cspcar3 learning guide

Strategic cuStomS Planning and

management

3th edition

learning guide

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Strategic Customs Planning and Management. 3th Edition LEARNING GUIDE

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Presentation

Dear Participants,

Welcome to the 3rd edition of the ‘Strategic Customs Planning and Management’ Programme.

The essence of effective leadership and management includes the ability to plan. Fai-lure to successfully execute corporate strategies and effectively achieve organizatio-nal goals is, according to research findings, due in part to planning and management processes. Many organizations have been deemed to be too inward thinking, focu-sing too much on short-termism. In today’s world of constant change, it is imperative for leaders and managers to think strategically (focusing outwards towards the big picture and planning for the future). Strategic Planning is a way of preparing for the future by attempting to simulate the envisoned future.

The programme focuses on key topics that present challenges to today’s Customs Administrations, in so doing, building individual capacity for the adoption of a profes-sional approach to strategic planning and management within the Customs operatio-nal environment.

The general objective of the course is to present different theories, concepts. princi-ples and tools on the subject of strategic planning and strategic management, as well as to facilitate the exchange of information and sharing of experiences on the subject between officials working in the areas of customs, trade, and public policy within Ca-ribbean Customs Administrations.

Based on a modular structure, the programme is divided into six modules. After com-pletion of the module’s theoretical reading, a set of related activities is carried out on the learning platform and with the support of the course tutors.

I take this opportunity to invite you to carefully read the theory material, meanin-gfully participate in the activities related to each of the modules; initially to better understand the challenges being faced by Caribbean Customs administrations, and ultimately to learn ways in which the various concepts and tools presented can be applied to develop programmes, strategies and initiatives to address such challenges.

Kind Regards,

Dr. Jennifer Clarke

Course Director


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Target Audience

Generally speaking, the course is aimed at middle and senior customs officers and finance public-sector policy experts in areas related to customs and trade and public policy, working in ministries of finance,customs administrations or revenue adminis-trations.

Course Pre-Requisites

Participants must hold a university qualification or equivalent, and at least three years of professional experience, or some combination thereof.

Duration

The course will last six teaching weeks (plus one week for Preliminary Activities and two weeks for retakes) organised in weekly modules. Each week opens with a mes-sage that participants will find posted on the notice board from the corresponding tutor The tutor will use the message to introduce the central points of the issues to be dealt with and propose keys to complete the week’s work.

General Objectives

To introduce participants to the main tools required for designing, implementing and tracking institutional strategies.

To analyse the key components of effective strategic planning.

Specific Objectives

To build capacity in the field of strategic planning as applied to customs authori-ties.

To encourage debate on the main tools used for strategic planning in customs authorities.

To promote the exchange of information and experiences between civil servants and customs employees in the Caribbean.


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Learning methodology

Although the basic teaching model for online courses is based on the group learning model, this course can be combined with other methods such as project-based or case-study-based learning.

The learning activities included in the course may require the students to:

Read and use the mandatory texts for each module at all times. Furthermore, at times additional material is provided (PowerPoint presentations, articles, etc.) relating to the modules that will enable the students to expand their knowledge and help them to complete some of the proposed exercises. The tutors will an-nounce the possible need for supplementary reading materials and will provide the specific materials when they are required in some of the work modules.

Perform tutored exercises, where the students must apply the main concepts linked to the course and reflect upon the important aspects they have looked at in each module. When the answers provided by the student are based on the na-tional legislation of their respective country, the article applicable to the specific case will preferably be supplied. Answers to these exercises must be written in a document that is to be sent to the tutor via the platform, attaching it to the task section of the corresponding module (instructions for this can be found in the video tutorial Navigating the Virtual Classroom available on the platform). When the tutor indicates as such, the answer to the exercises must be limited to the maximum length established to resolve it.

Self-assessment exercises (test). This activity is based on understanding the con-cepts and analysing the correct use of such concepts in order to put them into practice later on in the respective practical exercises. The tutor may limit the number of attempts available to the student to complete the tests.

