1 - OAS
EXECUTIVE SUMMARY OF THE PROJECT CONCEPTS IN THE AREA OF
SCIENCE AND TECHNOLOGY FOR THE FINANCING OF
THE SPECIAL MULTILATERAL FUND OF THE INTER-AMERICAN COUNCIL
FOR INTEGRAL DEVELOPMENT (FEMCIDI)
(Textual extracts for translation purposes)
I. Project: Argentina – Promoting Education in Engineering and Partnerships between Universities, the Public Sector, and Business to Stimulate Development in Latin America and the Caribbean.
1. Information:
1.1 Name of the Project: Promoting Education in Engineering and Partnerships between Universities, the Public Sector, and Business to Stimulate Development in Latin America and the Caribbean
1.2 Country submitting the Project: ARGENTINA
|Name of the Institution: |NATIONAL DIRECTORATE OF INTERNATIONAL RELATIONS (DNRI) – MINISTRY OF SCIENCE, |
| |TECHNOLOGY AND PRODUCTIVE INNOVATION, ARGENTINA (MINCYT) |
|Name of the person preparing the concept: |Ing. Agueda Menvielle. Director of the National Directorate of International |
| |Relations (DNRI) |
|Telephone: |5411 4891 8470 / 71 / 72 / 73 |
|Email address: |amenvielle@.ar |
3. Participant(s) Country (ies): Include the following information for each participant country.
|Participant country: |ARGENTINA |
|Name of the institution |NATIONAL DIRECTORATE OF INTERNATIONAL RELATIONS (DNRI) – MINISTRY OF SCIENCE, |
| |TECHNOLOGY AND PRODUCTIVE INNOVATION, ARGENTINA (MINCYT) |
|Coordinator: |Ing. Agueda Menvielle. Director of the National Directorate of International |
| |Relations (DNRI) |
|Telephone: |5411 4891 8470 / 71 / 72 / 73 |
|E-mail address: |amenvielle@.ar |
|Participant country: |COLOMBIA |
|Name of the institution |ADMINISTRATIVE DEPARTMENT OF SCIENCE, TECHNOLOGY, AND INNOVATION OF COLOMBIA |
| |--COLCIENCIAS |
|Coordinator: |Pablo Javier Patiño. Director of Research Promotion |
|Telephone: |571-6258480 |
|E-mail address: |pjpatino@.co |
|Participant country: |BRAZIL |
|Name of the institution |FEDERAL UNIVERSITY OF SANTA CATARINA-UFSC |
|Coordinator: |Alvaro Prata - Rector |
|Telephone: |+55 (48) 3721-9320 / 3721-9463 |
|E-mail address: |prata@polo.ufsc.br |
|Participant country: |URUGUAY |
|Name of the institution |DIRECTORATE FOR INNOVATION, SCIENCE, AND TECHNOLOGY, MINISTRY OF EDUCATION AND |
| |CULTURE |
|Coordinator: |Gerardo Agresta |
| |Director of Innovation, Science, and Technology |
|Telephone: |(+598)2901 4285 |
|E-mail address: |direccion@dicyt.gub.uy |
|Participant country: |PANAMA |
|Name of the institution: |TECHNOLOGICAL UNIVERSITY OF PANAMA |
|Coordinator: |Juana Ramos Chue de Perez |
|Telephone: |(507) 290 8448 |
|E-mail address: |juana.ramos@utp.ac.pa |
|This project will also promote coordinated work with all of the countries that are part of the Working Group on Human Resources Development —|
|Engineering and Science, formed at the Third Ministerial Meeting: Argentina, Colombia, Mexico, Nicaragua, Dominican Republic, Trinidad and |
|Tobago, Paraguay, Guatemala, and Costa Rica. |
1.4 Estimated duration: 2 years.
1.5 Total estimated amount (US$):
|Amount requested from |Counterpart |External Donor(s)/Partner(s) US$ |
|FEMCIDI US$ |(participating countries) US$ | |
|US$ 300,000 |US$ 160,000 |---------------- |
2. Framework Program and Line of Action:
1. Programmatic Approach:
Promotion of improvements in science and engineering education to stimulate innovation, an entrepreneurial culture, and competitiveness (including specialized networks, technology parks, and business incubators for micro, small, and medium-sized enterprises (MSMEs).
2. Line of Action:
The main objectives of this concept are the following:
• To establish a culture of ongoing improvement in the quality of education in science and engineering based on best practices and innovative techniques in teaching around the world, including the ongoing review and updating of curricular programs.
• Stimulate industrial innovation and promote the development of MSMEs by fostering university-public-private partnerships aimed at improving applied research as well as advanced development and applications in engineering.
These objectives are in accordance with the FEMCIDI line of action, “Scientific Development and Exchange and Technology Transfer.” Science, technology, engineering, innovation, and education in sciences are fundamental for the integral development of member states. In this context, efforts will be made to promote dialogue, facilitate cooperation and technical assistance, promote the exchange of experiences, and support member states in their actions.
3. Background, Justification
1. Problem:
In Latin America, institutional practices to foster research and innovation have traditionally been a reflection of the classical linear model of Science, Technology, and Innovation. This model maintains that the relationships between research and innovation play out in a strictly causal and unidirectional process in which scientific research leads to technological development, which in turn leads to industrial innovations, each developed in independent spheres. In this framework, innovation is put forth as applied science and the dissemination of this innovation is seen as a relatively simple process.
This model has been relatively successful in economies that use more advanced technology and in sectors with high technological and financial capacity. However, in Latin America, where the productive sector is based more on trade and capital accumulation—even at the cost of competitiveness—it presents intrinsic deficiencies, intensified by circumstances that are typical in developing economies, such as a low level of investment in science and technology and the business community’s relative lack of interest in seeking true competitiveness through knowledge.
The teaching of engineering in Latin America has also been influenced by these traditional ideas. And though we tend to think that we have now gone beyond the linear model, educational models have not yet been sufficiently adapted to new realities and social demands. A new approach is required that sees scientific rigor and fundamentals, not as something disconnected from technological demands and applications, but rather as a vital part of a great productive effort in which the borders between basic research, applied research, technological development, and innovation are erased to form a continuum of ongoing interactions and feedback in every direction.
Today, teachers and practitioners of engineering have access to technologies that make it possible to use and practice techniques, design methods, theories, and fundamental concepts, which up until a few years ago were considered to be exclusively academic materials, with little or no industrial or commercial applicability. Because of this, it is not only more urgent to have an increasingly robust scientific foundation for the training of engineers in the continent, but it is also necessary for future generations to be the primary researchers in their fields of study. We also need to search for complete knowledge, capable of moving from phenomenological descriptions of nature expressed in scientific—and especially mathematical—language, to technological achievements that are more relevant for production and competitiveness.
The changes that have occurred in the last few decades also broke with the orthodox scheme of neo-classical economic theories, affecting the organization of production, the theory of business, and technological change, and introducing a new dynamic of development for countries. Because of this, we have come to have an economy based on knowledge and driven by innovations. Today, more than ever, production, distribution, and the use of knowledge have taken on great importance.
Knowledge has allowed businesses to adapt to new situations. It has made them more flexible, had a powerful influence on competitiveness, and become a key factor in production. The learning process is on the rise, filtered by the culture of a society, but there is no guarantee that the accumulated experience of the past will necessarily prepare a society to resolve new problems.
Innovation is at the center of the matter. As a social phenomenon, innovation is deeply related to a country’s culture. Therefore, in order to resolve development problems in new scenarios, organizational and institutional development strategies are essential. The latter has become a pillar that makes it possible to reduce uncertainty in order to make better decisions and reach greater flexibility to adapt to new circumstances.
For these reasons, it is necessary to facilitate interaction between various spheres of knowledge—in the government and in the productive sector—using innovation to support the process. We must generate learning processes and strengthen the construction and management of knowledge in such a way as to promote an economic and technological transformation based on a new scientific-technological fabric, without losing social identity, by increasing a sense of belonging and facilitating social inclusion and income distribution.
The largest universities are strengthening their ties with the business sector through joint research, extension, and technology transfer activities, and the public sector is trying to support these practices by providing financial support for projects of cooperation between universities and businesses. However, these activities are not as strong in Latin America and the Caribbean (LAC) reducing possibilities for knowledge and technology transfer to the productive sector.
For all of these reasons, this project seeks to contribute to the understanding of the Latin American educational reality in the various fields of engineering. The results will make it possible to review and update teaching methods, contents, approaches, and methodologies that will help society to have the professionals it needs to achieve prosperity in the region. The project also seeks to contribute to knowledge about the technological innovation needs of the productive sector and about existing difficulties for the social acceptance of knowledge. This will promote technology transfer as well as agreement between the thematic areas of R&D in universities and the problems of the MSMEs in the region. The project also plans to create a virtual platform, as a specialized network to facilitate the continuity of the described activities including the exchange of best practices, the development of applied research projects for the MSMEs, and the promotion of greater participation and leadership on the part of women, youth, and groups that have been marginalized in science and engineering.
4. Description of the Project
1. Goal (general objective for development) to which the Project would contribute:
Formulate a Strategic Plan to:
Improve education in engineering in Latin America and the Caribbean, based on an understanding of the current reality, new pedagogical and technological realities, as well as market demands and the development objectives of the region. In addition, promote university-public-private partnerships that make it possible to stimulate industrial innovation and the competitiveness of regional MSMEs, with a practical and interactive approach.
2. Purpose or specific objective of the Project (one purpose per project):
• Establish strategies and actions to be implemented by countries and blocks of countries in order to transform the current reality of education in engineering in LAC and reach the established strategic objectives. The reality of the teaching of engineering in LAC will be taken into account as well as the main lines of development desired.
• Survey and build the capacity of platforms, programs, projects, centers, and/or networks that bring the academic and productive sectors together as one of their activities, as well as the Technology Transfer and Linkages Offices (OVTT) of the universities.
• Identify opportunities and gaps in cooperation and partnerships between the public sector, universities, and businesses. Determine strategic areas of action that promote networking and partnerships between the various sectors.
• Design and implement an Inter-American Virtual Platform for Government, University, Business Partnerships that allows the mobilization and coordination of public-private actors to facilitate the exchange of good practices; the development of applied research projects for the MSMEs; the promotion of greater participation and leadership of women, youth, and groups who are marginalized in science and engineering; and discussion on the teaching of engineering, considering the points of view of academia, business, governments, and civil society.
Methodology:
The methodology used will be one of periodic panel discussions on an agreed-upon agenda. At each gathering, commitments will be made for the next meeting so that in the end, the conclusions will be useful for universities, engineering departments, engineer associations, professional councils, governments, students, engineers, etc. The conclusions will grow out of the open exchange of ideas and debate on education in engineering and on university-public-private partnerships in Latin America and the Caribbean.
• Pre-meeting tasks
The organizing institutions will form work teams in charge of guiding a thematic agenda that will include various topics of interest for the country on matters of education in engineering and on university-public-private partnerships. Based on this thematic agenda, procedures will be determined for selecting and/or inviting expert panelists on each topic. Once the experts are confirmed, they will prepare an article and a presentation.
That same work team will be in charge of inviting members of the academic community, universities, government entities, businesses, professional engineering colleges and councils, and student or professional associations to attend, along with other members of the interested public who, though they may not be panelists, may still have a significant contribution to make in the area.
The details of the thematic agenda, the CVs of the panelists, and other materials for dissemination at the event and as follow-up will be uploaded to a website especially prepared for this project.
• Panel discussions/gatherings in Latin America
Four panel discussions will be held in different parts of LAC, which are yet to be confirmed. Each one will have approximately 25 participants who will be physically present and will work together for at least two full days. Experts from other countries of the region who are interested in the topics at hand will be present, and the project will pay their expenses. One complete day will be dedicated to the topic of Education in Engineering and another complete day will be dedicated to University-Public-Private Partnerships. Invited and/or selected panelists will be present at each session and they will present their proposals and points of view on the topic. After the keynote presentations, there will be open discussion and debate in which differing points of view can be aired. Both panelists and other attendees will participate in these debates. The participating national institutions will cover the local costs of organizing the gatherings when they are held in their country of origin.
A team of rapporteurs will take notes on the presentations and the debates and will summarize the conclusions of each session. These proceedings, together with the set of presentations and papers, will be uploaded to the webpage in electronic format and possibly compiled into a physical publication.
• Work between the gatherings
In the period between the gatherings, all of the content included in the proceedings and uploaded on the web pages will be disseminated and discussed in an ongoing fashion on line. There will be room for blog posts, opinion documents, information on related events, and follow-up on all of the activities that participants committed to doing in the previous gathering, as well as mention of the commitments that must be made for the next meeting.
• Training courses
Free virtual trainings will be held (one during each year of the project). Each will use a virtual modality, be one-month long in duration, and have a maximum enrollment of 20 students. The objective of the trainings will be to teach members of the OVTT, of the Regional Linkage Platforms, the public sector, the MSMEs, etc. about topics such as innovation management and business strategies for partnerships and internationalization.
• Final conclusions
At the end of the implementation period, the groups in charge will edit and compile a Strategic Plan, which will contain all of the work carried out in and outside of the panel discussion gatherings. This will be a collective effort built by consensus and can be adapted by universities, governments, and other actors.
4.3 Products/Results: Brief description of products as results.
| |Description of the Products |Base Line |Indicators |
|Product 1: |Identification of linkage platforms and |The national OVTTs have lists but they|A final document is produced |
| |description of university OVTTs |are not always updated | |
|Product 2: |Creation of a network of national contacts |None |A list of regional reference points on the |
| |in cooperation and innovation | |subject is compiled |
|Product 3: |Regional Gatherings for Education in |Some national documents on |Four written proceedings of events, one per |
| |Engineering and for |public-private partnerships in certain|meeting |
| |University-Public-Private Partnerships |specific areas | |
|Product 4: |Virtual training on topics related to | |Two virtual trainings have been done and at |
| |innovation management and business | |least 30 people have been trained. |
| |strategies for partnerships and | | |
| |internationalization. | | |
|Product 5: |Design of a Virtual Regional Platform. Web |None |Web page functioning. |
| |page on the gatherings | |Regional Virtual Platform is launched |
|Product 6: |Strategic plan for education in engineering|None |Strategic Plan Document |
| |and university-public-private partnerships | | |
4.4 Description of activities and estimated costs
| |Description of activities planned for project. |Budget |
| |List products and activities |Estimate in dollars |
|Product 1 |Survey of Technological Platforms in Latin America and Description of university Technology |30,000 |
| |Transfer Organizations (OVTT) | |
|Activity 1.1 |Design of consultation instrument | |
|Activity 1.2 |Implementation of consultation instrument | |
|Activity 1.3 |Analysis of data collected | |
|Product 2 |Creation of a Network of national contacts in cooperation and technological innovation |10,000 |
|Activity 2.1 |Pre-selection work | |
|Activity 2.2 |Creation of the network | |
|Product 3 |Regional gatherings for Education in Engineering and for University-Public-Private Partnerships |240,000 |
|Activity 3.1 |Pre-meeting tasks | |
|Activity 3.2 |Holding four meetings, one in each participating country of the project. | |
|Activity 3.3 |Edition and compilation of proceedings from the meetings in order to identify strategic areas | |
| |and actions to be implemented in education in engineering in LAC. | |
|Activity 3.4 |Edition and compilation of the proceedings from the meetings in order to identify opportunities | |
| |and gaps in cooperation and technological innovation for fostering university-public-private | |
| |partnerships. Identification of strategic areas and actions to implement. | |
|Product 4 |Virtual training on topics of innovation management and business strategies for association and |30,000 |
| |internationalization. | |
|Activity 4.1 |Preparation of educational materials | |
|Activity 4.2 |Publicize and conduct course | |
|Activity 4.3 |Final report | |
|Product 5 |Regional Virtual Platform—Web page |80,000 |
|Activity 5.1 |Design, hosting, and maintenance | |
|Activity 5.2 |Administration of content | |
|Product 6 |Strategic Plan for Education in Engineering and for University-Public-Private Partnerships |70,000 |
|Activity 6.1 |Writing, editing, and compilation | |
|Activity 6.2 |Publication | |
II. Project: Bolivia – Technology Transfer Program in Science and Engineering for the Institutional Strengthening of University-based Academic Scientific Research and the Impetus to Promote Technology Based Enterprises
1. Information:
1. Name of the Project: Technology Transfer Program in Science and Engineering for the Institutional Strengthening of University-based Academic Scientific Research and the Impetus to Promote Technology Based Enterprises
2. Country submitting the Project: Bolivia
|Name of the institution: |Vice Ministry for Science and Technology, Ministry of Education |
|Name of person preparing the concept: |Mauricio Céspedes Quiroga |
|Telephone: |Tel: 591-2-2681200 Int. 414 Cel.: 70117444 |
|E-mail address: |mcespedes@minedu.gob.bo |
|Name of the institution |Gabriel Rene Moreno Autonomous University |
|Name of person preparing the concept: |Julio Fernando Gumiel Galarza (MSc.) |
|Telephone: |Fono: 591-3-3584776 Cel.: 72626146 |
|E-mail address: |icit@.bo ; jfgumiel@ |
3. Participant(s) Country (ies): Include the following information for each participant country
|Participating Country: |Mexico |
|Name of the Institution: |National Polytechnical Institute (IPN)-Center for Incubation of Technology |
| |Based Enterprises (CIEBT) |
|Coordinator: |M. en C. Lourdes Duque Rodríguez |
|Telephone: |+ (52) 55 57296000 Ext. 63077 |
|Email address: |mmcduque@ |
|Participating Country: |Brazil |
|Name of the Institution: |Federal University of Espíritu Santo |
|Coordinator: |Phd. Marcos Oliveira De Paula |
|Telephone: |+ (55) 28 35528988 |
|Email address: |modep@.br |
4. Estimated duration (max. 3 years):
The project is expected to last three (3) years, keeping in mind the annual phases of work: 1) Exchanges for training trainers of technology-based enterprises by transferring knowledge and experiences of universities that are more developed relative to the coordinating, receiving university. 2) Accompaniment of the direct training of beneficiaries (youth entrepreneurs, male and female). 3) Technical assistance to the pre-incubation and incubation processes and accompaniment of the business. During the timetable for project implementation, collaborating partners will be recruited to participate in technical and financial cooperation to support the sustainability of the project.
