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ABS Learning Module Resources

Resources for Module 1                                                                              Return to learning modules

 

CBD website: www.cbd.int

 

Useful CBD website resources, include:

  • National information clickable map at http://www.cbd.int/countries/ leads to overviews for each country, including National Focal Points, National Biodiversity Strategies and Action Plans, and National Reports.
  • Information on the Strategic plan at http://www.cbd.int/sp/ with links to Aichi Targets and ‘Quick Guides’ to the targets.
  • Lists of and links to the thematic programmes and cross-cutting issues considered by the CBD at http://www.cbd.int/programmes/ (including initiatives that are very relevant to botanic gardens, such as the Global Strategy for Plant Conservation and the Global Taxonomy Initiative).

 

A CBD Manual for Botanic Gardens www.bgci.org/resources/cbdmanual - pre-dates (2008) current Strategic Plan for 2011-2020 and other recent initiatives but focuses on botanic garden relevance, provides background on the CBD and includes comparisons of CBD to CITES and the International Treaty on Plant Genetic Resources for Food and Agriculture

 

 

Resources for Module 2:

 

Resources for Module 3

  • ABS Website: www.cbd.int/abs
  • ABS Clearing House:  ABS-CH website (https://absch.cbd.int) and its help section (https://absch.cbd.int/help).
  • IUCN Explanatory Guide to the Nagoya Protocol (Bonn: IUCN, 2012): provides a comprehensive analysis to the text of the Protocol and some negotiating history (https://portals.iucn.org/library/efiles/documents/EPLP-083.pdf).
  • Nagoya Protocol on ABS: Background and Analysis – Berne Declaration, Bread for the World, Ecoropa, Tebtebba and Third World Network 2013 (can be downloaded at: www.twnside.org.sg/title2/books/NagoyaProtocolonABS.htm). Provides analysis of NP from civil society perspective.
  •           The Nagoya Protocol on ABS: Analysis and implementation options for developing countries. Gurdial Singh. Analysis of NP from developing country perspective: www.10.iadb.org/intal/intalcdi/PE/2012/11201.pdf
  • Matthias Buck and Clare Hamilton: The Nagoya Protocol on ABS (2011) RECIEL, 20 (1) 2011. Analysis of NP from European perspective
  •  Overview of National and Regional Measures on ABS: Challenges and opportunities in implementing the Nagoya Protocol. Jorge Cabrera et al (Third edition June 2014), Centre for International Sustainable Development Law CISDL www.cisdl.org
  • TK definition: According to the CBD, Traditional Knowledge refers to the knowledge, innovations and practices of indigenous and local communities around the world. Associated traditional knowledge refers to knowledge that is linked to a particular genetic resource. This knowledge may be developed from experience gained over the centuries and adapted to the local culture and environment. Traditional Knowledge can be transmitted orally from generation to generation. It tends to be collectively owned and takes the form of stories, songs, folklore, proverbs, cultural values, beliefs, rituals, community laws, local language, and agricultural practices, including the development of plant species and animal breeds. Sometimes Traditional Knowledge is referred to as an oral traditional for it is practiced, sung, danced, painted, carved, chanted and performed down through millennia. Traditional Knowledge is mainly of a practical nature, particularly in such fields as agriculture, fisheries, health, horticulture, forestry and environmental management in general.

Information on the International Treaty on Plant Genetic Resources for Food and Agriculture

        o   Includes training information at http://www.planttreaty.org/content/training-resources

 o   Bioversity International www.bioversityinternational.org and follow links to wide range of training materials at:http://www.bioversityinternational.org/e-library/training-materials/ (manuals/courses on collecting/conserving/managing plant genetic resources)

                                                                                                           Cont. for modules 4-6