Discussions and reflections on topics of interest included in the weekly discus-sion forums, using the virtual platform’s tools, enabling a dialogue to be maintai-ned between the participants and the tutors. Active participation in the forums proposed in the different modules and analytical reading of the contributions made by the tutor and the other participants is recommended. In some cases the forums will be used for collaborative activities in which the students must resolve the proposed cases together.

Voluntary contributions that the students can make on the specific forums pro-posed for such purpose relating to applicable legislation in their respective coun-tries or to specific domestic situations.

Below we detail the benefits of interacting with the modules’ content and the rela-tionship between the theory and the practice of the participants in their organisa-tions, and the learning activities.


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The Forums

In the virtual classroom the communication process becomes especially important and learning and understanding benefit from all the course’s participants commu-nicating with each another. The forums are a privileged area to foster communica-tion and socialisation. The forums will be different depending on their purpose. The course will feature “thematic forums”, “teamwork forums”, “the coffee house” and possibly a “queries forum”.

Thematic Forum

This will be a thematic meeting point or a place for theoretic-conceptual socialisation. Participants will be able to explain, debate or disagree on topics that are being stud-ied in the thematic forums. They are a space that enables the thematic field and the perspective of knowledge relating to the subject-matter of the course to be expand-ed, which is possible thanks to the contributions of the course’s attendants, who expand and enrich the branch of knowledge.

The “thematic forums” are generally intended for questions that aim to provoke a reaction from the participants with regard to the different areas of study. Two “the-matic forums” will be available to the participants throughout the course. The “the-matic forum” is the space that excels at enriching understanding through everyone’s contributions and fosters discussion relating to the topics being studied.

The participants in the thematic forums play a leading role. For example:

They prepare and present their contributions. Their contributions must be short and focused. The participants may make several contributions in a forum and they are expected to not only put forward their points of view, but to also take note of the contributions of others in order to make comments.

Contributions developed personally will be given preference over those that are limited to merely copying pre-existing texts. (e.g. legal texts).

The questions that the forum opens with are related to the topic in question and discussions relating to topics that do not fall within the context at hand must be avoided.

The forum must be closed with a summary of the questions that were under dis-cussion. The tutor may request some of the course’s participants to perform such summary.

The Social Forum

This is a space that will be open throughout the course; the students will be able to drink a “virtual coffee” or the drink of their preference, and they will be able to talk


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about different topics, be they personal, cultural, sport-related, etc., depending on the participants’ motivation and interests. The idea is that they will be able to inter-act in a role different from that of addressing the topics of study, thus strengthening both professional and personal relationships.

Question Forums

There is a possibility that, at the teacher’s/tutor’s initiative, a forum may be estab-lished in a course, which is specifically designed to answer questions related to any exercise that is to be submitted, software that has been installed for any activity, etc. The teacher/tutor will answer questions within 24 hours.

The question forums allow answers to be provided that may be useful for all of the course’s participants.

Implementation of the Course

The entire course will be provided via the Capacity Building Program Web portal (Trade and Integration Sector) in an asynchronous fashion. The participants will in-teract with the tutors and the other students using the Virtual Classroom’s commu-nication tools at a time of their choosing. There will be no activities that require all the participants to meet face-to-face, or any mandatory activities that require them to connect to the internet at the same time. There is the possibility of a synchronous activity being proposed, but in any case this would be voluntary.

The course’s participants will form a team of up to 40 members (a maximum of 50 during the course Preliminary Activities that deal with learning how to use the plat-form’s tools) who will progress through the course with the support and technical assistance of a Technical and Pedagogical Coordinator (TPC). Additionally, every week there will be a tutor/teacher guiding the participants through the contents of the course’s module and units, offering guidance regarding the implementation of the activities, and providing assessment tools that enable the participants to discov-er their progress in the course. Therefore, each participant must pay attention to messages they are sent by the tutor/teacher in order to make the learning process a smooth, informative and positive experience.