1. Estimated total amount (US$):
|Amount requested from |Counterpart (participant countries) US$ |External Donor(s)/ Partner(s) US$ |
|FEMCIDI US$ | | |
|344,000 |224,000 |Amount to be determined |
If the project has any external donor(s)/partner(s), please list them below:
UPSA, YPFB, MSMEs, CAINCO, CREE, SAGUAPAC and others.
2. Framework Program and Line of Action:
2.1 Programmatic Approach: Identify one of the Programmatic Approaches approved by the OAS under which the project concept is presented. (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education.)
Promotion of improvements in education in engineering and sciences to incentivize innovation, an entrepreneurial culture, and competitiveness.
2.2 Line of Action: Identify one of the objectives in which the project concept is outlined and specify the direct relation between this objective and the one of the project concept. (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education.)
Stimulate industrial innovation and promote the development of MSMEs by promoting university-public sector-business partnerships aimed at improving applied research, as well as advanced development and engineering applications. This will allow a better fit between university research in science and technology and the need for social pertinence and relevance for the entrepreneurial market, which means fostering improvements in the capacity of human resources and strengthening institutions.
3. Background, Justification
3.1 Problem: Include a brief description of the problem/situation that the Project seeks to solve. Referring to the situation or circumstances of negative nature that the proposal will contribute to solve, and a reference about the context (location and key actors) where this problem/situation occurs (1 page max).
Research and extension work in our countries have been substantially restricted due to restrictions in university policy and a lack of incentives. Therefore, development has not been adequate and the result is low production potential and few innovative ways of confronting these limitations in the sense of generating and disseminating science, technology, and research and technology transfer. The Technology Transfer Program for the Institutional Strengthening of University-Based Academic Scientific Research seeks to strengthen and promote scientific research and university extension work. Perhaps the answer lies in developing new local entrepreneurial models by adopting ones that already exist in other areas of the world. In this process the goal is to internalize current technological and scientific progress with the support of inter-institutional, bilateral, and multi-lateral cooperation that will allow us to achieve high performance levels. All of this can be justified by the need to obtain the following advances:
- The generation of patents based on developing a local science over technological scientific foundations.
- The transfer of technology and results that justify new enterprises that have intellectual value and commercial value, in addition to being the life project of the entrepreneur and contributing to social development because of the innovative knowledge involved.
- The research cycle—begun in the university with competent young entrepreneurs who end up having a new life of entrepreneurship with a high survival rate for that enterprise in society—is completed.
- There is value for university instructors and students, in the sense that the professional training of entrepreneurs and the experiences gained will help form a broad platform of high-level consultants.
- Enterprises are vitalized as program agreements are fulfilled and links are established between institutions, the countries involved (Mexico, Bolivia, and Brazil), national collaborating institutions and businesses, and international organizations. These results can be an effective support in the community arena, by providing relevance and pertinence to social demands.
- The global GEDI index, which is based on a combination of sub-factors, such as attitudes, aspirations, and activities about entrepreneurship in a country, puts Bolivia in 66th place. This can be put in the context of Bolivia’s score on its three best variables, which are: skills (0.93), opportunities (0.80), and courage (0.67) and the three worst variables: innovation (0), absorption of technology (0) and risk capital (0) (Zoltan Acs, 2011. Diap. 15, 25)
2. Synergies: Identify other similar initiatives in the country and/or region and describe the potential for synergies with these initiatives.
The Bolivian INCUBA network is a program that promotes entrepreneurial culture in the country and it is linked to the Vice-Ministry of Science and Technology of the Ministry of Education of Bolivia. It can offer synergies through its experience in the context of improving participation to improve the capacity to undertake technology-based enterprises and by training of young entrepreneurs. In fact, technological scientific activity would be even better promoted in the universities and in the headquarters of the National Coordination.
4. Description of the Project
4.1 Goal (general objective for development) to which the Project would contribute: It refers to the longer term goal that contributes to achieving the purpose, which is always expressed as a contribution.
Contribute to the development of technological scientific research and innovation in the country that will receive the technology transfer (UAGRM and national institutional university system) based on experiences and developments in the countries involved in the program. The countries will benefit from the exchange as well, keeping in mind the incubation model for technology-based enterprises and the training of entrepreneurs, grouped in a network of globally consolidated institutions and enterprises.
4.2 Purpose or specific objective of the Project (one purpose per project): Definition of the effect/direct impact or achievement to be reached by the Project. Answers the question: What is the main transformation expected to be reached at the end of the project?
Develop the scientific and technological capacities of human resources for the management of new, high-quality, innovative, competitive, and successful businesses, forming consolidated working networks that promote partnerships between business, state, and university as measured by socio-economic impact indicators.
4.3 Products/Results: Brief description of the products as results.
| |Description of the Products |Baseline |Indicators |
|Product 1: |Human resources trained |HR development differentiated by |120 professionals trained per year |
| | |gender | |
|Product 2: |Working network consolidated |Exchange of best practices, |Six joint activities per year |
| | |development and strengthening of | |
| | |strategic partnerships | |
|Product 3: |Incubation processes organized and |Multilateral approach and horizontal |Eighteen units maintain horizontal |
| |strengthened |cooperation |cooperation and multilateral approach for |
| | | |their enterprises |
|Product 4: |Absorption of technology |Joint cooperation projects |At least 10 joint projects being implemented |
|Product 5: |Improvement in capacity for innovation |Innovative projects in process of |At least five innovative projects being |
| | |implementation |implemented |
|Product 6: |Improved security of risk capital |Mobilization of external resources |External capital is mobilized for |
| | | |entrepreneurial projects in process of |
| | | |implementation. |
4.4 Description of activities and estimated costs:
| |Description of the Activities planned for the project. |Budget |
| |List products and activities |Estimated in US$ |
|Product 1 |Human Resources trained | |
|Activity 1.1 |Mobilize teachers and professionals who are IPN-CIEBT trainers to Bolivia |34,200 |
|Activity 1.2 |Mobilize teachers and professionals who are UFES trainers to Bolivia |29,700 |
|Activity 1.3 |Mobilize teachers and/or professionals from UABRM of Bolivia to IPN CIEBT of Mexico and to UFES of|42,600 |
| |Brazil | |
|Product 2 |Working network consolidated | |
|Activity 2.1 |Transfer and adaptation of BOL-IPN/CIEBT-UFES innovative practices |30,000 |
|Activity 2.2 |Formation of the Virtual University of the Monterey Technological System of the Educational |98,300 |
| |Program of the Americas for on-line training (50% on scholarship in the 9 related Masters | |
| |programs. Total: 196,609 within two years and seven months approximately | |
|Activity 2.3 |Development and strengthening of strategic partnerships |9,600 |
|Product 3 |Incubation processes organized and strengthened | |
|Activity 3.1 |Visits of professional peers in learning BOL-CIEBT-UFES |15,000 |
|Activity 3.2. |Visits of professional peers in evaluation CIEBT-UFES to BOL |15,000 |
|Product 4 |Absorption of technology | |
|Activity 4.1 |Exchange for organizing joint cooperation projects |15,000 |
|Activity 4.2 |Exchange for implementing joint cooperation projects |15,000 |
|Product 5 |Improvement in capacity for innovation | |
|Activity 5.1 |Exchange for organizing innovative cooperation projects |15,000 |
|Activity 5.2 |Exchange for implementing innovative cooperation projects |15,000 |
|Product 6 |Improved security of risk capital | |
|Activity 6.1 |Exchange to identify project donors |4,800 |
|Activity 6.2 |Exchange for consolidating donors |4,800 |
| |Total |344,000 |
III. Project: Costa Rica – Network of Public Laboratories for the Production and Quality Control of Anti-venoms in Latin America: Towards Regional Self-sufficiency through Cooperation
1. Information:
1. Name of the Project: Network of Public Laboratories for the Production and Quality Control of Anti-venoms in Latin America: Towards Regional Self-sufficiency through Cooperation
2. Country submitting the Project: Costa Rica
|Name of the Institution: |Instituto Clodomiro Picado, University of Costa Rica |
|Name of person preparing the concept: |José María Gutiérrez Gutiérrez |
|Telephone: |506-2229 3135 506-2229 0344 |
|Email address: |jose.gutierrez@ucr.ac.cr |
3. Participant(s) Country (ies): Include the following information for each participant country.
|Participating Country: |Costa Rica |
|Name of the Institution: |Instituto Clodomiro Picado |
|Coordinator: |José María Gutiérrez Gutiérrez |
|Telephone: |506-2229 3135 |
|Email address: |jose.gutierrez@ucr.ac.cr |
|Participating Country: |Argentina |
|Name of the Institution: |National Administration of Laboratories and Health Institutes (ANLIS) “Dr |
| |Carlos Malbrán” |
|Coordinator: |Patricia Geoghegan |
|Telephone: |54114301-7426, ext. 106 |
|Email address: |patgeoghegan@ |
|Participating Country: |Brazil |
|Name of the Institution: |Instituto Vital Brazil |
|Coordinator: |Luis Eduardo Cunha de Melo |
|Telephone: |5521 85966812 |
|Email address: |lcunha@.b |
|Participating Country: |Brazil |
|Name of the Institution: |Fundacao Ezequiel Dias (FUNED) |
|Coordinator: |Shirley Lasmar Lima, Mauricio Abreu Santos, Célia de Fátima Barbosa, Raquel |
| |Joane Rodrigues |
|Telephone: |31 3314 4752 |
|Email address: |shirley.lima@funed..br |
|Participating Country: |Brazil |
|Name of the Institution: |National Institute of Quality Control in Health (INCQS) |
|Coordinator: |Maria Aparecida Afonso Boller, Humberto Pinheiro de Araújo |
|Telephone: |21-3865-5151 |
|Email address: |maria.boller@incqs.fiocruz.br |
| |humberto.araujo@incqs.fiocruz.br |
|Participating Country: |Brazil |
|Name of the Institution: |Center for Production and Immunobiological Research-CPPI |
|Coordinator: |Isolete Pauli |
|Telephone: |41-3330-4400 |
|Email address: |isops@.br |
|Participating Country: |Peru |
|Name of the Institution: |National Institute of Health (INS) |
|Coordinator: |César Cabezas |
|Telephone: |617-6200 |
|Email address: |salljaruna@ |
|Participating Country: |Peru |
|Name of the Institution: |National University of San Marcos |
|Coordinator: |Armando Yarlequé Chocas |
|Telephone: |619-7000 |
|Email address: |ayarleque48@ |
|Participating Country: |Bolivia |
|Name of the Institution: |National Institute of Health Laboratories (INLASA) |
|Coordinator: |Gil Patrick Fernández Coeuillet |
|Telephone: |2226048 |
|Email address: |gilpatrick_f@ |
|Participating Country: |Colombia |
|Name of the Institution: |National Institute of Health (INS) |
|Coordinator: |Angela María Zambrano Ospín |
|Telephone: |2207700, ext 1121 |
|Email address: |amzambrano@.co |
|Participating Country: |Colombia |
|Name of the Institution: |University of Antioquia |
|Coordinator: |Juan Carlos Alarcón |
|Telephone: |219 23 15 |
|Email address: |Juan.alarcon@siu.udea.edu.co |
|Participating Country: |Venezuela |
|Name of the Institution: |Central University of Venezuela |
|Coordinator: |Adolfo Borges Strauss, Alba Marlene Vargas |
|Telephone: |605-3629 |
|Email address: |borges.adolfo@ |
|Participating Country: |Panama |
|Name of the Institution: |University of Panama |
|Coordinator: |Hildaura Acosta de Patiño |
|Telephone: |507-269-2741 |
|Email address: |hildaura6@ |
|Participating Country: |Mexico |
|Name of the Institution: |Biological an Reactives Laboratory of Mexico (BIRMEX) |
|Coordinator: |Alfredo Uscanga |
|Telephone: |55-5422-2840 |
|Email address: |auscangar@birmex.gob.mx |
4. Estimated duration (max. 3 years): Three years
5. Estimated total amount (US$):
|Amount requested to |Counterpart |External donor(s)/partner(s) |
|FEMCIDI US$ |(participating countries) US$ |US$ |
|US$400,000 |US$279,000 | |
If the project has any external donor(s)/ partner(s), please list them below:
2. Framework Program and Line of Action:
2.1 Programmatic Approach: Strengthening national quality infrastructures with an emphasis in metrology to ensure the competitiveness of micro, small, and medium scale enterprises (MSMEs).
2. Line of Action: Foster technical cooperation for ongoing improvement of ICs and INMs through sustainable local, sub-regional, regional, and international partnerships.
This objective, included in the selected Programmatic Approach, is closely related to the concept of the project presented since the project will foster the interaction and cooperation of Public Laboratories for Anti-Venom Quality Control and aims to ensure that these laboratories are consolidated in such a way that makes them sustainable and ensures the quality control of these important medications. In addition, the quality of anti-venoms produced in the region will be strengthened. The project concept that is submitted here has many strong components of local, sub-regional, regional, and international cooperation.
3. Background, Justification
3.1. Problem: Include a brief description of the problem/situation that the Project seeks to solve. Referring to the situation or circumstances of negative nature that the proposal will contribute to solve, and a reference about the context (location and key actors) where this problem/situation occurs (1 page max).
Poisonous snakebites are a significant public health problem in Latin America. The problem primarily affects those who work in agriculture. Generally, these are men, women, girls, and boys who live in rural areas. Most of them live in conditions of poverty and, therefore, it is a problem that is clearly related to inequity in access to medications and health services. It is estimated that this problem affects approximately 200,000 persons per year in Latin America, causing approximately 4,000 deaths and leaving some 20,000 people with physical aftereffects of various kinds. As a response to this problem, the countries of the region have established laboratories—primarily in the public sector—that are in charge of the production and quality control of anti-venoms.
