Programme of work on public awareness, education and participation concerning the safe transfer, handling and use of living modified organisms, 2011-2020 and its Priority areas

The Communication, Education and Public Awareness Programme of the Convention on Biodiversity's 2008 Toolkit.

A report of the third International Meeting of Academic Institutions and other Organizations involved in Biosafety Education and Training, including Annexes on "List of Action Points to Promote Networking and Collaboration among Academic Institutions to Promote Biosafety Education and Training", "Action Plan for Promoting Networking and Collaboration among Academic Institutions to Promote Biosafety Education and Training" and "List of Topics That May Be Considered for Inclusion in the Curriculum of Biosafety Education and Training Courses and Programmes"

The website provides information on enabling environmental education into academia, including mainstreaming environmental education into academia, university networks (e.g. Global Universities Partnership on Environment and Sustainability -GUPES), campaigns, events and training opportunities.

The document outlines the strategies and action plans for environmental education. The key outcomes to implement the strategies are as follows: Advocacy and promotion of environmental education, Professional development and training programmes, Learning support materials, Networking and partnerships, ongoing research and promotion of on-line learning and media and public education.

This document outlines recommendations on using the Multiple-Perspective Approach for UNESCO's Education for Sustainable Development and Biodiversity. It also includes lesson plans and case studies on biodiversity.

This link provides materials for youth and teachers on biodiversity issues, including sample curricula.

The structure of the UNIDO e-Biosafety Training Programme ensures that trainees from different backgrounds such as life sciences, social sciences, law or economics successfully acquire the skills necessary to gain proficiencies in basic biotechnological knowledge, regulatory concepts and risk assessment procedures.

This information in the capacity-building database of the Biosafety Clearing-House provides a list and links to different sources of academically-accredited biosafety courses.

This document is a learning resource guide for teachers in ordinary level secondary education in Tanzania to be able to teach biodiversity developed by the government and different partners. It outlines the importance of biodiversity in education and biodiversity education in different subjects, including different teaching methods, resources, lesson activities and evaluation methods.

This presentation is on the best practice in integrating biodiversity in teaching and learning process in Tanzania by the Ministry of Education. It outlines some of the tools, roles and administrative procedures of integrating biosafety into public education.

This workshop report outlines the training of different stakeholders in integrating biodiversity into public education in Tanzania. It includes summaries of presentations on biodiversity and education for sustainable development, international training programme on ESD in formal education, teaching biodiversity concepts in secondary schools, recommendations for improvement of the learning material and a way forward to develop a resource book.

This document is a sample questionnaire to schools regarding integrating biodiversity into curricula.

The link is to guides and other resource materials for university students and other stakeholders.

This curriculum matrix outlines the topics, objecitves, suggested content, suggested teaching strategies, suggested resources and notes to integrate biosafety into the educational system in Swaziland. It was prepared by the National Curriculum Center at the Ministry of Education by signing an MoA for "Mainstreaming of Biotech & Biosafety in Processes and Programmes of Primary Schools, Secondary Schools and High Schools" and a task team comprise of NCC and Swaziland Educational Authority.

This biosafety curriculum audit report from Swaziland was part of the process of mainstreaming the biosafety concepts into the school curriculum. An audit of the existing curriculum was done to ascertain the state of such concepts in the present curriculum to identify the gaps in the integration process. The curriculum audit process took place by the Ministry of Education and the Swaziland Environment Authority.

This report entitled: "A report on the DACUM process for biosafety and biotechnology in Swaziland" outlines the background to the development of biosafety curriculum. The DACUM process included various experts/stakeholders from different organizations and institutions in biosafety. The process included a workshop to, among other things, an approach to curriculum, solicit ideas and information and analyze various occupations that deal with biosafety to identify the knowledge, skills and attitudes necessary to perform such occupations.

This final progress report outlines outlines the collaborative project between the University of Swaziland (UNISWA) and the Swaziland Environment Authority (SEA). The report marks the conclusion of the implementation of phase 1 of the main project titled “Integration of modern biotechnology and biosafety in programmes and processes of higher education and training institutions in Swaziland”. It outlines various outputs and timelines for undertaking activities. The project was implemented by the "Mainstreaming of Environmental & Sustainability Issues in African Universities" - MESA Implementation Committee (MIC) on behalf of UNISWA. The MIC was established by UNISWA and was housed in the Academic Development Centre (ADC) of the University. Modern biotechnology and biosafety were identified as having immediate relevance or relationship to environment and sustainable development. The Cartagena Protocol on Biodiversity (CPB) was promulgated to assist countries apply appropriate measures to manage the use and trans boundary movement of Genetically Engineered (GE) products which are outcomes of application of modern biotechnology techniques.

This report on assessment of level of integration of modern biotechnology and biosafety in programmes and practices in institutions of higher education and training in Swaziland was based on a committee's audit(Mainstreaming of Environmental & Sustainability Issues in African Universities of the University of Swaziland - MESA audit team) of nine institutions that participated in the study. An MoA formalized a collaboration between the Sustainable Environment Authority of Swaziland (SEA) and the University of Swaziland which is part of the larger UNEP-GEF capacity building for implementation of the NBF project currently implemented by SEA.

