to consider are the financial resources and budget issues. You can base the financial capacity on Topic 2, Lesson 2, such as “ 5) Identify a dedicated budget for public education of biosafety issues” (http: //bch. cbd. int/protocol/outreach/modules/topic 2, procedures. pdf )
Exercise: Fill out the appropriate top-down initatives Planning Phase - Inputs Nonpartisan and impartial teaching to understand issues related to biosafety Improved implementation of biosafety legal frameworks and other biosafety decisions Impartial analysis and research in biotechnology Enhanced understanding of biosafety by stakeholders in related fields Increased collaboration and support of biosafety issues on the international, regional and national levels Foster South-South and North-South cooperation on biosafety issues Long-term and comprehensive training of biosafety issue to staff members and researchers Improved research, studies and/or capacity to conduct risk assessments of LMOs and/or laboratory detection of LMOs Increased cooperation with trade agreements Increased advisory services provided on a regular basis Enhanced implementation of the National Biosafety Frameworks (NBFs), in particular the component on public awareness, education and participation Develop experts as researchers or in government, industry, NGOs to assist in implementing the Protocol Goals: Programme of Work on PAEP-Programme element 1. 1: Capacitybuilding for the promotion of public awareness, education and participation Objectives: Specific Objectives: Top-Down Apporach/Mechanism Programme of Work on PAEP-Programme element 1. 2: Capacitybuilding for the promotion of public awareness, education and participation To put in place enabling legal and / or policy frameworks and mechanisms to facilitate public awareness, education and participation concerning the safe transfer, handling and use of living modified organisms To establish institutional mechanisms to promote and facilitate public awareness, education and participation concerning living modified organism Implementation phase - Outcome and Outputs Priority Areas Build and maintain joint initiatives Advance legal and/or policy frameworks in public education Procedurs and Activities Organize awareness and educational activities Steps Responsible parties Time frames Target groups Monitoring Parties (e. g. Nominate or suggest experts in education and/or training in biosafety focal points, Appoint or identify individuals and/or a group(s) that can assist in ministries) Number of academic and providing information to relevant public authorities Within 3 -Relevant professional experts in The general public Encourage public authorities to set up biosafety units, advisory groups years (as in the priority organizations biosafety and other initiatives areas) -SCBD Encourage public authorities to set up biosafety units, advisory groups -Media (as in the and other initiatives priority areas) Participate in international, regional and national events related to national strategic plans and other frameworks in biosafety and other initiatives, including biodiversity, agriculture and education
Exercise: Fill out the appropriate bottom-up initatives Planning Phase - Inputs Nonpartisan and impartial teaching to understand issues related to biosafety Improved implementation of biosafety legal frameworks and other biosafety decisions Impartial analysis and research in biotechnology Enhanced understanding of biosafety by stakeholders in related fields Increased collaboration and support of biosafety issues on the international, regional and national levels Foster South-South and North-South cooperation on biosafety issues Long-term and comprehensive training of biosafety issue to staff members and researchers Improved research, studies and/or capacity to conduct risk assessments of LMOs and/or laboratory detection of LMOs Increased cooperation with trade agreements Increased advisory services provided on a regular basis Enhanced implementation of the National Biosafety Frameworks (NBFs), in particular the component on public awareness, education and participation Develop experts as researchers or in government, industry, NGOs to assist in implementing the Protocol Goal(s): Programme of Work on PAEP-Programme element 1. 3: Capacitybuilding for the promotion of public awareness, education and participation Programme of Work on PAEPProgramme element 1. 4: Capacity-building for the Programme of Work on PAEPpromotion of public awareness, Programme element 2. 1: Public education and participation awareness and education To develop the professional capacity of personnel involved in promoting public awareness, education and participation concerning the safe transfer, handling and use of living modified organisms To promote collaboration and sharing of experiences and resource materials on public awareness, education and participation concerning living modified organisms Objectives: Specific Objectives: Bottom-up Approach: To promote education concerning the safe transfer, handling and use of living modified organisms through formal academic institutions Implementation phase Priority Areas Advance tools, resources and processes to broaden training activities Strengthen biosafety education at all levels Procedures and Activities Steps Time frames Responsible parties Target groups Monitoring
Review the Educational strategy https: //bch. cbd. int/protocol/outreach/modules/education and training strategy. xls
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