The administration of anti-venoms in health clinics is the only scientifically validated treatment for this pathology. However, the technological capacities of the region’s laboratories—particularly the quality control laboratories—have been unevenly developed and there have been relatively few experiences involving the exchange and transfer of knowledge and technologies. Some countries of the region are not self-sufficient in the production and quality control of anti-venoms, and therefore there is a corresponding lack of access to these products and a great deal of difficult guaranteeing the quality and suitability of those that do exist. This problem is intensified by the fact that some of these laboratories do not have ongoing activities for technological development and innovation, and they have weak ties to university research and development groups in their respective countries. During the last decade, integration efforts have been made in the region aimed at linking the groups that work on the production and quality control of anti-venoms. These initial efforts have identified areas and niches for cooperation that should be developed and strengthened. Only a strong regional integration component will ensure that the Latin America region will become self-sufficient in the production and quality control of anti-venoms, with the resulting high impact that this would have in public health and quality of life in the region.
2. Synergies: Identify other similar initiatives in the country and/or region and describe the potential for synergies with these initiatives
The purpose of this project is to establish synergies with the efforts that are being made in the various Ministries of Health of the Latin American countries, since many of the institutions and centers that have signed on to this project concept are part of these ministries. There is also a great potential for establishing strategic partnerships with research and development groups located in Latin American universities, since important research projects on venoms and anti-venoms and on improving protocols for anti-venom quality control are being conducted in many of these universities.
The very act of linking the participant groups of this project with these academic groups will, without a doubt, further strengthen the achievements sought by this project. The project components in each country will identify the groups that could be allies in their effort.
4. Description of the Project
4.1 Goal (general objective for development) to which the Project would contribute: It refers to the longer term goal that contributes to achieving the purpose, which is always expressed as a contribution.
The goal is to consolidate, through regional cooperation, a Latin American regional network of public laboratories for the production and quality control of anti-venoms, which will foster cooperative and synergistic processes of training and quality improvement and of quality control systems for anti-venoms produced in the region, in order to satisfy the need for these pharmaceutical products in the region while ensuring high-quality products.
2. Purpose or specific objective of the Project (one purpose per project): Definition of the effect/direct impact or achievement to be reached by the Project. Answers the question: What is the main transformation expected to be reached at the end of the project?
The fundamental transformation that this project seeks to achieve is to overcome the current isolation and disaggregation of the public laboratories that produce and oversee the quality control of anti-venoms in Latin America in order to generate a regional scenario of integration and technology transfer among the public laboratories responsible for the production and quality control of anti-venoms, so that the region as a whole can become self-sufficient in the production and quality control of these immuno-biological substances with the corresponding impact on public health. As a corollary of this project, the strengthening of these institutions will also result in qualitative and quantitative improvement in the production of anti-venoms in the region, and above all in the improvement of endogenous capacities in the region for guaranteeing sufficient quality control of these products, with the resulting impact that these products would have on public health indexes in our countries.
4.3 Products/Results: Brief description of the products as results.
| |Description of the Products |Base line |Indicators |
|Product 1: |Strengthening of quality control |Laboratories with insufficient |Each laboratory will have two new quality |
| |technologies in laboratories of the region.|technology are validated to be able|control methodologies validated in three years.|
| | |to undertake certain quality | |
| | |control analyses. | |
|Product 2: |Program of activities for public |The laboratories are implementing |At least one training process for three staff |
| |inter-laboratory training to improve the |very few training activities for |members on quality control in each country over|
| |quality control of anti-venoms in different|their staff. |a period of 3 years. |
| |countries | | |
|Product 3: |In situ identification and solution of |Existence of specific quality |Each laboratory will receive the visit of one |
| |technological problems in laboratories that|control problems in laboratories. |expert from the region, during the three-year |
| |produce and ensure quality control through | |period, in order to analyze and resolve three |
| |visits of experts to the region. | |specific issues that affect the proper |
| | | |functioning of the laboratory. |
|Product 4: |Creation of Inter-laboratory System for |Lack of consensus in anti-venom |At least three workshops held in three |
| |public laboratories that produce |producing public regional |different countries over three years (one per |
| |anti-venoms |laboratories on basic aspects of |year) on topics related to quality control for |
| | |quality control. |anti-venoms. |
|Product 5: |Conduct collaborative research to introduce|Lack of in-vitro methods (that do |A new laboratory method, developed over a |
| |new quality control methods. |not use animals) for assessing the |period of two years, which makes it possible to|
| | |therapeutic potency of anti-venoms.|assess the neutralizing potency of the |
| | | |anti-venoms, which is developed through a |
| | | |project in which four of the groups involved |
| | | |participate. |
|Product 6: |Publication of documents, manuals, and |Lack of duly validated regional |Publication of a quality control manual for |
| |studies in science and technology |manuals for implementing quality |anti-venoms and five publications in |
| | |control for anti-venoms in the |specialized journals on improving and assessing|
| | |region. |anti-venoms, within a period of three years. |
4.4. Description of activities and estimated costs:
| |Description of the activities planned for the project. |Budget |
| |List products and activities |Estimated in US$ |
| | |(Include amt. requested of |
| | |FEMCIDI and counterpart) |
|Product 1 |Strengthening of quality control technologies in laboratories of the region | |
|Activity 1.1 |Assessment of problems and needs of laboratories |US$3,000 |
|Activity 1.2 |Acquisition of equipment for laboratories |US$300,000 |
|Activity 1.3 |Installation of equipment and launching their use |US$40,000 |
|Product 2 |Program of public inter-laboratory training activities for improving quality control of | |
| |anti-venoms in the different countries | |
|Activity 2.1 |Analysis and identification of aspects in each laboratory that require methodological |US$10,000 |
| |innovations. | |
|Activity 2.2 |Technology transfer and training processes according to the needs of each participating groups |US$50,000 |
|Activity 2.3 |Evaluation of results of technology transfer processes. |US$20,000 |
|Activity 2.4 |Visits and trainings in participating laboratories |US$50,000 |
|Product 3 |In situ identification and solution of technological problems in anti-venom producing and | |
| |quality control laboratories through visit of experts from the region. | |
|Activity 3.1 |Solution of problems in laboratory of Argentina |US$10,000 |
|Activity 3.2 |Solution of problems in laboratory of Brazil |US$13,000 |
|Activity 3.3 |Solution of problems in laboratory of Peru |US$10,000 |
|Activity 3.4 |Solution of problems in laboratory of Bolivia |US$10,000 |
|Activity 3.5 |Solution of problems in laboratory of Ecuador |US$10,000 |
|Activity 3.6 |Solution of problems in laboratory of Colombia |US$10,000 |
|Activity 3.7 |Solution of problems in laboratory of Venezuela |US$10,000 |
|Activity 3.8 |Solution of problems in laboratory of Colombia |US$12,000 |
|Activity 3.9 |Solution of problems in laboratory of Costa Rica |US$10,000 |
|Activity 3.10 |Solution of problems in laboratory of Mexico |US$10,000 |
|Activity 3.11 |Solution of problems in laboratory of Panama |US$10,000 |
|Product 4 |Creation of Inter-laboratory System for public laboratories that produce anti-venoms | |
|Activity 4.1 |Conducting Workshop 1: Technologies for quality control of anti-venoms. |US$20,000 |
|Activity 4.2 |Conducting Workshop 2: New Methodologies for quality control of anti-venoms. |US$20,000 |
|Activity 4.3 |Conducting Workshop 3: Evaluation of innovations introduced in quality control for anti-venoms. |US$20,000 |
|Product 5 |Conduct collaborative research to introduce new quality control methods | |
|Activity 5.1 |Development of immunological techniques to assess the effectiveness of anti-venoms |US$15,000 |
|Activity 5.2 |Analysis of results obtained and implementation of new technique in different laboratories |US$10,000 |
|Product 6 |Publication of documents, manuals, and studies in science and technology | |
|Activity 5.1 |Publication of Quality Control Manual for anti-venoms in Latin America. |US$4,000 |
|Activity 5.3 |Publication of 3 science/technology studies related to preclinical clinical assessment studies |US$2,000 |
| |of anti-venoms in Latin America. | |
IV. Project: Grenada - Science and Engineering Education for Innovation
1. Information:
1. Name of the Project:
Science and Engineering Education for Innovation
2. Country submitting the Project: GRENADA
|Name of the Institution: |T. A. Marryshow Community College |
|Name of the person preparing the concept: |Dr. Russell Steele, Deputy Principal. |
|Telephone: |(473)440-1389 |
|Email address: |russells@tamcc.edu.gd |
3. Participant(s) Country (ies): Include the following information for each participant country.
|Participating Country: |St. Vincent & the Grenadines |
|Name of the Institution: |St. Vincent and the Grenadines Community College |
|Coordinator: |Nigel Mc A. Scott, Deputy Director |
|Telephone: |784-457-4503/784-528-5328 |
|Email address: |nigel.scott@svgcc.vc |
|Participating Country: |Regional Agency |
|Name of the Institution: |Caribbean Association of Technologists, Technicians, Artisans and Craftsmen |
|Coordinator: |Clyde Phillip |
|Telephone: |868-762-9109; 868-673-2350 |
|Email address: |cattaccaribbean@ |
|Participating Country: |Dominica |
|Name of the Institution: |Dominica State College |
|Coordinator: |Dr. Donald Peters, President |
|Telephone: |767-440-4941 |
|Email address: |president@dsc.edu.dm |
|Participating Country: |Caribbean Regional Organisation |
|Name of the Institution: |University of the West Indies Open Campus and Faculty of Engineering |
|Coordinator: |Dr. Hazel Simmons-McDonald |
|Telephone: | |
|Email address: |hazel.simmons-mcdonald@open.uwi.edu |
4. Estimated duration (max. 3 years): 3 YEARS
1.5 Estimated total amount (US$): $385,000
|Amount requested to |Counterpart |External donor(s)/partner(s) |
|FEMCIDI US$ |(participating countries) US$ |US$ |
|385,000 |200,000 (in-kind) |100,000 |
If the project has any external donor(s)/ partner(s), please list them below:
1. Framework Program and Line of Action:
1. Programmatic Approach: Identify one of the Programmatic Approaches approved by the OAS under which the project concept is presented. (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education.)
Promoting Improvements in Science and Engineering Education
To improve the quality of science and engineering study programmes in the Eastern Caribbean Community Colleges through collaboration among each other and with regional and CARICOM national universities, international exchanges, and public-private sector partnerships. This will include backward and forward linkages to secondary and primary schools to stimulate an excitement and interest leading to an increase in the numbers of students graduating with science and technology and pursuing post secondary education. Also, the project will review the curricula to ensure the study and application of sustainable energy science and engineering is included in the tertiary education science and engineering programmes.
2. Line of Action: Identify one of the objectives in which the project concept is outlined and specify the direct relation between this objective and the one of the project concept. (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education.)
To improve science and engineering study programs in LAC universities through content upgrade, the incorporation of global competencies and entrepreneurial skills and academia-public-private partnerships (e.g. co-ops, internships, scholarships, joint cooperation projects).
2. Background, Justification
1. Problem: Include a brief description of the problem/situation that the Project seeks to solve. Referring to the situation or circumstances of negative nature that the proposal will contribute to solve, and a reference about the context (location and key actors) where this problem/situation occurs (1 page max).
While Agriculture is the main foreign exchange earner in Grenada’s economy and that of the other three Windward Islands (St. Vincent & the Grenadines, St. Lucia, and Dominica), agriculture is mostly practiced with a low level of technology, and limited productivity. At the level of the Ministry of Agriculture there is an attempt by senior agricultural scientist to introduce science and technology into the practice of agriculture and farming, but it is a slow process due to the limitations of farmers, the extension workers and government resources.
Agriculture is taught in one year and two year programmes at the T.A. Marryshow Community College but it has not been able to attract many students to the programme. It is taught in secondary schools as well in Grenada, but agriculture is still perceived as a backbreaking risky business because young people relate this to the experience of their parents. It is also seen as an easier science or not as a science at all. At the same time the Ministry of Agriculture is promoting the use of science and technology to make agriculture more productive in Grenada. Involving students in solving problems related to the improvement in the quality of the output of production in the private and public sector can lead to motivation and learning in science and technology in the education system. At the college level collaborative projects between agriculture, technology and pure science students can contribute to innovation and stimulate increased interest in applied science.
Students entering the science and technology programmes at the college level are often weak in mathematics and conceptual thinking. There needs to be improvements at the secondary and even primary levels in order to improve the tertiary level. Collaboration among science teachers at all levels can contribute to the sharing of ideas and approaches to teaching science and mathematics at all levels of the education system. This could also include linking teachers of science and technology with the specialist and entrepreneurs trying to solve a problem in the productive or social sector. A few examples are:
In Grenada there are a few research projects looking at alternative feeding systems for small ruminants to meet the levels of production required. Research includes, yield and cost studies, drying techniques, manual baler experiments, fermentation/silage studies for increased by-pass proteins, maximum yield pruning and the feasibility of agro forestry careers being created in Grenada to supply the Protein From Waste (PFW) plant with plant matter for feedstock. While the primary purpose of PFW is to create agricultural jobs in the raising of livestock by reducing feed costs, its secondary purpose is the recycling of several significant waste streams thereby the reduction of them. The boiler fuel to make steam will be using lubricating oil, a major pollutant which has no disposal infrastructure on island. Waste feed stocks to be processed in the cooker include, fish offal, brewer’s spent grains, chicken offal, super market spoilage, marketing board distressed stock, hotel & restaurant plate scrapings and collected vegetable matter from fruits in bloom or cleared land. Scientifically creating a rich source of organic fertilizer from farm waste office trash, and vegetation from land clearing activities creates an opportunity to redirect hundreds of thousand tons of materials that would otherwise be burnt or dumped often creating a health hazard.
These are some of the practical scientific, technological and social issues that could excite students at all levels working together to solve local problems and create productive activity. The project proposes that through collaboration networks between teachers of colleges, universities and schools, both electronically and face to face, working together on projects, the teaching and learning of science and technology can lead to innovation and increased research leading to solutions to real problems.
2. Synergies: Identify other similar initiatives in the country and/or region and describe the potential for synergies with these initiatives.
A CARICOM Regional Workshop on Research, Development and Capacity Building at the University Level to Support Renewable Energy Development in the Caribbean:
“TOWARDS INCREASED ENERGY SECURITY AND SUSTAINABILITY” organised by the Caribbean Community (CARICOM) Secretariat in collaboration with the Anton de Kom University of Suriname, with the support of the European Union, the Organization of American States, the Caribbean Renewable Energy Development Programme (CREDP-GIZ) and the Fostering European Union – Caribbean Research and Innovation Networks (EUCARINET) Project. The purpose of the workshop was to establish a dialogue and to share information among Caribbean tertiary educational institutions that are engaged in (or plan to engage in) research, development (R&D) and capacity building in the Renewable Energy field. This was part of the implementation of the Caribbean Renewable Energy Capacity Support (CRECS) Project. The Workshop was also convened as a part of an effort to establish a strategic approach within the context of the mandate from the CARICOM Heads of Government to develop the Caribbean Sustainable Energy Roadmap and Strategy (C-SERMS) which seeks to establish RE targets and strategies towards expedited transformation of the Regional energy sector.
The Government of Grenada Energy Policy seeks to harness indigenous renewable energy resources. The government collaborates with the Grenada Electricity Corporation (GRENLEC) to exploit the potential for wind and Geothermal Energy. The objective is to supply an energy mix of 10 MW wind and 20 MW geothermal generated electricity in Grenada, Carriacou and Petite Martinique.
The T.A. Marryshow Community College Mirabeau Farm School to be supported by the Ministry of Finance and the EU to improve the quality of the curriculum and the training resources including making maximum use of recycled products in the demonstration of a productive farming process for teaching and learning. Collaboration with other OECS Colleges in the development and improvement of agricultural education to include research and development and possibly leading to Centres of Excellence in the various Member States colleges.
The Ministry of Agriculture research projects such as the diseases affecting bananas, cocoa, and fruits; Environmental research dealing with issues of drought and conservation of water, of flooding and the significant amount of agriculture land on slopes leading to land degradation due to lack of preventative practices; recycling vegetation to avoid burning and producing heavy concentrations of smoke into the atmosphere; this could also include a study on asthma incidence – chronic and acute, seasons and it’s relationship to the time of the year when slash and burn is prevalent;
3. Description of the Project
1. Goal (general objective for development) to which the Project would contribute: It refers to the longer term goal that contributes to achieving the purpose, which is always expressed as a contribution.