The course includes discussion activities (forum, individual and group activities) that allow participants to improve their mastery of a particular objective and the tutor to assess the performance of each of the participants.

In order to determine whether participants manage to successfully complete the course, the course director will consider both their performance in the activities and the quality of participation throughout the course.


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When the participant chooses to access the Virtual Classroom is up to them and will depend on when is convenient for each participant and how they choose to organise themselves.

Sunday at midnight, local time in each country, is the deadline for submitting the ex-ercises for each module; therefore, the exercises that are not submitted within this period will not be corrected until the retake week.

A calendar will be uploaded each week that will provide guidance with regard to the activities that must be completed in each of the modules. The activities for a specific week of the course must be completed during that week and not be delayed into the following week.

Responsibilities of Those Involved in the Learning Process

Learning will be based on exchanges that include the management and the teacher/tutor of the course. Their commitments are detailed below:

The Role of the Course Director

The course director will assume the following commitments:

To supervise the courses’ teaching material;

To monitor the teacher’s/tutor’s work;

To participate in the course from time to time;

To review the participants’ assessments and to make the decision with regard to the corresponding academic certificates;

To intervene in the possible appeals regarding disagreements between teacher/ tutor and participants relating to marks.

The Role of the Teacher/Tutor

The teacher/tutor will focus on providing guidance, monitoring and encouraging the participants, using the communication resources provided by the virtual classroom: messages, forums and notices. Their commitments during the course are summarised in the following points:

To reply to messages within 24 hours.


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To review the work submitted as soon as possible and, in any case, provide fee-dback for the final projects that are submitted by the participants no more than two days after the completion of their module.

To provide the participants with guidance relating to the course dynamics and to facilitate exchanges between the participants.

The Role of the Technical Pedaogical Coordinator (TPC)

During the course the participant will have the advice and support of “the Course Technical and Pedagogical Coordinator” (TPC), Andreea Ilin, relating to any ques-tions that may arise regarding the platform’s tools and browsing the course. To contact the coordinator participants can send an email from the course’s platform.

In the event they encounter difficulties in accessing the Platform they can contact the TPC through her email address: [email protected]

WHAT SHOULD I DO IF…I don’t receive a reply within 24 hours from the tutor of the module that is being taught? You may check with the TPC, indicating how you have tried to contact the tutor. The TPC will try to get your message to the tutor.

I don’t remember how to use one of the course’s tools and after chec-king the Navigation Tutorial Video and/or I still have doubts? Write to the TPC using the internal messaging service (or via external email if the previous option is unavailable) indicating the exact problem.

I experience difficulties in accessing the course? Write to the TPC ex-plaining your problem.

The Participant’s Actions

Participants must be responsible for their own learning process and will have the following obligations:

To complete all the planned course activities in a timely fashion. Furthermore, they must reply to the queries and tasks set by the teaching team.

They must pay attention to the general instructions and specific directions set in each module, study the theory for the chapter, and then perform the activities relating to the chapter.

mailto:ailin%40ceddet.org?subject=


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To check the notice board on a regular basis and participate actively in the cour-se’s debating forums.

They must organize their time so that they can effectively meet the demands of the course, for which they will need to dedicate around 12 to 15 hours per week

They will be aware of the difficulties that arise during the course and communica-te with tutors and technical assistants in order to seek solutions to problems.

They will clearly indicate their doubts and requirements, as well as openly sharing their professional experience with the group.

They must complete all the mandatory activities proposed by the teaching team (both individual and group activities) in order to receive the certificate.

To inform the teacher/tutor of the exceptional circumstances that may prevent them from taking part in the course in a normal fashion and undertake to catch up in the retake week(s).

To complete the module surveys as well as the final survey at the end of the cour-se (the certificate will not be awarded if the final survey is not completed, even if the mark obtained is 65 or higher).

The participant may be expelled from the course if they do not behave appropria-tely in the virtual classroom after being warned by the teacher/tutor and/or TPC regarding the inappropriate nature of their behaviour.

Teaching Resources and Materials

The course will feature the teaching resources and materials that facilitate the partic-ipants’ learning process:

Learning guide and work plan (the latter will be uploaded on a weekly basis).

Content developed specifically for the course: class sessions, documents, reading guides and analysis diagrams.

Cases and teaching activities.

Reference material: reading material taken from texts and books that will be pro-vided to the participants electronically.

Assessment of the Participants

The participants will be continually assessed by having their work, activities and par-ticipation in the forum’s debates reviewed. All course activities are mandatory (un-


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less otherwise indicated) since each contributes to learning, but not all are assessed and have a bearing on the overall course mark.

Additionally, participants must take a knowledge questionnaire at the beginning and end of the course. This is a requirement to start the course and be award the certif-icate upon completing it. The questionnaire aims to discover the participants’ prior knowledge and what they have learned during the course. The results have no bear-ing on the overall mark achieved by the participant throughout the course and will only be used to improve the quality of the INDES courses, in line with the learning requirements of its target audience.

General Criteria for Assessing Activities

Upon completion of each module, the tutor will assess each of the completed ac-tivities, obtaining a mark that is in line with the work performed. Besides, a global module grade will be assigned. This module grade will only be considered as satisfac-tory (minimum of 65 points out of 100) if all module activities have been individually graded as satisfactory. The module global grade will not be an automatic arithmetic mean, as the tutor will take into account in a qualitative fashion:

The quality of the exercises submitted in the task section

The quality of the contributions made in the debating forum, as well as their con-tinuous participation in the forum throughout the week.

The completion of the self-assessment exercises

Collaborating in group activities (particularly participation in the forum)

Regularly following the course

Submitting the activities in the established timeframes.

All activities will be graded on the basis of a 1-100 score, and it is necessary to obtain in each of them a minimum grading of 65 to pass the course.

The participants will be able to check in the platform the result obtained in each ac-tivity after the end of the corresponding module. If they have to catch-up with some activity, it will be indicated which one/s and the date for catching – up.

The activities will be retaken during the catching-up weeks. By the end of those peri-ods, the corresponding tutor will assign the grades.

It is a must to perform all activities (with a minimum grade of 65 in each of them) to obtain the course certificate. An average of 65 or superior will not be enough if there are any activities left.

Nonetheless, the course director, taking into account all tutors’ evaluations, will be responsible for the final course grading. Such grading will be communicated once


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all Closing activities (post-test and final course evaluation) have been done. Such final grading will take into account different factors, such as the student progress throughout the course and the relative difficulty of the different activities.

As long as the participant has obtained a final score of 65 or higher, and has com-pleted the pre and post test evaluation and the final survey, a certificate will be delivered.

The certificates are only delivered in a digital format through the platform, so that the participant himself can print it out if he wishes. In such case, the printed certifi-cate will be considered the original document that has been delivered in electronic format. On the other hand, whoever needs a confirmation of the certificate’s validity shall contact INDES [email protected] and the institution will verify the person’s participation in the course.

The participant will receive a certificate according to the following criteria:

Regular certificate: final score of 65-89 points.

Certificate with honours: final score of 90 points or higher.

The name appearing in the certificate will be the one indicated by the participant himself when he got registered in the Portal. Students are therefore responsible of the accuracy of their data.

ImpOrTAnT nOTe

For the calculation of hours of the certificate, 15 hours per module will be considered. For the purpose of this computation, the hours of the Preliminary activities or Closing Activities will not be contempla-ted.

mailto:[email protected]


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CuRRICuLAR STRuCTuRe OF The COuRSe

Module 1. The Mission and Vision of Customs Authorities

General objectives

To familiarize participants with the necessary tools to design, implement and monitor corporate strategies, to identify the concepts of mission and vision in organizations and their importance in setting strategic goals, and to transfer this knowledge to the managers and employees of customs authorities in the Carib-bean.

unit 1. Customs modernization strategies from the perspective of the WCO

Learning objectives

To become familiar with the global environment in which the World Customs Or-ganization and the customs authorities of its Member States operate in order to facilitate their decision-making.

unit 2. Concept and characteristics of the terms “Mission” and “Vision” used by the organizations. The road map and processes behind its creation

Learning objectives

To identify the concepts of mission and vision in organizations and their impor-tance in setting strategic objectives.


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unit 3. Strategic customs management: “Mission” and “Vision” of customs organizations

Learning objectives

To explain the tools required to design, implement, monitor and assess institutio-nal strategies.

unit 4. establishing strategic objectives in Caribbean customs organizations

Learning objectives

To become familiar with the use of organizational mission and vision concepts within the context of custom authorities in the Caribbean.

Module 2. Strategic Planning and its Connection with Customs Management

General objectives

To understand the key role of customs strategic planning as a tool for guiding customs activity and for accomplishing their goals and objectives. Specifically:

unit 1. General planning

Learning objectives

To determine the scope and purpose of planning.

To analyze the functions of planning in organizations.

To determine the most suitable type of planning for the organization.

unit 2. Strategic planning

Learning objectives

To become familiar with the variables of strategic planning: why, how and with whom.

To determine the purpose and advantages of strategic planning.


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To understand how to carry out strategic planning.

unit 3. A practical approach to strategic planning in customs organizations

Learning objectives

To understand that the balanced scorecard is an integration tool.

To establish the relationship between programs, strategies and strategic objectives.

To highlight thr existence of other planning tools.

Module 3. Tools for Strategic Planning in Customs Administrations

General objective

To understand the purpose of each planning tool and be able to apply them in the daily management of customs responsibilities. To understand the potential bene-fit of applying these tools to the strategic planning of an organizational change process.

unit 1. SWOT analysis

Learning objectives

To highlight the critical role of a “SWOT analysis” in the strategic customs mana-gement process.

To be able to effectively use this tool by appropriately classifying and analyzing the information obtained.

unit 2. Stakeholder Analysis

Learning objectives

To highlight the critical role of stakeholder analysis in the customs strategic plan-ning process.

To identify the various groups that could have any degree of interest in the pro-ject, in order to predict potential reactions and to design a strategy that will mini-mize the negative impact or maximize the positive impact, all carried out through an adequate analysis of the internal and external information.


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unit 3. The Logical Framework Approach

Learning objectives

To highlight the critical role of the “logical framework” approach as an essential tool in undertaking strategic planning in customs administration.

To learn how to make a project strategy map including causal relationships be-tween the various objectives and essential indicators to assess the level of achie-vement of the desired goals.

unit 4. The Balanced Scorecard

Learning objectives

To introduce and familiarise participants with the “Balanced Scorecard” tool.

To develop the skills needed to produce a balanced scorecard that facilitates the tracking of strategic project implementation.

To be able to use this tool to improve the professional performance of each stu-dent, by adapting it to each and every working environment.

unit 5. Managing intangibles through processes of organizational change

Learning objectives

To understand the problems associated with managing people through change processes in organizations.

To understand the difficulty of assessing costs and benefits in public projects, and the need to find specific indicators for this task.

Module 4. Management Indicators for Customs Organizations

General objective

To understand the methodology to establish management indicators, whether it comes from an Institutional Strategic Plan (ISP), or through objectives recom-mended by international organizations such as the World Customs Organization (WCO), in order to provide customs with a tool for measuring the achievement of performance objectives and the contribution of results within the scope of strategic objectives.


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unit 1. General theory of management indicators

Learning objectives

To specify the purpose and advantages of an indicator system linked to customs strategic planning in order to monitor and control customs management.

To understand that management indicators are a monitoring tool.

unit 2. Customs management

Learning objectives

To highlight the main purpose and goals of customs as a basis for establishing strategies and management indicators.