This report is on the implementation of awareness raising and training workshops for staff on the integration of biotechnology and biosafety in programmes and practices in institutions of higher education and training in Swaziland. At the completion of phase 1 of the project titled “Integration of Biotechnology and Biosafety in programmes and processes of higher education and training institutions in Swaziland”, the University of Swaziland (UNISWA) and the Swaziland Environment Authority (SEA) entered into another partnership to implement phase 2 of the project. Implementation of the phase 2 activities mainly involve conducting awareness and training workshops. The implementation is done by the MESA Implementation Committee (MIC) on behalf of UNISWA on mainstreaming biosafety into educational institutions. The main goal of the project is to raise awareness among staff in tertiary institutions and equip them with basic knowledge of biotechnology and biosafety issues for them to mainstream such in programmes and practices in their institutions.

This biosafety curriculum in Switzerland is a curriculum is based, among other things, on living modified organisms for contained use. to harmonize the biosafety standards within Switzerland on a high professional level. The supervisory committee of the Curriculum Biosafety has appointed b-Safe Ltd as study supervision that organizes courses. The curricula was developed by several stakeholders in collaboration with a biosafety officer and biosafety experts to harmonize biosafety standards within Switzerland on a high professional level.

The link is to the National Coordination Biosafety Center of Belarus that provides a number of biosafety educational resources, including online modules, biosafety courses and educational articles. The online modules are on GMO biosafety issues, including for laboratories on GMO detection on new methods of GMO detection and identification and for the risk assessment experts of GMOs and for persons who responsible for GMO authorization. There is also education and training courses and seminars, including in collaboration with the Aarhus Centre (http://www.aarhusbel.com/), including a presentation on "Sharing Experience in the Field of Education and Raising Public Awareness of Biosafety Issues" and "Public Participation in Biosafety Issues." Books and guidelines are also available through the link for the primary, secondary and tertiary level, including the Belarusian State University course on Microbiology Cathedra "Transgenic Eucariotic Microorganisms" (http://www.bio.bsu.by/microbio/kursy_transgen_eukariot_org.html). Finally, there is also educational materials, including articles for outreach purposes (e.g. speeches on radio and television in the link.

The University of West Indies has a Master's degree programme in biosafety, including a course on legal aspects of biosafety. The programmes in biosafety are tailored to meet the demand for biosafety expertise associated with the use of modern biotechnology products in trade and to promote the benefits, awareness and understanding of modern biotechnology. The programme is through a mixture of learning methods/formats with both online and face-to-face methods. The objectives are to, among other things, create a cadre of skilled biosafety experts with knowledge of biotechnology in the region, sustain the benefits of biotechnology while demonstrate the need for its safe application, provide students with biosafety skills in biotechnology and the ability to identify the risks involved and provide a response to both national and regional biosafety needs among various stakeholders as outlined in the Cartagena Protocol on Biosafety.

The course is intended to provide students with current statutes relating to biosafety and the trade of goods pertaining to the Caribbean region. It covers binding and non-binding frameworks governing international agreements, regulations, guidelines, and national laws on biosafety worldwide and in the Caribbean. The programme of study includes critical laws and regulations pertaining to the safe use and trade of genetically modified organisms which forms part of the Caribbean development goals in ratification of regional and international agreements such as the Cartagena Protocol. The learning objectives include, among other things, to discuss national and international agreements on biotechnology and biosafety, differentiate between binding and non-binding Biotechnology instruments, analyse relevant statutes in the Cartagena Protocol and the Convention on Biological Diversity, apply the codes of conduct on the import and export of biological agents, evaluate the legal aspects of biotechnology and biosafety case studies and produce a Powerpoint presentation on the National Biosafety Frameworks in a Caribbean territory. The course also includes a number of resource materials on biosafety listed in the document.

The link has information on GenØk's biosafety courses. The ongoing one is on "Holistic Foundations for Assessment and Regulation of Genetic Engineering and Genetically Modified Organisms" for NGO/civil society leaders, senior scientists, policy makers and regulators from developing countries. This 2-week course is a mix of lectures, group discussions, casework and practical laboratory sessions. GenØk has also provided a number of university level courses.

The letter is an official letter to the Commission on Higher Education of the Office of the President in the Philippines requesting the inclusion of biosafety in curricula.

This presentations is on the implementation of the Protocol in the Philippines, including on Article 23 and the Biosafety Clearing-House. The presentation is part of the Information, Education and Communication (IEC) activities in the country. The IEC activities include public education in the University of Philippines and Colegio San Juan de Letran with university and high school students and teachers.

Eco-Schools is a fundamental initiative which encourages young people to engage in their environment by allowing them the opportunity to actively protect it.

The curriculum resources and professional development that Facing the Future provides in this link are academically rigorous, easy for teachers to implement into their already crowded classroom schedules, and highly engaging for students.

The GYBN aims to represent the voice of global youth in the negotiations under the United Nations Convention on Biological Diversity (CBD).

This document outlines how schools can become sustainable and how to have a School Sustainability Plans (SSPs). It also includes a number of resources through a toolbox, such as on case studies and links.

This website provides information on effective teaching methods.

In this website, information on teaching methods and developing lesson plans is available.