To stimulate consistent socio economic growth of the Eastern Caribbean countries through innovation in science and technology contributing to the development of Micro, Small and Medium size Enterprises
2. Purpose or specific objective of the Project (one purpose per project): Definition of the effect/direct impact or achievement to be reached by the Project. Answers the question: What is the main transformation expected to be reached at the end of the project?
Improving the quality of science and technology education and research in the colleges and universities of the Eastern Caribbean and increasing the number of students qualifying for university entry in science and engineering.
3. Products/Results: Brief description of the products as results.
| |Description of the Products |Base line |Indicators |
|Product 1: |Increase in the quality and quantity of |Under 50% of students sitting the CSEC|CSEC Annual results |
| |students achieving a minimum pass in |science exam achieve at least a pass | |
| |science and mathematics at the CSEC level |mark; | |
| |and accessing post secondary education; | | |
|Product 2: |Improved science and technology curricula |Existing curricula at colleges and |Curricula of previous years and revised |
| |at colleges and universities in the |universities in the OECS does not |curricula as well as reports on the |
| |Caribbean to increase collaborative |include research and collaboration on |implementation and practice; |
| |approaches to teaching and learning; |projects across disciplines or is | |
| | |practiced at a minimum level; | |
|Product 3: |Increased number of science and technology |This does not exist as a formal policy|Reports on activities and results of projects|
| |students of OECS colleges and Universities |of the education sector in |in which student participated; |
| |contributing to innovation and development |collaboration with the private sector | |
| |in private and public sector enterprises. |in the OECS Member States; | |
4. Description of activities and estimated costs:
| |Description of the Activities planned for the project. |Budget |
| |List products and activities |Estimated in US$ |
|Product 1 |Increase in the quality and quantity of students achieving a minimum pass in science and |110,000 |
| |mathematics at the CSEC level and accessing post secondary education; | |
|Activity 1.1 |Review and analysis of the science, maths and technology curricula followed by revision of |20,000 |
| |curricula/syllabus, and teacher education content and processes; | |
|Activity 1.2 |Establishment of technology, engineering, science and mathematics teachers networks among OECS |30,000 |
| |teachers using the ITEN (OAS) electronic network, and one annual face to face conference per | |
| |year; | |
|Activity 1.3 |Training of technology and engineering teachers, mathematics and science teachers, in the use of|50,000 |
| |ICT to increase collaborative teaching and learning practice among primary, secondary teachers; | |
|Activity 1.4 |Monitoring and evaluation of the effectiveness of the process and the achievement of results. |10,000 |
|Product 2 |Improved science and technology curricula at colleges and universities in the Caribbean to |210,000 |
| |increase collaborative approaches to teaching and learning. | |
|Activity 2.1 |Review and revision of technology, science and maths teacher education at tertiary levels; |30,000 |
|Activity 2.2 |Establishment of technology, engineering, science and mathematics teachers networks among OECS |30,000 |
| |teachers using the ITEN (OAS) electronic network, and one annual face to face conference per | |
| |year; | |
|Activity 2.3 |Training of technology and engineering teachers, mathematics and science teachers, in the use of|40,000 |
| |ICT to increase collaborative teaching and learning practice among primary, secondary and | |
| |tertiary teachers; | |
|Activity 2.4 |Exchange and collaboration of students and staff among colleges and universities of the region |10,000 |
| |to participate in research projects or other learning attachments in the private and public | |
| |sector; | |
|Activity 2.5 |Exchange and collaboration of students and staff among colleges and universities in |100,000 |
| |international exchanges. | |
|Product 3 |Increased number of science and technology students of OECS colleges and Universities |65,000 |
| |contributing to innovation and development in private and public sector enterprises. | |
|Activity 3.1 |Increase the number and quality of group projects required of students to the realities of the |5,000 |
| |socio economic conditions of the countries; | |
|Activity 3.2 |Involve the private and public sectors in the development of the curricula, and identification |10,000 |
| |of research and development needs and opportunities for collaboration on projects; | |
|Activity 3.3 |Plan and implement science and technology exhibitions annually starting at the end of the second|40,000 |
| |year of implementation, and hold a regional conference to coincide with the fair rotating | |
| |annually in the Member States; | |
|Activity 3.4 |Establish a Science and Technology prize for the top National student in college graduation, and|10,000 |
| |an OECS prize for the top student in the region, taking into consideration the broad criteria | |
| |related to innovation and development. | |
Repeat for each product and its corresponding activities.
VI. Project: St. Kitts-Nevis - Provisions: Organic, Hydroponic, and Hybrid-System Growing for Caribbean Schools and Model for Local Caribbean Entrepreneurship
1. Information:
1. Name of the Project: Provisions: Organic, Hydroponic, and Hybrid-System Growing for Caribbean Schools and Model for Local Caribbean Entrepreneurship
2. Country submitting the Project: St. Kitts-Nevis
|Name of the Institution: |Clarence Fitzroy Bryant College |
|Name of the person preparing the concept: |Dr. Leighton Naraine |
|Telephone: |869-465-2856 |
|Email address: |leightonnarine.cfbc@; lnaraine@cfbc.edu.kn |
|The Clarence Fitzroy Bryant College (CFBC) is the only local Tertiary Level Institution in St. Kitts and Nevis. It offers a wide range of |
|Associate’s Degree programs that are traditionally Academic, Technical and Vocational Education, Teacher Education, Health Science, and Adult|
|and Continuing Education. To meet the growing needs of developmental initiatives for nation building, it is now transitioning to university |
|status and has the mandate to introduce Agricultural Education in its curriculum. |
| |
|Dr. Leighton Naraine, Acting Vice Principal at the CFB College, lectures in Environmental Science, Geography and Teacher Education. Dr. |
|Naraine and a team of Science Lecturers (particularly Mr. Stuart La Place, Biology and Environmental Science Lecturer) at the CFBC have |
|introduced Agricultural Research for the purpose of facilitating the addition of Agricultural Science, Agri-Business, and Agro-Technology to |
|its curriculum. The CFB College partners with students and professors at the University of Central Florida for exchange of science and |
|technology education. It is also partnering with the CARIBSAVE Partnership for infusion of expertise in environmental education and research |
|projects. Current students in Environmental Science participate in the research and experimentation from this project to fulfill assessment |
|requirements for Environmental Science at the Caribbean Advanced Proficiency Examinations with the Caribbean Examinations Council. The |
|experimentation and research findings are expected to be further utilized for developing educational resources, including tool kits, for |
|Caribbean schools, public education and awareness, and career development with emphasis on entrepreneurship. The project is now ready for |
|expansion. |
Participant(s) Country (ies): Include the following information for each participant country.
|Participating Country: |United States |
|Name of the Institution: |University of Central Florida |
|Coordinator: |Dr. Kevin Meehan |
|Telephone: |407-694-0907 |
|Email address: |kevin.meehan@ucf.edu |
|Participating Country: |Barbados |
|Name of the Institution: |CARIBSAVE Partnership |
|Coordinator: |Dr. Owen Day |
|Telephone: |246 426 2042 |
|Email address: |owen.day@ |
|Participating Country: |Haiti |
|Name of the Institution: |University of Nouvelle Grand’Anse (UNOGA) |
|Coordinator: |Amenold Pierre |
|Telephone: |509-33-20-8912 |
|Email address: |amenoldp@ |
Estimated duration (max. 3 years): 3 years
Year 1: Assessment and Curriculum Resource Development
• Scoping study and preliminary report
• Consultations with education and community-based stakeholders and preliminary report
• Develop and submit detailed business plan
• Develop and submit micro- finance (MF) concept paper
• Develop and test curriculum resources (PDF toolkit, instructional videos, mobile learning units, interactive website, and social media platforms) in St. Kitts-Nevis
• Preliminary outreach to Haitian stakeholders via University of Nouvelle Grand’Anse
• Preliminary outreach to other Caribbean stakeholders via CaribSave Partnership
Year 2: Implementation of Curriculum Resources
• Community-based workshops for stakeholders in St. Kitts-Nevis
• Train-the-teacher workshops in St. Kitts-Nevis for Kittitian-Nevisian, Haitian and other Caribbean stakeholders
• Translation of curriculum resources to French and Kreyol and piloting in Haiti
• Seek MF support from regional development banks, government ministries, foundations, etc.
Year 3: Evaluation and Planning for Regional Scale
• Community-based workshops for stakeholders in Haiti and other Caribbean locations
• Train-the-teacher workshops in Haiti and other Caribbean locations
• Interim Reports and evaluation from train-the-teacher workshops
• Interim Reports and evaluation from community based workshops
• Interim Reports and evaluation of MF strategies
• Finalize implementation structure for full regional inclusion
• Final project report and evaluation
4. Estimated total amount (US$):
|Amount requested to |Counterpart |External donor(s)/partner(s) |
|FEMCIDI US$ |(CFB College, St. Kitts; UCF, USA) US$ |US$ |
|$496,000.00 |$30,000.00 |None |
If the project has any external donor(s)/partner(s), please list them below:
2. Framework Program and Line of Action:
1. Programmatic Approach:
Promoting Improvements in Science and Engineering Education
2. Line of Action:
To stimulate industrial innovation and promote MSME development by fostering academic-public-private partnerships to improve applied research, as well as advanced development and engineering applications.
3. Background, Justification
1. Problem:
Governmental, nongovernmental, intersectoral, and private agencies have all recognized the increasing impact of climate change globally. Nowhere is this problem more urgent than in the Caribbean region where small island developing states are extremely vulnerable to rising sea levels, intensifying tropical storm activity, irregular seasonal fluctuations, deforestation, food insecurity, and more (footnotes?). Numerous funding agencies have begun to consider and in some cases have already issued solicitations for proposals in climate change education as a way of mitigating and adapting to such impacts. Traditionally, regional development projects in the Caribbean have struggled to overcome challenges posed by language and nationality, disciplinary and sectoral divisions, and a failure to transform aid into commercial and entrepreneurial ventures. The tragic 2010 earthquake in Haiti focused the region and indeed the entire world on the extreme plight of Haitian people for whom all the climate change vulnerability factors mentioned above surface with even more devastating impact.
Formulating an effective response to these interlocking problems raises additional challenges that include (at a minimum) producing regionally-specific knowledge about climate change and linking this knowledge with actions to mitigate and adapt to climate change impacts. The Provisions Project proposal addresses these challenges through an emerging collaboration between higher education professionals, community-based organizations, government ministries, and non-governmental specialists in sustainable development based in St. Kitts and Nevis with key participants in Barbados, Haiti, and Florida. Organized through Clarence Fitzroy Bryant College, Provisions seeks to 1) improve science and engineering education related to climate change mitigation and adaptation, 2) to put this knowledge into action through extension programs supporting small scale agriculture throughout the Caribbean region, 3) establish critical liaison with Haitian partners, and thus provide leadership in the drive to achieve full inclusion of Haiti in regional climate change education initiatives.
2. Synergies: Recent initiatives such as the Climate Change Education Initiative announced by the United Nations Education, Scientific, and Cultural Organization (UNESCO), the Climate Change Partnership of the Americas sponsored by the Organization of American States (OAS), and several new cross-cutting programs funded by the National Science Foundation (NSF), U.S. Agency for International Development (USAID), and Higher Education for Development (HED), have all issued a call for new climate change mitigation and adaptation strategies that focus on improved data collection, development of comprehensive education resources with a regional scope and focus, integration of climate change science with ethical (action-oriented) and humanistic perspective, and a need for full regional inclusion with a special emphasis on historically-excluded Haitian partners. The Provisions Project proposal is aligned with core objectives from the above initiatives through its emphasis on locally grown produce as an adaptation and livelihood enhancement strategy. Adaptation would contribute to building resilience of communities to respond to the effects of climate change that ultimately impact lives and livelihoods. There is an inherent ethical responsibility of governments and decision makers, educational institutions, and individual citizens to build resilience for the well-being of humankind through education and food security.
4. Description of the Project
1. Goal (general objective for development) to which the Project would contribute: To stimulate industrial innovation and promote MSME development by fostering academic-public-private partnerships to improve applied research, as well as advanced development and engineering applications.
2. Purpose or specific objective of the Project (one purpose per project): The Provisions Project will transform local food production in St. Kitts-Nevis, Haiti, and the Caribbean region by making modern organic, hydroponic, and hybrid agriculture techniques more-widely available. The Provisions Project will achieve this objective by enhancing curriculum resources and academic expertise, and by developing improved academic-public-private partnerships that will better sustain community-based agriculture through effective outreach and extension services.
