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Policy, Advocacy, and Regulation, One Health Course

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  1. Images from www.somona.edu Policy, Advocacy, and Regulation, One Health Course

  2. Introduction Policy, advocacy, and regulation One Health Course

  3. Module competencies • Competency #1 • Identify and understand the role of and policies enacted by international agencies that address One Health issues. • Competency #2 • Identify and under the role of and policies enacted by national ministries/agencies that affect One Health issues • Competency #3 • Advocate for a policy that address One Health issues. • Competency #4 • Analyze the effect of regional and local policies, economics, and culture on One Health issues.

  4. Module overview

  5. Policies, Regulations, Guidelines, Procedures, Position Papers: Definitions and the International Organizations that Create Then Policy, advocacy, and regulation One Health Course

  6. Policies

  7. Policies • Regulations

  8. Policies • Guidelines • Regulations

  9. Policies • Standards • Regulations • Guidelines

  10. Policies • Standards • Regulations • Guidelines Processes Procedures

  11. Policies • Standards • Regulations • Guidelines Processes Procedures

  12. And position papers are an essay or paper that presents an opinion about an issue, typically that of a recognized expert or organization.

  13. International/Inter-governmental organizations that create policies, regulations, guidelines, standards, procedures, position papers… • WHO - World Health Organization • OIE – World Organization for Animal health • FAO – Food and Agriculture Organization

  14. World Health Organization (WHO)

  15. World Organization for Animal Health (OIE)

  16. Food and Agriculture Organization (FAO)

  17. FAO-OIE-WHO form a tripartite to address human-animal-ecosystems interfaces

  18. What do you think? • Do WHO, OIE and FAO have One Health policies? Do they use a One Healht approach? Why do you think they do or do not use a One Health approach? • How would a One Health approach benefit these organizations?

  19. Anatomy of an International/Inter-Governmental Regulation Policy, advocacy, and regulation One Health Course

  20. How would the IHR be adapted/expanded to include the human-animal-ecological interface to prevent and control the spread of emerging pandemic threats?

  21. Now you try it… • Find and analyze another policy, regulation or guideline from either WHO, IOC, FAO or another international/inter-governmental organization • Prepare a five-minute presentation on the policy, regulation or guideline: • If the organization is not WHO, IOC or FAO, give a short overview of the organization • Why you selected the organization and the policy? • Purpose of the policy, regulation or guideline. • Highlights of the policy, regulation or guideline. • How does the If the policy, regulation or guideline represents a One Health perspective? Please highlight the relevant features. • How could the policy, regulation or guideline be amended or revised to better use One Health perspective? Explain how it could be revised and expanded to address the human-animal-ecological interface.

  22. Analyzing WHO, OIE and FAO Policies, Regulations, Guidelines and Policy Papers Policy, advocacy, and regulation One Health Course

  23. In your group… 5 Minutes for each to give an overview of their findings. 20 Minutes for the group to discuss • How do the policies, regulations or procedures in group complement each other? • Are there inconsistences across the policies, regulations or procedures? • How does/would a One Health perspective strengthen the policy, procedures or regulations?

  24. What did you find? • Did any of the policies, regulations or guidelines take a One Health perspective? If so, what were the advantages of this perspective? If not, how would you modify the policy, regulation or guideline to achieve a One Health perspective? • Did you find that the policies, regulations, guidelines had areas of overlap? Did they complement each other? Or were there differences across the policies, regulations or guidelines? • How would you address the differences? • As a One Health Practitioner, how would you address the differences among policies, regulations or guidelines established by international entities? In what scenario might this play out? • Do any of the existing policies promote prevention and response efforts to emerging pandemic threats? Could a One Health perspective improve the policies?

  25. Discovering National Policies Policy, advocacy, and regulation One Health Course

  26. Identify the government organizations that have policies on • Agriculture • Animal Health (livestock, vermin, pets, wildlife) • Protection the environment • