BUILDING THE FUTURE OF STANDARDIZATION IN COPANT National Experiences in the region

1. BUILDING THE FUTURE OF STANDARDIZATION IN COPANT NationalExperiences in theregion Successtories of education in Standards INDECOPI-PERU Rosario Uría April 2014

2. Standardization APEC PROJECT • Education is a key to give sustainability to the quality culture in a country look. What have we done ?Trade facilitation is a goal for global trade, in this context, in APEC SCSC was developed in 2010 a project that had several phases: Phase II of the project (CTI20/2008T) developed a text material and guidance material for teachers. The text is available at • (http://publications.apec.org/pub-view.php?vt=v) • Phase III was to develop 8 universities validation of this material to serve as a basis for generating training programs.

3. Fase III APEC Program Education strategic for trade facilitation • APEC SCSC Strategic Education Program for Trade Facilitation • Phase III. Exchange Program for Higher Education. • Proposing APEC Economy:Republic of Korea • Co-sponsoring APEC Economies : 1) China, 2) Indonesia, 3) Japan, 4) Peru, 5) Singapore, 6) Thailand, 7) USA, 8) Vietnam

4. Objective and Project phases • The aim was to provide graduate level education in a standardized knowledge of standardization and conformity assessment with a focus on developing business strategy. Indecopi in a joint effort with a university participated in this project with universities. • Invitation to NSB-Universities (20 September 2010) Implementation (December 2010 to June 2011) Workshop (Washington DC, in line with SCSC 2011) Presentation of lessons learned report (September 2011) Presentation of the final report (November 2011)

5. Participating Economies

6. Participating Economies

7. Results Standardization Education Program at APEC: Publication Chapter 11-Peru

8. APEC: Publication-Peru-Chapter 11 case study use of standards and conformity assessment in organic coffee

9. NATIONAL QUALITY INFRASTRUCTURE AND TRADE BUSINESS STRATEGIES AND INNOVATION May 6, 2011 Total 20 students • CURRICULAR STRUCTURE Hours COURSES Technical Requirements for International Trade 4h Fundamentals of Standardization and Conformity Assessment 16 h The impact on the micro and macro economy 12h Business and Innovation Strategies to address trade 12h Development of a Practical work (business strategy) 8 hrs • Principal Conferences: National System of Accreditation 2h National Metrology System 2h National Quality System 2h Foreign trade of Peru and challenges for standardization and quality 2h Innovation versus trade 2h Total 62 hours

10. Diploma in Quality Management and Innovation for Competitiveness 2012: 23 students 2013: 28 students 2014: 30 in process

11. Diploma in Quality Management and Innovation for Competitiveness • CURRICULAR STRUCTURE HoursCourses1 Fundamentals for competitiveness in organizations 16 h 2 Reliability for the Trade 40 h 3 Technical and legal requirements for international trade 24 h 4 Quality Management 24 h 5 Innovation Management 32 h 6 Workshop: Creativity and Business Innovation 16 h 7 Study case Workshop: Planning 40 h • Total 192

12. National Policy for Quality (PNC) National Policy for Quality (PNCIt is an essential tool to guide public policy clearly and with a long-term implementation, development and management of quality infrastructure in Peru. National Policy for Quality (PNC) It is an essential tool to guide public policy clearly and with a long-term implementation, development and management of quality infrastructure in Peru. • Lines proposed Policy The PNC is divided into four (4) Lines Policy: institutional Strengthening Culture for Quality Services related to the Quality Infrastructure Production and marketing of goods and services

13. Second Linea : Culture of Quality The Second lines seeks to promote a culture of quality businesses, consumers and the state, that will create demand for goods and / or services provided nationwide. Strategies: a. Strengthen public-private partnerships to improve the capacities of actors in order to facilitate their informed participation in activities related to the development, promotion and demonstration of quality. b. Encourage the incorporation of quality-related issues in the curricula of different educational levels (basic, college, graduate school, etc.). c. Disseminate relevant information to consumers incorporate quality criteria in their consumption decision. d. Encourage the use of quality infrastructure in state activities. e. Raise awareness and promote the benefits and importance of quality infrastructure, to improve the country's competitiveness and consumer protection.

14. Conclusions • Education on issues of quality infrastructure (standardization, metrology, conformity assessment) is key to promoting knowledge transfer. • The experience of taking part in the education project level APEC allowed to establish a partnership with a university and create a training program as part of a diploma steadily. • INDECOPI believes this is an important experience to replicate with other universities nationwide since the materials have been validated with a case study. • To date we are making a proposal to introduce education on issues of quality infrastructure as a strategic line of national policy, to promote this and other initiatives at the national level.

15. Thank you!!! ruria@indecopi.gob.pe