3. Products/Results: Brief description of the products as results.
| |Description of the Products |Base line |Indicators |
|Product 1: |Preliminary Reports from scoping study |Faculty and student research data from|Completed report with more information on |
| | |2009-2011 |soil characteristics (traditional systems), |
| | | |controlled soil systems (organoponics), and |
| | | |non-soil systems, and current produce yield |
| | | |data |
|Product 2: |Preliminary Reports from consultations with|Faculty and student interviews with |Completed report with more input from |
| |stakeholders |retail produce vendors , selected |community-based growers and primary-secondary|
| | |growers, and educators from 2010-2011 |educators |
|Product 3: |Detailed Business Plan for Non-Traditional |Draft business plan completed August |Completed report with more detailed |
| |Agriculture |2011 |information on materials pricing and |
| | | |projections on productivity and profitability|
|Product 4: |Micro-Finance Proposal/Concept Paper |Extensive scholarship evaluating MF |Completed report that integrates existing |
| | |approaches, and some case studies |scholarship, case studies from Haiti, and |
| | |related to Haiti, e.g., Fonkoze |addresses feasilbility of MF for agriculural |
| | | |MSMEs in St. Kitts-Nevis, Haiti, and |
| | | |elsewhere |
|Product 5: |Curriculum Resources |Existing models for multi-media |Suite of multimedia curriculum resources that|
| | |curriculum resources, extension |are specific to small scale organic, |
| | |services in state of Florida, and |hydroponic, and hybrid growing systems as |
| | |emerging case studies and scholarship |they are implemented in St. Kitts-Nevis, |
| | |on mobile devices for education |Haiti, and elsewhere. Evaluation through |
| | |development. |face-to-face and SMS surveys. |
|Product 6: |Community-based workshops |Field day format, and SMS-based follow|Evaluation through face-to-face and SMS |
| | |up. |surveys. |
|Product 7: |Train-the-teacher based workshops |Seminar and service learning format, |Evaluation through face-to-face and SMS |
| | |with SMS-based follow up. |surveys. |
|Product 8: |Interim Reports and evaluation from |Surveys and qualitative interviews |Completed reports with analysis of objectives|
| |community based workshops |will form the basis for these reports.|and outcomes. |
|Product 9: |Interim Reports and evaluation from |Surveys and qualitative interviews |Completed reports with analysis of objectives|
| |train-the-teacher workshops |will form the basis for these reports.|and outcomes. |
|Product 10: |Interim Reports and evaluation of MF |Surveys and qualitative interviews |Completed reports with analysis of objectives|
| |strategies |will form the basis for these reports.|and outcomes. |
|Product 11: |Finalize implementation structure for full |Curriculum resources, workshop |Completed package of materials circulated |
| |regional inclusion of non-traditional |materials, evaluation forms, and |educational, community-based, government, and|
| |agriculture education into formal and |interim reports will form the basis of|non-governmental stakeholders throughout the |
| |community-based learning networks |the implementation structure. |Caribbean region |
|Product 12: |Final project report and evaluation |All materials generated during the |Completed report with analysis of objectives |
| | |life of the Project will form the |and outcomes, and annexes containing all |
| | |basis for the final report. |materials and curriculum resources. |
4. Description of activities and estimated costs:
| |Description of the Activities planned for the project. |Budget |
| |List products and activities |Estimated in US$|
|Product 1 |Scoping study and preliminary report |$44,000 |
|Activity 1.1 |Collect and review existing data on soil characteristics (traditional systems), controlled soil |$16,000 |
| |systems (organoponics), and non-soil systems,, productivity, land availability, population, | |
| |diet, produce consumption, food expenses, etc. | |
|Activity 1.2 |Collect and review existing data on materials needed, supply chains for materials, pricing for |$8,000 |
| |materials, etc. | |
|Activity 1.3 |Research and write draft report on potential scope for Provisions Project |$12,000 |
|Activity 1.4 |Solicit feedback on draft report and revise |$6,000 |
|Activity 1.5 |Submit revised report |$2,000 |
|Product 2 |Consultations with education and community-based stakeholders and preliminary report |$80,000 |
|Activity2.1 |Distribute, collect and review quantitative surveys on existing growing techniques, diet, food |$48,000 |
| |expenses, perceptions and impacts of academic-public-private partnerships. | |
|Activity 2.2 |Distribute, collect and review qualitative data from semi-structured interviews on the same |$12,000 |
| |topics. | |
|Activity 2.3 |Research and write draft report |$12,000 |
|Activity 2.4 |Solicit feedback on draft report and revise |$6,000 |
|Activity 2.5 |Submit revised report |$2,000 |
|Product 3 |Business plan |$24,000 |
|Activity 3.1 |Research and write draft business plan including pricing for all materials, market rate for |$16,000 |
| |selected produce, current data on produce yields from CFBC testbeds, estimated earnings, and | |
| |qualitative data about vendor attitudes toward local produce. | |
|Activity 3.2 |Solicit feedback on draft report and revise |$6,000 |
|Activity 3.3 |Include revised business plan with all subsequent reports, proposals, requests for funding, etc.|$2,000 |
|Product 4 |Micro-financing concept paper and implementation |$36,000 |
|Activity 4.1 |Research and write draft concept paper addressing issues including optimal size and term of |$12,000 |
| |loan, suitable forms of colateral, managing risk, securing repayment, etc. | |
|Activity 4.2 |Solicit feedback on draft report and revise |$6,000 |
|Activity 4.3 |Submit revised concept paper as formal proposal to regional development banks, government |$2,000 |
| |ministries, foundations, etc. | |
|Activity 4.4 |Implement MF plan for at least part of start-up costs |$16,000 |
|Product 5 |Curriculum resources |$68,000 |
|Activity 5.1 |Provisions: A Toolkit for Locally Grown Organic,Hydroponic, and Hybrid-System Produce in the |$24,000 |
| |Caribbean | |
|Activity 5.2 |DVD of short videos presenting key content from the Provisions toolkit |$6,000 |
|Activity 5.3 |A suite of mobile learning activities designed to support the building, maintenance, and |$6,000 |
| |marketing of produce through SMS text messaging, and MMS media messaging where appropriate | |
|Activity 5.4 |Launch Provisions Project interactive website and blog |$6000 |
|Activity 5.5 |Launch Provisions Project presence on social networking platforms (Facebook and Twitter) |$6000 |
| |Test curriculum resources in St. Kitts-Nevis |$8,000 |
| |Translate curriculum resources into French and Kreyol for Haitian stakeholders |$12,000 |
|Product 6 |Community-based workshops |$40,000 |
|Activity 6.1 |Introduce organic, hydroponic, and hybrid growing techniques in St. Kitts-Nevis (3) |$4,000 |
|Activity 6.2 |Introduce organic, hydroponic, and hybrid growing techniques in Haiti (3) |$18,000 |
|Activity 6.3 |Introduce organic, hydroponic, and hybrid growing techniques in other Caribbean locations TBA |$18,000 |
| |(3) | |
|Product 7 |Train-the-teacher workshops |$40,000 |
|Activity 7.1 |Introduce approaches to teaching organic, hydroponic, and hybrid growing techniques in St. |$4,000 |
| |Kitts-Nevis (3) | |
|Activity 7.2 |Introduce approaches to teaching organic, hydroponic, and hybrid growing techniques in Haiti (3)|$18,000 |
|Activity 7.3 |Introduce approaches to teaching organic, hydroponic, and hybrid growing techniques in other |$18,000 |
| |Caribbean locations TBA (3) | |
|Product 8 |Interim Reports and evaluation from community based workshops |$24,000 |
|Activity 8.1 |Collect and review evaluation surveys from workshops |$4,000 |
|Activity 8.2 |Collect and review evaluation data from mobile learning curriculum units (e.g., SMS feedback) |$4,000 |
|Activity 8.3 |Research and write draft report |$8,000 |
|Activity 8.4 |Solicit feedback on draft report and revise |$6,000 |
|Activity 8.5 |Submit revised report |$2,000 |
|Product 9 |Interim Reports and evaluation from train-the-teacher workshops |$24,000 |
|Activity 9.1 |Collect and review evaluation surveys from workshops |$4,000 |
| |Collect and review evaluation data from mobile communication (e.g., SMS feedback) |$4,000 |
| |Research and write draft report |$8,000 |
|Activity 9.2 |Solicit feedback on draft report and revise |$6,000 |
|Activity 9.3 |Submit revised report |$2,000 |
|Product 10 |Interim Reports and evaluation of micro-finance strategies |$24,000 |
|Activity 10.1 |Collect and review evaluation data about loan repayment, profitability, food cost savings, or |$8,000 |
| |other measures of impact | |
|Activity 10.2 |Research and write draft report |$8,000 |
|Activity 10.3 |Solicit feedback on draft report and revise |$6,000 |
|Activity 10.4 |Submit revised report |$2,000 |
|Product 11 |Finalize implementation structure for full regional inclusion of non-traditional agriculture |$52,000 |
| |education into formal and community-based learning networks | |
|Activity 11.1 |Collate curriculum resources, workshop materials, business plan, interim reports, etc. and make |$40,000 |
| |available in print and electronic format | |
|Activity 11.2 |Circulate materials to educational, community-based, government, and non-governmental |$12,000 |
| |stakeholders throughout the Caribbean region | |
|Product 12 |Final project report and evaluation |$20,000 |
|Activity 12.1 |Collate all materials generated during the life of the project, analyze extent to which project |$4,000 |
| |outcomes did and did not meet objectives. | |
|Activity 12.2 |Research and write draft report |$8,000 |
|Activity 12.3 |Solicit feedback on draft report and revise |$6,000 |
| Activity 12.4 |Submit revised report |$2,000 |
|Activity 13 |Administrative Support Cost |$50,000 |
|TOTAL | ALL ACTIVITIES |$526,000 |
VI. Project: United States - Strengthening National Metrology Institutes in the Hemisphere, an essential element in the development of National Quality Infrastructure: Product/Component I: Development of highly qualified metrology personnel capable of delivering scientific and legal metrology services in the region on a sustainable basis (US)
1. Basic information
1. Name of the Project: Strengthening National Metrology Institutes in the Hemisphere, an essential element in the development of National Quality Infrastructure:
Product/Component I: Development of highly qualified metrology personnel capable of delivering scientific and legal metrology services in the region on a sustainable basis (US)
Product/Component 2: Improved measurement capabilities in the hemisphere in areas that support environmental protection, health and trade (URUGUAY)
Product/Component 3: Enhanced knowledge among government officials and metrology stakeholders of the importance of measurements to support trade and facilitate innovation (MEXICO)
2. Country submitting the Project
The United States is submitting one of three complimentary Project Concepts which constitute a comprehensive program to support the National Metrology Institutes (NMIs) in the hemisphere. Uruguay and Mexico are submitting separate but complimentary proposals to address products 2 and 3 under the same “Name of Project”. We have integrated metrology proposals and priorities from the countries in the hemisphere into three Projects Concepts submitted on behalf of the entire membership of the Inter-American System of Metrology (SIM). These Project Concepts were developed in cooperation with the OAS Member States at the SIM General Assembly in November 2011.
|Name of the Institution: |National Institute of Standards and Technology |
|Name of the person preparing the concept: |Claire Saundry |
|Telephone: |301 975 2386 |
|Email address: |csaundry@ |
3. Participant(s) Country (ies): Include the following information for each participant country. (see attached list)
|Participating Country: |See Attached List |
|Name of the Institution: | |
|Coordinator: | |
|Telephone: | |
|Email address: | |
|Brief description of the country’s participation on the design of the Project concept: The United States, Uruguay, and Mexico significantly |
|contributed to the design of the Project. All other countries were provided an opportunity to review the Project Concept and make |
|improvements. |
|Describe the capacity and experience of the Institution in the area related to the Project as well as in the execution of projects: |
|Cooperation between the National Metrology Institutes (NMIs) in the hemisphere through the Inter-American System of Metrology (SIM) has |
|resulted in the development of significant expertise and improvements in metrology capabilities in a sustainable way in the Americas. SIM has|
|managed several projects over the past years that have impacted many aspects of development in the hemisphere including projects supported by|
|OAS, ABC (Brazil), PTB (Germany), and others. The structure of SIM implies that there are many NMIs that have already developed some |
|metrology areas receiving cooperation from more developed NMIs and are now in the situation to help the development of other NMIs. This issue|
|gives sustainability to SIM activities related to development of new metrological capabilities (innovation process needs metrological related|
|support) in all countries, or transference of knowledge and experience from some NMIs to others in specific areas. |
Repeat this section as many times as needed
4. Estimated duration (max. 3 years): 3 years
5. Estimated total amount (US$): Component I -$390K
|Amount requested to |Counterpart |External donor(s)/partner(s) |
|FEMCIDI US$ |(participating countries) US$ |US$ |
|Year 1 -$ 30K |$724K per year |TBD |
|Year 2 -$330K |TOTAL$2.172M | |
|Year 3 -$ 30K | | |
If the project has any external donor(s)/ partner(s), please list them below:
2. Framework Program and Line of Action:
1. Programmatic Approach: Identify one of the Programmatic Approaches approved by the OAS under which the project concept is presented (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education).
This Project Concept will contribute to a larger regional program to address:
• Regional Capacity Building
• Measurement improvement and comparisons
• Awareness and outreach
• Technical partnerships
2. Line of Action: Identify one of the objectives in which the project concept is outlined and specify the direct relation between this objective and the one of the project concept (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education).
1. Improve human and institutional capabilities of NMIs (i.e., to make more accurate and reliable measurements traceable to international standards). The Project will focus on capacity building of human resources of the NMIs in the hemisphere with an emphasis on sustainability, fostering partnerships between institutions in similar states of development, as well as partnerships between those with existing capabilities and those establishing capabilities. Training will focus on measurement areas identified as high priority to the participants, their institutions and public- and private-sector stakeholders in the national measurement systems in their countries. The project aims to enhance accuracy and reliability of measurements and calibrations traceable to international standards and to increase effective dissemination of these services to government and industry).
2. Increase awareness and promote policy dialogue and partnerships between government and industry to develop strong National Quality Infrastructures (NQIs), with special emphasis on NMIs
The Project will emphasize:
a. Promoting dialogues and partnerships between the NMIs and their State and Local Governments, and private sector stakeholders though awareness and outreach activities and publications.
b. Improving calibration services to support industry development and innovation.
c. Encouraging through Awareness Activities the integration of NMIs to NQI
d. Improving new services such as:
i. calibrations
ii. training in metrology related areas focused on industry needs.
iii. assessment in metrological issues
iv. proficiency Tests
3. Promote the creation of NMIs that focus on national priority areas for socio-economic development in smaller economies; In the smaller economies, the development of capabilities at the NMIs is dependent on the relevant stakeholder needs, and awareness and outreach activities to educate relevant government officials and to assess industry needs are essential. The Project will include activities in both scientific and legal metrology measurements and services, targeted to address national needs such as support of fair commerce, regional trade, and national innovation, health, environmental sustainability, energetic efficiency and alternative sources of energy, promotion of regional and national value chains to improve national and regional economies.
4. Foster technical cooperation for continued improvement of NQI/NMIs through sustainable local, sub-regional, regional, and international partnerships. Many NMIs in the region are implementing quality management systems in an effort to increase reliability and confidence infrastructure among the participating organizations (at the NMI level). As well, the Project offers a unique opportunity to engage collectively with the various National Accreditation Bodies (NABs) through the corresponding Regional organizations. Activities are planned to improve the Regional interaction on the global stage, specifically through representation and leadership development at the Joint Committee of the Regional Metrology Organizations and the International Bureau of Weights and Measures (JCRB).
5. Promote the offer of training and other technical extension services by NMIs and a better relationship between them and local industry, universities and laboratories. The Project has a focus on capacity building, training and development, with a combination of introductory level workshops offered by experts drawn from established NMIs in the hemisphere, as well as longer and more advanced internships or mentorships intended to offer higher intensity, hands-on laboratory experience over period of several weeks through staff exchange and visits.
2. Background, Justification
3.1 Problem: Metrology, or the science of measurement, is an essential component of a country’s National Quality Infrastructure. Measurements play a key role in our daily lives. For individuals, accurate and reliable measurements are essential for trust in the marketplace (e.g. scales in the markets and fuel pump dispensers), for confidence in medical test results (accuracy of blood tests) and medication dosages (radiation treatments). For industry this includes services that help ensure their products meet international standards. For countries, measurements are also critical to environmental protection, to distribution of electricity, and to secure financial transactions.
Each country in the hemisphere has identified an institution responsible for measurements. These institutions, known as National Metrology Institutes (NMI) are responsible for establishing, maintaining, and disseminating national measurement standards, and linking them globally to the International System of Units through international comparisons. International acceptance of a country’s measurement system is essential for access to the global market.
Since the recognition of the importance of a measurement and standards infrastructure at the 1994 Summit of the Americas, the NMIs throughout the hemisphere have been working together to strengthen the existing infrastructure through the Inter-American System of Metrology (SIM). SIM was created to address critical measurement needs in the hemisphere and to participate, on a regional basis in the international measurement community.
Understanding basic measurement techniques is critical, but ever changing threats to the environment, and human health and safety demand measurement capabilities previously unheard of. The countries of the Americas have developed an understanding of the need for a measurement and standards infrastructure, but there remains a critical need for enhancing current capabilities including competences to address changes in local, regional and international requirements.
With previous support from OAS/FEMCIDI, the NMIs in the Americas have made great strides in improving their measurement capabilities and increasing understanding of the need for a strong measurement and standards infrastructure to support economic growth and development. This support has leveraged significant local investment by many of the participating countries in their measurement and standards infrastructure. For example, Brazil, Chile, Panama, Costa Rica, Colombia, Paraguay, Peru are just a sample of countries that have made significant investments in their local metrology and standards infrastructure.
While significant progress has been made in improving metrology capabilities throughout the hemisphere, there is still considerable work to be done, particularly with the smaller, less developed NMIs. Unfortunately more than half of the participating countries fall into this category of NMI. For the countries in the middle of the spectrum, the project seeks to provide the tools necessary to engage in the international measurement community and to seek international recognition. For the countries with significant need, the project aims to assist in raising awareness among the local governments to the importance of developing and maintaining a metrology infrastructure and to provide training in areas of highest importance locally and exposure to the international measurement community.
3.2 Synergies: Identify other similar initiatives in the country and/or region and describe the potential for synergies with these initiatives. There are currently efforts underway in the Caribbean to enhance measurement and standards infrastructures, supported by the EU, in the countries of Central America, supported by the German Government through the German NMI – PTB and through the IADB, and in various countries who have bilateral projects supported the German Government, through PTB. We will endeavor to ensure all projects are complimentary and contribute to the overall enhancement of NQI in the hemisphere.
3. Description of the Project
1. Goal (general objective for development) to which the Project would contribute: It refers to the longer term goal that contributes to achieving the purpose, which is always expressed as a contribution.
To enhance the National Quality Infrastructures by advancing best practices at the National Metrology Institutes and enhancing international recognition of measurement capabilities in the hemisphere
2. Purpose or specific objective of the Project (one purpose per project): Definition of the effect / direct impact or achievement to be reached by the Project. Answers the question: What is the main transformation expected to be reached at the end of the project?
We aim to further strengthen the institutions responsible for measurements in the Americas and thereby improve the world-wide reputation and credibility of the national quality infrastructures.