To identify the key areas of success in customs management in order to focus control efforts on those areas.

unit 3. Management indicators for customs organizations

Learning objectives

To identify the appropriate indicators for customs management control.

To develop understanding of the methodology to establish management indicators.

unit 4. Case study: the IADB indicator system

Learning objectives

To provide an overview of the system of performance indicators developed and implemented by the Inter-American Development Bank.

Module 5. Results-Based Management in the Customs Sector

General objective

To familiarize participants with results-based management (RBM) concepts and terminology, identifying the system’s basic components in relation to strategic customs planning and management.


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unit 1. Results-based management

Learning objectives

To analyze the conceptual framework of results-based management (RBM) as a tool that allows public administrations to improve efficiency and effectiveness in providing public goods and services.

To examine the role of customs in the current context and its relation to RBM.

To analyze the differences of the various core concepts used in RBM and its appli-cation to customs management programs.

unit 2. Results-based management structure

Learning objectives

To analyze the elements of the public management cycle required to obtain re-sults, discussing the link between them.

To identify key RBM concepts and core elements in establishing programs, espe-cially from a public manager’s perspective.

unit 3. Methodological tools

Learning objectives

To identify public administration RBM tools.

To analyze management through a model that prioritizes results over procedures and facilitates management transparency.

To identify public administrations tools that:

Facilitate problem identification, prioritization and solving.

Establish a clear link between actions, outcomes and allocated resources, so that the actual cost of the goods or services produced are demonstrated and transpa-rent to the public.

Detect inefficiencies in work practices and organizational structures.

To discuss RBM tools in detail.

unit 4. System components

Learning objectives

To analyze the different subsystems of RBM.


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To provide an overview of RBM and help design a system that includes all the components needed to achieve our goals.

Study the elements related to strategic planning and budget design.

unit 5. The Spanish experience

Learning objectives

To analyze a case study.To supplement the theoretical study with practical appli-cations.

Study the system used in Spain. Specifically, two issues on which the Spanish Tax Agency (AEAT) has based its strategic planning in recent years will be discussed: results-based management in the AEAT and the analysis of the strategic objecti-ves of the Spanish Customs Agency.

Module 6. Best Practices for Strategic Planning in Customs Organisations

General objective

To understand and learn how to apply best practices for strategic management based on WCO instruments, tools and standards. When applied, these practices will assist customs administrations to define and design effective strategic plans and to mitigate the risks that may arise when putting these plans into action.

unit 1. WCO recommendations for strengthening strategic planning in customs

Learning objectives

To understand 10 important elements that should be taken into account when creating strategic plans in customs administrations. This process is largely based on the experiences of many organizations that have been recorded by the WCO as a complement to strategic planning theories.

To understand the full range of technical assistance offered by the WCO to su-pport strategic planning in customs.


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unit 2. Strategic risk management: a key complement to strategic planning in customs organizations

Learning objectives

To generate a high level of awareness of the importance of incorporating risk management into customs management and strategic planning processes as a means of foreseeing and preparing for circumstances that could have a negative impact on the customs administration’s ability to achieve its strategic objectives.

To develop the ability to identify and analyze the various types of risks that a customs administration may face during the implementation of its strategic plan, and to establish ways to mitigate these risks from the moment the plan is desig-ned. This will allow customs to react more effectively to risks according to the calculated impact of each individual risk and the possibility of it occurring.


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COuRSe PROGRAMMe

Week and Content Objectives

Activities

required timeno Description Type of

activities

Weighting score

towards the module

global grade

Week 1:

preliminary Activities

2nd- 4th may

Determine the previous knowledge of the participants.

Have all participants complete their profile accurately

Get to know the participants’ expectations

Meet your classmates

1 Pretest evaluation

Individual, compulsory,

non-evaluable (in relation to

the final course grade)

3-5 hours

2 Profile updating

3 Uploading a document

4 Introduction forum

Week 2:

module 1

9th – 15th may

To familiarize participants with the necessary tools to design, implement and monitor corpo-rate strategies, to identify the concepts of mission and vision in organizations and their impor-tance in setting strategic goals, and to transfer this knowledge to the managers and employees of customs authorities in the Caribbean.