3. Products/Results: Brief description of the products as results.
| |Description of the Products |Base line |Indicators |
|Product 1 |Development of highly qualified metrology |Existing state of trained personnel at each |New and/or improved services established; |
|US: |personnel capable of delivering scientific |institution. These are varied because of |successful completion of training activities;|
| |and legal metrology services in the region |current state of development and maturity of |development and execution of training for |
| | |participating laboratory. Some countries do |other SIM countries; providing measurement |
| | |not have established capabilities in all |traceability to other SIM Countries |
| | |needed metrology areas | |
4. Description of activities and estimated costs:
| |Description of the Activities planned for the project. |Budget |
| |List products and activities |Estimated in US$ |
|Product 1 |Development of highly qualified metrology personnel capable of delivering scientific and legal |390K |
| |metrology services in the region | |
|Activity 1.1 |Metrology School for young/new metrologists (1 in year 2) |300K |
|Activity 1.2 |Internships (8 per year) | 90K |
Repeat for each product and its corresponding activities.
VII. Project: Uruguay - Strengthening National Metrology Institutes in the Hemisphere, an essential element in the development of National Quality Infrastructure: Product/Component 2: Improved measurement capabilities in the hemisphere in areas that support environmental protection, health and trade
1. Information:
1. Name of the Project: Strengthening National Metrology Institutes in the Hemisphere, an essential element in the development of National Quality Infrastructure:
Product/Component 1: Development of highly qualified metrology personnel capable of delivering scientific and legal metrology services in the region (US)
Product/Component 2: Improved measurement capabilities in the hemisphere in areas that support environmental protection, health and trade (URUGUAY)
Product/Component 3: Enhanced knowledge among government officials and metrology stakeholders of the importance of measurements to enhance trade and facilitate innovation (MEXICO)
2. Country submitting the Project:
Uruguay is submitting one of three complimentary Project Concepts which constitute a comprehensive program to support the National Metrology Institutes (NMIs) in the hemisphere. The Project Concept submitted by Uruguay will address Product 2 described above. The United States and Mexico are submitting separate but complimentary proposals to address products 1 and 3 described above. We have integrated metrology proposals and priorities from the countries in the hemisphere into three Projects Concepts submitted on behalf of the entire membership of the Inter-American System of Metrology (SIM). These Project Concepts were developed in cooperation with the OAS Member States at the SIM General Assembly in November 2011.
|Name of the Institution: |Laboratorio Tecnológico del Uruguay (LATU) |
|Name of the person preparing the concept: |Claudia Santo |
|Telephone: |598 26013424 INT 1296 |
|Email address: |csanto@.uy |
3. Participant(s) Country (ies): Include the following information for each participant country (see attached list)
|Participating Country: |See Attached List of SIM countries and contacts/SIM contacts 11-12 |
|Name of the Institution: | |
|Coordinator: | |
|Telephone: | |
|Email address: | |
4. Estimated duration (max. 3 years): 3 years
5. Estimated total amount (US$): Component 2 -$470K
|Amount requested to |Counterpart |External donor(s)/partner(s) |
|FEMCIDI US$ |(participating countries) US$ |US$ |
|Year 1 – 180K |$724 K per year | |
|Year 2 – 110K |TOTAL$2.172M | |
|Year 2 - 180K | | |
If the project has any external donor(s)/ partner(s), please list them below:
2. Framework Program and Line of Action:
1. Programmatic Approach: Identify one of the Programmatic Approaches approved by the OAS under which the project concept is presented. (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education.)
This Project Concept will contribute to a larger regional program to address:
• Regional Capacity Building
• Measurement improvement and comparisons
• Awareness and outreach
• Technical partnerships
2. Line of Action: Identify one of the objectives in which the project concept is outlined and specify the direct relation between this objective and the one of the project concept. (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education.)
1. Improve human and institutional capabilities of NMIs (i.e., to make more accurate and reliable measurements traceable to international standards). The Project will focus on capacity building of human resources of the NMIs in the hemisphere with an emphasis on sustainability, fostering partnerships between institutions in similar states of development, as well as partnerships between those with existing capabilities and those establishing capabilities. Education and training of NMIs metrologists will be the objective, as a first step to build capacities. The focus will be on measurement areas identified as high priority to the participants taking into account their institutions, public and private sector, and stakeholders in the national measurement systems in their countries. The project aims to enhance accuracy and reliability of measurements and calibrations traceable to international standards and to increase effective dissemination of these services to government and industry.
2. Increase awareness and promote policy dialogue and partnerships between government and industry to develop strong National Quality Infrastructures (NQIs), with special emphasis on NMIs
The Project will emphasize:
a. Promoting dialogues and partnerships between the NMIs and their State and Local Governments, and private sector stakeholders though awareness and outreach activities and publications.
b. Improving calibration services to support industry, development of better and new services, and innovation in action areas.
c. Encouraging through Awareness Activities, the integration of NMIs to NQI, and, in the cases that this NQI is not defined, cooperation to build the system.
d. Encourage the implementation of new services such as:
i. calibrations;
ii. training in metrology related areas focused on industry needs;
iii. assessment in metrological issues;
iv. proficiency tests.
3. Promote the involvement of NMIs on national priority areas for socio-economic development, mainly in the case of smaller economies. In the smaller economies, the development of capabilities at the NMIs is dependent on the relevant stakeholder needs, and awareness and outreach activities to educate relevant government officials and to assess industry needs are essential. The Project will include activities in both scientific and legal metrology measurements and services, targeted to address national needs such as support of fair commerce, regional trade, and national innovation, health, environmental sustainability, energetic efficiency and alternative sources of energy, promotion of regional and national value chains to improve national and regional economies.
4. Foster technical cooperation for continued improvement of NQI/NMIs through sustainable local, sub-regional, regional, and international partnerships. Many NMIs in the region are implementing quality management systems in an effort to increase reliability and confidence in their calibration and measurement services. This Project will enhance the dialog on quality infrastructure among the participating organizations (at the NMI level). As well, the Project offers a unique opportunity to engage collectively with the various National Accreditation Bodies (NABs) through the corresponding Regional organizations. Activities are planned to improve the Regional interaction on the global stage, specifically through representation and leadership development at the Joint Committee of the Regional Metrology Organizations and the International Bureau of Weights and Measures (JCRB).
5. Promote the offer of training and other technical extension services by NMIs and a better relationship between them and local industry, universities and laboratories. The Project has a focus on capacity building, training and development, with a combination of introductory level workshops offered by experts drawn from established NMIs in the hemisphere, as well as longer and more advanced internships or mentorships intended to offer higher intensity, hands-on laboratory experience over period of several weeks through staff exchange and visits.
2. Background, Justification
3.1 Problem: Metrology, or the science of measurement, is an essential component of a country’s National Quality Infrastructure. Measurements play a key role in our daily lives. For individuals, accurate and reliable measurements are essential for trust in the marketplace (e.g., scales in the markets and fuel pump dispensers), for confidence in medical test results (accuracy of blood tests) and medication dosages (radiation treatments). For industry this includes services that help ensure their products meet international standards. For countries, measurements are also critical to environmental protection, to distribution of electricity, and to secure financial transactions.
Each country in the hemisphere has identified an institution responsible for measurements. These institutions, known as National Metrology Institutes (NMI) are responsible for establishing, maintaining, and disseminating national measurement standards, and linking them globally to the International System of Units through international comparisons. International acceptance of a country’s measurement system is essential for access to the global market.
Since the recognition of the importance of a measurement and standards infrastructure at the 1994 Summit of the Americas, the NMIs throughout the hemisphere have been working together to strengthen the existing infrastructure through the Inter-American System of Metrology (SIM). SIM was created to address critical measurement needs in the hemisphere and to participate, on a regional basis in the international measurement community.
Understanding basic measurement techniques is critical, but ever changing threats to the environment, and human health and safety demand measurement capabilities previously unheard of. The countries of the Americas have developed an understanding of the need for a measurement and standards infrastructure, but there remains a critical need for enhancing current capabilities including competences to address changes in local, regional and international requirements.
With previous support from OAS/FEMCIDI, the NMIs in the Americas have made great strides in improving their measurement capabilities and increasing understanding of the need for a strong measurement and standards infrastructure to support economic growth and development. This support has leveraged significant local investment by many of the participating countries in their measurement and standards infrastructure. For example, Brazil, Chile, Panama, Costa Rica, Colombia, Paraguay, and Peru are just a sample of countries that have made significant investments in their local metrology and standards infrastructure.
While significant progress has been made in improving metrology capabilities throughout the hemisphere, there is still considerable work to be done, particularly with the smaller, less developed NMIs. Unfortunately more than half of the participating countries fall into this category of NMI. For the countries in the middle of the spectrum, the project seeks to provide the tools necessary to engage in the international measurement community and to seek international recognition. For the countries with significant need, the project aims to assist in raising awareness among the local governments to the importance of developing and maintaining a metrology infrastructure and to provide training in areas of highest importance locally and exposure to the international measurement community.
3.2 Synergies: Identify other similar initiatives in the country and/or region and describe the potential for synergies with these initiatives. There are currently efforts underway in the Caribbean to enhance measurement and standards infrastructures, supported by the EU, in the countries of Central America, supported by the German Government through the German NMI – PTB and through the IADB, and in various countries who have bilateral projects supported the German Government, through PTB. We will endeavor to ensure all projects are complimentary and contribute to the overall enhancement of NQI in the hemisphere.
3. Description of the Project
1. Goal (general objective for development) to which the Project would contribute: It refers to the longer term goal that contributes to achieving the purpose, which is always expressed as a contribution.
To enhance the National Quality Infrastructures by advancing best practices at the National Metrology Institutes and enhancing international recognition of measurement capabilities in the hemisphere
2. Purpose or specific objective of the Project (one purpose per project): Definition of the effect/direct impact or achievement to be reached by the Project. Answers the question: What is the main transformation expected to be reached at the end of the project?
We aim to further strengthen the institutions responsible for measurements in the Americas and thereby improve the world-wide reputation and credibility of the national quality infrastructures.
3. Products/Results: Brief description of the products as results.
| |Description of the Products |Base line |Indicators |
|Product 2: |Improved measurement capabilities in the |Existing state of measurement capabilities |New and/or improved services established; |
| |hemisphere in areas that support |at each institution. These are varied |successful completion of training and |
| |environmental sustainability, renewable |because of current state of development. |workshops; development of new or improved |
| |energies and energy efficiency, health, and |Some countries do not have established |internationally recognized measurement |
| |trade |capabilities in all needed metrology areas. |capabilities; creation and/or approval of |
| | | |quality management systems; successful |
| | | |completion of measurement pilot studies |
| | | |and/or comparisons; development and |
| | | |execution of training for other SIM |
| | | |countries; providing measurement |
| | | |traceability to other SIM Countries; |
| | | |participation in the SIM Time network |
4. Description of activities and estimated costs:
| |Description of the Activities planned for the project. |Budget |
| |List products and activities |Estimated in US$ |
|Product 2 |Improved measurement capabilities in the hemisphere in areas that support environmental |$470K |
| |sustainability, renewable energies and energy efficiency, health and trade | |
|Activity 2.1 |Training Workshops, internships (6-7 workshops per year) except in the second year – 3-4 |$290K |
| |workshops | |
|Activity 2.2 |Measurement comparisons and pilot studies (3/year) |$90K |
|Activity 2.3 |Enhancement to SIM Time Network |$90K |
VIII. Project: Mexico – Strengthening the National Institutes of Metrology in the Hemisphere: an Essential Element for the Development of National Quality Infrastructure. Product/component 3: Increase knowledge among government officials and stakeholders in metrology about the importance of measurements for increasing trade and facilitating innovations.
1. Information:
1.1 Name of the Project: Strengthening the National Institutes of Metrology in the hemisphere: an Essential Element for the Development of National Quality Infrastructure.
Product/component 1: Development of highly qualified metrology personnel capable of delivering scientific and legal metrology services in the region. (USA)
Product/component 2: Improved metrology capabilities in the hemisphere in areas that support environmental protection, health, and trade (URUGUAY)
Product/component 3: Increase knowledge among government officials and stakeholders in metrology about the importance of measurements for increasing trade and facilitating innovations (MÉXICO)
1.2 Country submitting the Project:
|Name of the Institution: |National Metrology Center |
|Name of the person preparing the concept: |Ignacio Hernández-Gutierrez |
|concepconcepterfil: | |
|Telephone: |+52 442 2110570 |
|Email address: |ihernan@cenam.mx |
1.3 Participant(s) Country (ies): Include the following information for each participant country. (See attached list).
Participant Country: See attached list
|Name of the Institution: | |
|Coordinator: | |
|Telephone: | |
|Email address: | |
|Brief description of the country’s participation in the design of the Project concept: |
|The United States, Uruguay, and Mexico participated extensively in the design of the Project concept. All the other countries were given an |
|opportunity to review the Project concept. |
|Describe the capacity and experience of the Institution in the area related to the Project as well as in the execution of projects: |
Repeat this section as many times as needed
4. Estimated duration (max. 3 years): 3 years
1.5 Estimated total amount (US$): Component 3 - $330,000.00
|Amount requested to |Counterpart |External donor(s)/partner(s) |
|FEMCIDI US$ |(participating countries) US$ |US$ |
|Year 1- $150,000 |$708,000 per year | |
|Year 2 – $90,000 |TOTAL $2,124,000 | |
|Year 3 – $90,000 | | |
If the project has any external donor(s)/ partner(s), please list them below:
2. Framework Program and Line of Action:
2.1 Programmatic Approach: Identify one of the Programmatic Approaches approved by the OAS under which the project concept is presented (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education).
The programmatic approach of this concept includes the strengthening of National Quality Infrastructures via the following actions:
• Regional Capacity Building
• Measurement improvement and comparisons
• Awareness and outreach
• Technical partnerships
2. Line of Action: Identify one of the objectives in which the project concept is outlined and specify the direct relation between this objective and the one of the project concept. (Please refer to the Programmatic Approaches for Strengthening National Quality Infrastructure and Promoting Improvements in Science and Engineering Education.)
1. Build capacities of human resources in the NMIs (National Metrology Institutes) (i.e., to make more accurate and reliable measurements traceable to international standards.) The project will focus on establishing human competencies in the NMIs in the hemisphere with an emphasis on sustainability, the promotion of partnerships among institutes that are at a similar level of development and also between institutes with already established capacities and those that are still building capacity. The training will focus on measurement areas identified as high priority by participants, their respective institutes, and other public and private stakeholders in the national measurement systems. The project aims to enhance accuracy and reliability of measurements and calibrations traceable to international standards, and to increase the effective application of these services in government and industry.
2. Increase awareness and promote policy dialogue and partnerships between government and industry to develop strong National Quality Infrastructure (NQI), with a special emphasis on NMIs.
The Project will focus on:
a. Promoting dialogue and partnerships between the NMIs and their respective state and local governments, as well as private stakeholders through awareness and outreach activities and publications on metrology.
b. Improving calibration services to support industry development and innovations.
c. Encouraging the integration of the NMIs to NQI through awareness raising activities.
d. Improving new services such as:
i. calibrations;
ii. training in metrology related areas with a focus on industry needs;
iii. evaluating metrology laboratories;
iv. peer evaluations.
3. Promote the creation of NMIs focused on national priority areas for socio-economic development in the smaller economies. In smaller economies, the development of capabilities at the NMIs is dependent on the relevant stakeholder needs, thus, awareness and outreach activities to educate relevant government officials and an assessment of industry needs is essential. The Project will include activities in both scientific and legal metrology measurements and services in order to satisfy national needs such as support for fair commerce, regional trade, national innovations, health, environmental sustainability, energy efficiency, alternative energy sources, and the promotion of national and international value chains to improve national and regional economies.
4 Foster technical cooperation for continued improvement of NQI and NMIs through sustainable local, sub-regional, regional, and international partnerships. Many NMIs in the region are implementing quality management systems in an effort to increase reliability and confidence in their calibration and measurement services. This Project will increase dialogue about the quality infrastructure of participating organization (in NMIs). The project also offers a unique opportunity to engage with National Accreditation Boards (NABs) through the corresponding regional organizations. Activities are planned to improve regional interaction on the global stage, specifically through representation and leadership development within the Joint Committee of Regional Metrology Organizations (JCRB) and the International Bureau of Weights and Measurements (BIPM for its acronym in French).
5. Promote the offer of training and other technical extension services by NMIs and a better relationship between them and local industry, universities, and laboratories. The Project has a focus on capacity building through training and development with a combination of introductory level workshops offered by experts drawn from more highly developed NMIs in the hemisphere as well as longer and more advanced internships or mentorships intended to offer higher intensity, hands-on laboratory experience over a period of several weeks with staff exchanges and visits.
3. Background and Justification
3.1 Problem: Include a brief description of the problem / situation that the Project seeks to solve. Referring to the situation or circumstances of negative nature that the proposal will contribute to solve, and a reference about the context (location and key actors) where this problem / situation occurs (1 page max).
Each country in the hemisphere has identified an institution responsible for measurements. These institutions, known as National Metrology Institutes (NMI) are responsible for establishing, maintaining, and disseminating national measurement standards, and linking them globally to the International System of Units through international comparisons. International acceptance of a country’s measurement system is essential for access to the global market.
Since the recognition of the importance of a measurement and standards infrastructure at the 1994 Summit of the Americas, the NMIs throughout the hemisphere have been working together to strengthen the existing infrastructure through the Inter-American System of Metrology (SIM). SIM was created to address critical measurement needs in the hemisphere and to participate, on a regional basis in the international measurement community.
Understanding basic measurement techniques is critical, but ever changing threats to the environment, and human health and safety demand measurement capabilities previously unheard of. The countries of the Americas have developed an understanding of the need for a measurement and standards infrastructure, but there remains a critical need for enhancing current capabilities including competences to address changes in local, regional and international requirements.
With previous support from OAS/FEMCIDI, the NMIs in the Americas have made great strides in improving their measurement capabilities and increasing understanding of the need for a strong measurement and standards infrastructure to support economic growth and development. This support has leveraged significant local investment by many of the participating countries in their measurement and standards infrastructure. For example, Brazil, Chile, Panama, Costa Rica, Colombia, Paraguay, Peru are just a sample of countries that have made significant investments in their local metrology and standards infrastructure.
While significant progress has been made in improving metrology capabilities throughout the hemisphere, there is still considerable work to be done, particularly with the smaller, less developed NMIs. Unfortunately more than half of the participating countries fall into this category of NMI. For the countries in the middle of the spectrum, the project seeks to provide the tools necessary to engage in the international measurement community and to seek international recognition. For the countries with significant need, the project aims to assist in raising awareness among the local governments as to the importance of developing and maintaining a metrology infrastructure and to provide training in areas of highest importance locally and exposure to the international metrology community.
3.2 Synergies: Identify other similar initiatives in the country and/or region and describe the potential for synergies with these initiatives
There are currently efforts underway in the Caribbean to enhance measurement and standards infrastructures, supported by the EU, in the countries of Central America, supported by the German Government through the German NMI – PTB and through the IADB, and in various countries who have bilateral projects supported the German Government, through PTB. We will endeavor to ensure all projects are complimentary and contribute to the overall enhancement of NQI in the hemisphere.
4. Description of the Project
4.1 Goal (general objective for development) to which the Project would contribute: It refers to the longer term goal that contributes to achieving the purpose, which is always expressed as a contribution.
To improve the National Quality Infrastructure by advancing best practices at the National Metrology Institutes and enhancing international recognition of measurement capabilities in the hemisphere.
4.2 Purpose or specific objective of the Project (one purpose per project): Definition of the effect / direct impact or achievement to be reached by the Project. Answers the question: What is the main transformation expected to be reached at the end of the project?
To further strengthen the institutes responsible for measurements in the Americas and thereby, improve the international reputation and credibility of national quality infrastructures.
3. Products/Results: Brief description of products as results.
| |Description of the Products |Base line |Indicators |
|Product 3: |Government officials and other stakeholders in|Existing awareness varies according to|Increase in local investment in metrology |
| |metrology have a greater understanding of the |the level of development of each |infrastructure; the development and/or |
| |importance of measurements for facilitating |country. |implementation of new legislation on |
| |trade and innovation. | |metrology; increased relationships with |
| | | |national quality infrastructures; increase in|
| | | |the dissemination of information about |
| | | |regional development; presentations for |
| | | |metrology users; participation as peer |
| | | |evaluators for other NMIs and the industry; |
| | | |providing training and evaluations of |
| | | |technical competency for metrology users |
| | | |including secondary laboratories. |
4. Description of activities and estimated costs:
| |Description of the Activities planned for the project. |Budget |
| |List products and activities |Estimated in US$ |
|Product 3 |Increased understanding among government officials and users of metrology about the importance |$330,000 USD |
| |of measurements for facilitating trade and innovation. | |
|Activity 2.1 |Annual awareness raising events ( 2 per year) |$180,000 USD |
|Activity 2.2 |Supervision of teachers (training the trainers): trainers, quality systems managers, and peer |$ 90,000 USD |
| |evaluators (6-8 per year) | |
|Activity 2.3 |Communication and outreach |$ 60,000 USD |
IX. Project: Trinidad and Tobago - Strengthening Conformity Assessment Bodies and Activities in support of National Quality Infrastructure (NQI) development in CARICOM Member States
1. Basic information:
1. Name of the Project: Strengthening Conformity Assessment Bodies and Activities in support of National Quality Infrastructure (NQI) development in CARICOM Member States
2. Country submitting the Project: Trinidad and Tobago
|Name of the Institution: |TRINIDAD AND TOBAGO BUREAU OF STANDARDS (TTBS) |
|Name of the person preparing the concept: |FELICIA W.S. THOMAS |
|Telephone: |1(868)662-8827 Ext 106 |
|Email address: |felicia.thomas@.tt |
3. Participant(s) Country (ies): Include the following information for each participant country.
|Participating Country: |CARICOM MEMBER STATES |
|Name of the Institution: |CARICOM Regional Organisation For Standards and Quality (CROSQ) |
|Coordinator: |Winston Bennett |
|Telephone: |T: 246.622.7670 / 246.622.7677 / 246.622.7679 (Direct) |
|Email address: |Winston.bennett@ |
|Past and current regional projects and activities were reviewed for gaps and it was identified that the testing, inspection and certification|
|aspects of conformity assessment were receiving limited attention at present. |
|Describe the capacity and experience of the Institution in the area related to the Project as well as in the execution of projects: |
|CROSQ is the executing agency for the following regional projects: |
|Funded by the IDB (Inter-American Development Bank) |
|Harmonise Regional Quality Infrastructure For Improving Market Access And Competitiveness |
|Promoting Small And Medium Enterprise Competitiveness In The Caribbean Through Technical Standards |
|Funded by the EDF (European Development Fund) |
|Caribbean Laboratory Accreditation Service |
|Funded through PTB(Physikalisch-Technische Bundesanstalt) |
|Regional Quality Infrastructure 3 |
|Funded through CDB/CARTFUND (Caribbean Development Bank/ Caribbean Aid for Trade and Regional Integration Trust Fund) |
|Strengthening the Testing Laboratory Services Capabilities to Reduce Technical Barriers to Trade in the Caribbean Region |
4. Estimated duration (max. 3 years): Three years
5. Estimated total amount (US$):
|Amount requested to |Counterpart |External donor(s)/partner(s) |
|FEMCIDI US$ |(participating countries) US$ |US$ |
|500,000 |157,000 | |
If the project has any external donor(s)/ partner(s), please list them below:
2. Framework Program and Line of Action:
1. Programmatic Approach:
This project supports the Programmatic Approach for Strengthening National Quality Infrastructure (NQI) and improving the human and institutional capabilities of the National Metrology Institutes.
2. Line of Action:
This project supports the objective identified in the Programmatic Approach of fostering technical cooperation for continued improvement of NQI/National Metrology Institute (NMIs) through sustainable local, sub-regional, regional, and international partnerships.
In anticipation of the CARIFORUM-European Union Economic Partnership Agreement, the CARIFORUM Secretariat commissioned a study in 2007 on the support needs for CARIFORUM countries to meet the commitments made in the EPA between CARIFORUM and the EU. The study, reported in Poot et al. (2008)[1]/ assessed the current general status of the QI in each of the 15 Members of CARIFORUM and at regional level, to determine the improvements needed in order to design a comprehensive programme of implementing the necessary activities.
Quality infrastructure is a system of institutions which jointly ensure that products and processes meet predefined specifications[2]/ as seen in Figure 1.
Figure 1: Survey of the national quality infrastructure.[3]/
Most notably, it aims at providing technical support to companies so they can improve their production processes and at ensuring compliance with regulations or international requirements. In today’s business environment, a functioning Quality Infrastructure is a prerequisite for access to regional and global markets and a key determinant of competitive advantage. Globalization of world trade and the requirements of the Agreements on Technical Barriers to Trade (TBT) and Sanitary and Phytosanitary Measures (SPS) of the World Trade Organization (WTO) for the reduction of technical barriers to trade urgently call for measures to consolidate quality infrastructure.
To this end it is necessary that the conditions for trade are known to all stakeholders (technical regulations and standards), that compliance with these conditions is checked/verified (conformity assessment) and that these checks are carried out by bodies whose competence is internationally recognized (accreditation). Quality infrastructure serves manufacturers and consumers at each level of the value chain in the same way by making trade possible at all levels and by protecting health and the environment.[4]/
Based on Poot et al. (2008), the QI in most of the Caribbean countries needs development. Previous projects at the regional level have focused on the development of the metrology and accreditation aspects through the identification and development of specialist competencies, formation of regional groupings and arrangements (CARIMET and CARICOM Cooperation for Accreditation (CCA)) thereby rationalizing the use of scarce human and financial resources.
Governments often become aware of their roles as control and surveillance organs only when either whole shipments of export goods are rejected because they do not comply with the international standards or they are held up at ports of entry and exporters incur significant costs to prove compliance to regulations, or when imported or even national products have caused significant damage to the society due to lacking quality assurance.[5]/ According to the Jamaican Gleaner,[6]/ Jamaican meats, for instance, have met resistance in Trinidad and Tobago as well as in the Organisation of East Caribbean States, over what they consider to be spurious concerns about sanitary and phyto-sanitary regulations in Jamaica, for which Jamaica feel they have the best oversight arrangements in the region. The Gleaner further reposts that it considers Belize to have used non-tariff barriers to block the import of Jamaican beer and spirits and at one time, the problem was getting soft drinks and plastic products into Barbados.
According to UNIDO[7]/ and as seen in Figure 2, quality and product safety-related standards have dominated trade relations for a long time. More recently environmental, social, labour, equality and resource-sustainability issues have gained prominence as consumer and society lead drivers for the development of trade standards and the resulting certification requirements. For example, in national, regional and international markets, the environmental friendliness of products and manufacturing processes is becoming increasingly important. If the environmental friendliness of a product is attested by a certificate stating that it complies with standards, this is favourable for its competitiveness. Without internationally recognized testing procedures, corresponding certificates and a confirmation of the competence of the testing laboratories, international trade is practically no longer possible. A functioning quality infrastructure is therefore indispensable to ensure international trade.
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Again according to UNIDO,[8]/ exporting firms in developing countries may find that these requirements act as barriers to accessing new markets. They impose start-up costs on new businesses because the standards have to be first understood and then met. To the extent that import standards in developed countries are more demanding than those in the domestic markets, these firms may need to acquire new capabilities and implement new systems. Further, meeting the standards frequently involves not only producing products to meet particular technical specifications, but also using particular types of processes and procedures and providing documentary proof that these have been put in place. Once met, these standards, however, allow access to large markets based on common requirements. Many countries do not export at all as a consequence of past rejections of goods to popular markets.
EU border rejections of fish and fishery products, fruit and vegetables and products, nuts and seeds and products and herbs and spices averaged US$72 million per year over the period 2004 to 2008. Rejections were dominated by nuts and seeds, valued at US$55 million per annum but accounting for only 1.2 per cent of the value of nut and seed imports to the EU. Similar figures pertain for the US. Whilst this may seem small, for many CARICOM member states, these items form major components of their export trade and can thus these rejections can have a significant impact on their economies and abilities to trade internationally. It can also have most serious consequences for individual firms and their employees, as well as for the overall perception of a country’s capacity to provide safe products for export markets. At the same time, it is important to recognize that the compliance challenges faced by developing countries due to regulatory requirements in major industrialized country markets have far wider consequences.
The more significant impact (and cost) of border rejections is likely to be the decision of international buyers not to source from that specific country, or of export firms to curtail exports and/or to divert exports to less exacting markets, therefore losing out on high-value export earnings simply because of the fear that product consignments might be rejected.
The development of the other disciplines of the CARICOM region conformity assessment groups such as testing, inspection and certification and the identification and harmonization of procedures across the member states is expected to further enhance regional technical cooperation and facilitate a freer movement of goods both intra and extra regionally. The further enhancement of CROSQ as the regional coordinating agency will facilitate improved communication to member states for satisfying compliance to SPS and TBT requirements. The harmonization of conformity assessment verification systems would allow for mutual understanding of what is required for facilitating trade. CROSQ would also be able to assist in directing member states as to where to access the relevant conformity assessment competencies. This coordination and development of this mechanism would satisfy the recommendations of the Poot report cited above. This coordination would not place unnecessary burdens on member states with limited capacity but would enhance existing systems for trade.
An effective quality infrastructure happens with partners recognising each other mutually. The increase in the capacity of the conformity assessment agencies to provide demand driven services which are internationally recognized is also expected to improve the level of competitiveness of member states.
2. Background, Justification
1. Problem:
Although regional trade within the Caribbean Community (CARICOM) in recent times has been mainly in the area of oil and oil-related products, there has been trade in non-oil products such as food products, construction material and other consumer goods. Huib Poot et al in 2008 published a report that showed the value of trade within the region had increased from EC$2.8 billion in 2002 to EC$6.3 billion in 2005.[9]/
Evidence also proved that there were difficulties experienced by exporters in entering the markets of other countries within the region because of technical barriers to trade (TBTs).[10]/ Non-oil products which experienced such trade barriers were water, match splints, garments, red kidney beans, beef, poultry, fruits, vegetables, juices, ground provisions, rum, and alcoholic and non-alcoholic beverages. The existence of these barriers of trade within the region can be attributed, in part, to a lack of equivalence, and therefore harmonization, in the quality infrastructures of the respective Member States of CARICOM.
Trinidad and Tobago, although being a small, open, petroleum-based exporting economy, has also a fledgling non-petroleum manufacturing sector. The weakness within the manufacturing sector can be linked to poor application of quality infrastructure elements within the process of manufacturing and trade. However, given these challenges, there are a few companies who have been able to apply, implement and actively use quality infrastructure elements within their operations and have benefited from this activity. This includes Angostura Limited and the TCL Group of Companies, which also owns companies in both Barbados and Jamaica.
Trinidad and Tobago is the leading exporter in CARICOM, commanding approximately an 80% share of intra-CARICOM merchandise exports. In 2007, Trinidad and Tobago’s exports to the region were estimated to be US$1.7 billion, representing a 78% share of total intra-regional merchandise exports (i.e. US$2.2billion). However, manufacturing exports, particularly to the CARICOM region, declined by just under 50% in 2009.
The use of standards and conformity assessment activities such as testing, calibration, certification, implementation and accreditation, within the agricultural and agro-processing, manufacturing and tourism sectors will allow for strengthening of and innovation in these sectors. Research and innovation is relevant to competitiveness. In The Global Competitiveness Report 2011 – 2012,[11]/ the five CARICOM Member States listed out of 147 countries in the report are Barbados (42), Trinidad and Tobago (81), Jamaica (107), Guyana (109) and Haiti (141). The GDP per capita for each of these Member States are Trinidad and Tobago US$15,626, Barbados US$14,326, Jamaica US$5,039, Guyana US$2,868, and Haiti US$673. Barbados and Trinidad and Tobago have been rated as in transition from being efficiency driven (2) to innovation driven (3) in their development. Guyana and Jamaica are rated as in transition from factor driven (1) to efficiency driven (2), while Haiti is in factor driven (1) stage of development. The greatest challenge for all of these countries except for Market Size had been Innovation. Therefore, to assist in moving the competitive index forward for the CARICOM region, the development and harmonization of national quality infrastructures of Member States are critical. Indeed, PTB[12]/ has consolidated the contributions that quality infrastructure has made to innovation systems in Table 1.