1 Forum Individual, compulsory 30%

15 hours2 Tutored Exercise Individual, compulsory 50%

3 Test (self-evaluation) Individual, compulsory 20%

Week 3:

module 2

16th – 22nd may

To understand the key role of cus-toms strategic planning as a tool for guiding customs activity and for accomplishing organisational goals and objectives.





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Activities


activities

Weighting score

towards the module

global grade

Week 4:

module 3

23rd – 29th may

To understand the purpose of each planning tool and be able to apply them in the daily management of customs responsibilities. To understand the potential benefit of applying these tools to the strategic planning of an organizational change process.




Week 5:

Break / intermediate catch-up week

30th may – 5th June

During this week, participants with pending activities must complete them, getting in touch if necessary with the corresponding tutor.

Participants without pending activities can have a rest.

-- -- – --

Week 6:

module 4

6th – 12th June

To understand the methodology to establish management indicators, whether it comes from an Institutional Strategic Plan (ISP), or through objectives recommended by international organizations such as the World Customs Organization (WCO), in order to provide customs with a tool for measuring the achievement of performance objectives and the contribution of results within the scope of strategic objectives.




Week 7:

module 5

13th –19th June

To familiarize participants with results-based management (RBM) concepts and terminology, identifying the system’s basic components in relation to strategic customs planning and management.





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Activities


activities

Weighting score

towards the module

global grade

Week 8:

module 6

20th- 26th June

To understand and learn how to apply best practices for strategic management based on WCO instruments, tools and standards. When applied, these practices will assist customs administrations to define and design effective strategic plans and to mitigate the risks that may arise when putting these plans into action.




Week 9:

Final catch-up week and Closing activities

27th June – 3rd July

During this week, participants with pending activities must complete them, getting in touch if necessary with the corresponding tutor.

Besides, all participants shall complete the post-test and the course satisfaction survey as a sine qua non for getting the final course certificate.

1 Post-test evaluation

20 minutes

2 Course satisfaction survey


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The Team

Course Director

Dr. Jennifer Clarke, Lead Adviser, “Strengthening Revenue Policy and Adminis-tration in Somaliland” Project, Inter-American Development Bank Consultant, In-tegration and Trade Sector; World Customs Organisation Consultant, Leadership and Management Development Programme; Consultant of development admi-nistration advising national governments and public sector institutions in Africa and the Caribbean in the areas of capacity building and institutional strengthe-ning; Lecturer, Adjunct Faculty, Cave Hill School of Business, University of the West Indies, Cave Hill Campus, Barbados; Former Assistant Comptroller (Human Resources), Barbados Customs and Excise Department; Director, Qualtron Con-sulting Ltd.

The Teaching Staff

Jennifer Clarke, (See Director section).

Gastón Fernández, Former Head of International Affairs Chile Customs Service. Senior customs expert negotiator for Free Trade Agreements (FTAs) for the Chi-lean Government under the Customs Administration. Appointed official repre-sentative for Chile before international organizations such as the WTO, APEC, WCO, MERCOSUR and ALADI and presented the official policies of Chile to these bodies. Senior Customs and International trade specialist, Senior Consultant Inte-gration and Trade Sector Inter-American Development Bank

Shandilayne Davis, Senior Director, International and Industry Liaison in the Ja-maica Customs Agency and Co-chair of the National Committee on Trade Facilita-tion. Facilitate training and sensitization sessions on matters relating to customs operations and trade. Contribute to the development and drafting of several procedural manuals and training programmes in Customs. Member of the Trade Enforcement Advisory Mechanism and the Technical Working Group on Antidum-ping, Subsidies and Countervailing Measures.

Selvin Antonio Lemus Martínez, Customs Resident Advisor at CAPTAC-DR/IMF.

cspcar3 learning guide

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