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The opportunities offered by economic globalization are not only related to market issues but are also negatively affected by insufficient infrastructural capacity with which to enter markets. Areas of special concern as identified by the United Nations Industrial Development Organization[13]/ include:
1. Lack of effective industrial productive capacity to ensure optimization of production and product diversification;
2. The need for equitable integration into the multilateral trading system;
3. Inability to exploit the opportunities gained by our signed multilateral, plurilateral, and bilateral agreements.
As identified earlier, the tourism, agro-processing and construction are amongst three of the most critical sectors for most if not all member states and as such, all activities identified herein will focus on these three sectors.
3.2 Synergies:
Over the past few years, TTBS has pursued the development of the QI in Trinidad and Tobago and the region by participation in nationally funded projects under the Public Sector Investment Programme and externally through CROSQ through externally-funded projects:
Projects under the Public Sector Investment Programme include:
1. 48/09/005/03/B/210 - Procurement of Testing Material & Equipment
The overall objective is to expand the testing regime required for the regulatory activities mandated by the Standards Act No. 18 of 1997, to improve the quality of goods on the market and to ensure the health and safety of the national population
2. 48/09/005/03/B/212 - Providing Reliability to Quality Infrastructure
The overall objective of this project is to support and provide the required reliability for the function of the quality infrastructure system in Trinidad and Tobago and by extension the CARICOM region
3. 48/09/005/03/B/214 - Central Services
The overall objective of the Project is to promote enhanced efficiency of and access to TTBS services through the provision of technical and other supporting ICT Infrastructure, thereby facilitating the improved operations of TTBS
4. 48/09/005/03/B/216 - Implementation of the Metrology Act 2004
The main objectives are the Development of a National Metrology System and Establishment of the SI/Metric System as the Legal System of Measurement in Trinidad and Tobago
5. 48/09/005/03/B/218 - Building Capability For Sustaining Export-Led Growth In Trinidad And Tobago By Strengthening The Trade Institutional Infrastructure For Technical Barriers To Trade
The overall goal of the project is to improve Trinidad and Tobago’s competitiveness through the establishment of the National Coordination Mechanism for technical barriers to trade (TBTs)
As indicated above, TTBS through CROSQ has participated in the following regional projects:
1. The Inter-American Development Bank (IDB) co-funded a project aimed at increasing the competitiveness of Small and Medium-sized Enterprises (SME project) (2005-2011)
2. The second IDB project (2007-2011) is aimed at building RQI to improve market access and competitiveness (RQI-1 project). PTB is working closely with CROSQ to conduct baselines and needs assessments on the current status in order to develop / enhance regional capabilities.
3. The Canadian International Development Agency (CIDA - via TDV Global / Wren Group) is supporting the strengthening of CROSQ’s structure and processes, in particular the development of a quality management system (QMS) in accordance with ISO 9001-2000.
4. Phase II of the European Development Fund-sponsored Caribbean Laboratory Accreditation Services (CLAS) project was aimed at assisting laboratories achieve accreditation via regional cooperation and the establishment of an overarching regional accreditation scheme.
5. The German Metrology Institute, PTB (Physikalisch-Technische Bundesanstalt) sourced two tranches of funds (RQI-2, RQI-3 projects) provided by the German Federal Ministry for Economic Cooperation and Development (BMZ) under Aid-for-Trade
6. Tradecom provided complementary funding for a Metrology Officer to support the RQI projects
7. Tradecom recently approved a proposal to conduct a Needs Assessment for the development of a training facility at the CROSQ Secretariat
8. PROINVEST provided Technical Support for the development of a medium-term Action Plan for CROSQ, using two Dialogue sessions between public-private stakeholders
9. The Caribbean Development Bank/ Caribbean Aid for Trade and Regional Integration Trust Fund has recently approved the “Strengthening the Testing Laboratory Services Capabilities to Reduce Technical Barriers to Trade in the Caribbean Region” project.
There are strong linkages among the projects. TTBS and by extension CROSQ works at ensuring that overlapping activities are harmonized and duplication is avoided in order to maximize benefits to be derived from scarce resources.
3. Description of the Project
1. Goal (general objective for development) to which the Project would contribute:
The overall goal of this project seeks to improve the understanding, application and use of the conformity assessment disciplines (metrology, testing, certification and inspection) of the Quality Infrastructure in CARICOM Member states.
4.2 Purpose or specific objective of the Project (one purpose per project):
The main purpose of this project is to build capacity in support of conformity assessment activities and strengthen cooperation between conformity assessment bodies of CARICOM Member States
3. Products/Results: Brief description of the products as results.
| |Description of the Products |Base line |Indicators |
|Product 1: |Improved Coordination of Conformity Assessment | | |
| |Disciplines amongst CARICOM Member States | | |
| |Established guidelines on the proper application of the | |Discussed, drafted and signed |
| |mutual recognition arrangements amongst the conformity |0 |guidelines for the application of MRAs |
| |assessment agencies. | |in 2 Conformity Assessment disciplines |
| | | | |
| |Signed mutual recognition agreements within CARICOM | | |
| |Member States | |3 Signed MRAs between at least 3 member|
| | | |states |
| |Functioning national and regional network of testing and |0 | |
| |calibration laboratories, certification and inspection | | |
| |bodies and accreditation bodies. | |TOR defined and agreed |
| | | |At least 2 Group(s) formed. |
| |Existence of an effective and efficient market |2 – CARICOM Metrology Group | |
| |surveillance system in particular for those areas where |(CARIMET), CARICOM Cooperation for | |
| |no pre-marketing authorisation procedure exists. |Accreditation (CCA) | |
| | | | |
| | | |Procedures developed and harmonised |
| | |0 |across the region |
| | | |Number of Market surveillance officials|
| | | |trained. |
| | |0 | |
|Product 2: |Support for Export Competitiveness through the | | |
| |Development of Conformity Assessment Capabilities | | |
| |Assessment Reports of Conformity Assessment Activities in| |2 Consultants Reports submitted – 1 for|
| |the three sectors in CARICOM Member States |1 |specific conformity assessment |
| | | |activities in the three sectors across |
| | | |5 member states, 1 on the demand for |
| | | |Conformity Assessment activities in the|
| | | |three sectors across 5 member states. |
| | | | |
| | | |By the end of each year, at least 3 |
| |Improved competency of Conformity Assessment agencies in | |persons in at least 3 Member states |
| |at least 3 CARICOM Member States | |have participated in conformity |
| | | |assessment training activities |
| | |62 training programmes conducted on | |
| | |quality infrastructure and |Increase in number of accredited labs |
| |Improved capacity of testing laboratories to obtain |conformity assessment disciplines in|by 1 |
| |accreditation for critical tests. |at least 6 member states with at |Increased scope of accredited tests |
| | |least 747 participants |available regionally by 6 (2 for each |
| | |8 Accredited Laboratories regionally|sector) |
| | |24 tests accredited over at least 5 | |
| | |differing scopes |Increase by at least 1 in the number of|
| |Recognition of the conformity certificates issued for | |conformity certificates accepted by an |
| |manufactured CARICOM products on third markets (in the | |extra CARICOM regional trading partner |
| |signatory countries of the multilateral protocols) |1 | |
| | | | |
| |Provided tools for the sustainable development of | |Increase by 45 Persons in NSBS/CA |
| |conformity assessment infrastructure and capacity | |Agencies trained in at least 3 member |
| |building throughout the CARICOM region | |states |
| | | | |
| | | | |
| | |62 training programmes conducted on | |
| | |QI topics in at least 6 member |One article written in a Technical or |
| | |states with at least 747 |trade publication per year on a QI |
| | |participants |topic in at least 3 member states. |
| | | | |
| | |0 |By the end of each year at least 1 |
| | | |comparison exercise has been conducted |
| | | |in the each of the each of the sectors.|
| | | |By the end of the project, the region |
| | | |has one recognised PT service provider.|
| | | |Recognition is attained by CROSQ |
| | |1 |recommendation. |
| | | | |
| | | | |
| | | | |
| | | | |
| | |0 | |
| | | | |
|Product 3: |Improved Stakeholder Engagement & Awareness Raising of | | |
| |the nature and application of QI topics | | |
| |Improved awareness of the socio-economic impact of | | |
| |quality infrastructure and CAP within the CARICOM Member |1 |By the end of each year Political |
| |states | |authorities and relevant stakeholders |
| | | |(including governmental officials, |
| | | |industrial representatives, teachers of|
| | | |secondary, TVET and tertiary |
| | | |institutions, civil society, consumer |
| | | |groups) of three countries have |
| | | |participated in at least 4 stakeholder |
| | | |activities. (Each activity should |
| | | |engage at least 10 persons) |
|Product 4: |Established mechanisms for the effective dissemination of|0 |Outline of programmes developed |
| |information related to quality infrastructure using | |Curricula developed and launched for 2 |
| |information and communication technologies (ICTs). | |Conformity Assessment disciplines |
|Product 5: |Project Management | |Approval and formal recognition of the |
| |Project Governance structure developed |3 regional projects currently |Project by CROSQ Council |
| | | |Project manager hired |
| | | |Project coordinators appointed for each|
| | | |participating member state |
| | | |Reports submitted |
4. Description of activities and estimated costs:
| |Description of the Activities planned for the project. |Budget |
| |List products and activities |Estimated in US$ |
|Product 1 |Improved Coordination of Conformity Assessment Disciplines amongst CARICOM Member States |$ 68,000.00 |
|Activity 1.1 |Formation of additional Conformity Assessment Groups of CROSQ |$ 34,000.00 |
|Activity 1.2 |Hosting of 3 face-to-face Regional Conformity Assessment Group Meetings (1 Per Yr) |$34,000.00 |
| | | |
|Product 2 |Support for Export Competitiveness through the Development of Conformity Assessment Capabilities|$324,000.00 |
|Activity 2.1 |3 Train the Trainer Workshops (Basic Metrology and Calibration & Measurement Uncertainty, |$39,000.00 |
| |Quality Management Systems and Quality Tools, Quality Assurance Aspects of International Trade) | |
| |including at least 7 CARICOM Member States | |
|Activity 2.2 |Consultancy - Regional Gap Analysis of Conformity Assessment disciplines for 3 Sectors |$36,000.00 |
| |recomending - Tourism, Agro Procressing and Construction in at least 5 Member States | |
|Activity 2.3 |Consultancy – Regional Demand survey for Conformity Assessment services for the 3 sectors in at |$36,000.00 |
| |least 5 Member States | |
|Activity 2.4 |Develop and implement a sustainable proficiency testing programme for a product from one of the |$30,000.00 |
| |sectors | |
|Activity 2.5 |Develop and implement the ISO/IEC 17025 Toolkit in at least 3 CARICOM Member States |$9,000.00 |
|Activity 2.6 |Implement a series of workshops on Management Systems and Product Certification in at least 3 |$9,000.00 |
| |countries | |
|Activity 2.7 |Implement a series of workshops on ISO 17020 for inspection bodies in at least 3 CARICOM Member |$9,000.00 |
| |States | |
|Activity 2.8 |Implement a series of workshops on Quality Infrastructure and Conformity Assessment disciplines |$39,000.00 |
| |for Market Surveillance authorities in at least 3 CARICOM Member States | |
|Activity 2.9 |Training for the Conformity Assessment Bodies in Conformity Assessment disciplines for at least |$18,000.00 |
| |two products in the Construction Sector in at least 3 CARICOM Member States | |
|Activity 2.10 |Training for the Conformity Assessment Bodies in Conformity Assessment disciplines for the |$15,000.00 |
| |Tourism Sector in at least 3 CARICOM Member States | |
|Activity 2.11 |Training for the Conformity Assessment Bodies in Conformity Assessment disciplines for the Agro |$15,000.00 |
| |Processing Sector in at least 3 CARICOM Member States | |
|Activity 2.12 |At least 1 Conformity Assessment Body in at least 3 CARICOM Member states accessing at least 1 |$15,000.00 |
| |training attachment in a Conformity Assessment discipline | |
|Activity 2.13 |Consultancy - Provide consultancy services to at least 3 companies in at least 3 members states |$54,000 |
| |to assist in achieving product/ quality management system certification in the 3 sectors | |
| |identified previously | |
| | | |
|Product 3 |Improved Stakeholder Engagement & Awareness Raising of the nature and application of Quality |$63,000.00 |
| |Infrastructure topics | |
|Activity 3.1 |Training for Secondary School &Technical and Vocational Education Teachers (such as Food & |$18,000.00 |
| |Nutrition & Agri-Science) Teachers in the teaching of International Management Systems Standards| |
| |(HACCP & ISO 22000) and conformity assessment disciplines - 2 per year in at least 3 member | |
| |states | |
|Activity 3.2 |Training for the tourism sector on the introduction of International Management Systems |$9,000.00 |
| |Standards (HACCP & ISO 9001 &14001 & 22000) standards and conformity assessment disciplines for | |
| |hotel and restaurant staff. | |
|Activity 3.3 |Training for the Agro Processing sector on the introduction of International Management Systems |$9,000.00 |
| |Standards (HACCP & ISO 9001 &14001 & 22000) standards and conformity assessment disciplines for | |
| |Agro Processing personnel and farmers. | |
|Activity 3.4 |Training for the Construction Sector in quality and product certification for two products |$9,000.00 |
|Activity 3.5 |9 National 'awareness-raising and/or fact finding' events in various quality infrastructure |$18,000.00 |
| |topics including conformity assessment disciplines(1 Per Year of at least 3 member states) | |
| | | |
|Product 4 |Established mechanisms for the effective dissemination of information related to quality |$33,000.00 |
| |infrastructure using information and communication technologies (ICTs). | |
|Activity 4.1 |Consultancy - Development of curricula related to conformity assessment (inspection, |$33,000.00 |
| |certification and testing, metrology and accreditation) for tertiary level institutions to be | |
| |executed in an electronic learning environment. | |
| | | |
|Product 5 |Project Management |$108,500.00 |
|Activity 5.1 |Project Implementation Unit - Procurement of a Project Manager to coordinate project activities |$86,000.00 |
|Activity 5.2 |Set up of M&E System - 1 visit per year to at least five member states |$22,500.00 |
| |TOTAL |$596,500.00 |
| |CONTINGENCY (10%) |$59,650.00 |
| |TOTAL |$656,150.00 |
-----------------------
[1]. Huib Poot, Koos van Elk and Robert Huigen (February 2008). Final Report - Support to Forum of Caribbean States (CARIFORUM) in the implementation of the commitments undertaken under the Technical Barriers to Trade (TBT) Chapter of the Economic Partnership Agreement (EPA). 161 pages.
[2]. PTB, Values And Rules For Global Responsibility: Quality Infrastructure: A Step Towards Good Governance.
[3]. PTB, Values And Rules For Global Responsibility: Quality Infrastructure: A Step Towards Good Governance.
[4]. PTB, Values And Rules For Global Responsibility: Quality Infrastructure: A Step Towards Good Governance.
[5]. PTB, Values And Rules For Global Responsibility: Quality Infrastructure: A Step Towards Good Governance.
[6]. Jamaican Gleaner, What the PM must tell CARICOM, May 24, 2009.
[7]. UNIDO - Meeting Standards, Winning Markets, Trade Standards Compliance Report 2010.
[8]. UNIDO - Meeting Standards, Winning Markets, Trade Standards Compliance Report 2010.
[9]. Huib Poot, Koos van Elk and Robert Huigen (February 2008). Final Report - Support to Forum of Caribbean States (CARIFORUM) in the implementation of the commitments undertaken under the Technical Barriers to Trade (TBT) Chapter of the Economic Partnership Agreement (EPA). 161 pages.
[10]. CARICOM Secretariat, Final Report on Component III Inventory of Non-tariff, Trade restricting measures applied by Member States of the Caribbean Community, CEDA, Barbados, June 2002
[11]. World Economic Forum, The Global Competitiveness Report 2011-2012.
[12]. PTB - Gonçalves, Jorge and Peuckert Jan. Measuring The Impacts Of Quality Infrastructure: Impact Theory, Empirics and Study Design PTB April 2011.
[13]. UNIDO – Trade Capacity Building Background Paper No. 1 – Supply side constraints on the trade performance of African countries April 2006
-----------------------
Figure 2: Evolving trade standards drivers
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ORGANIZATION OF AMERICAN STATES
Permanent Executive Committee of the Inter-American
Council for Integral Development
(CEPCIDI)
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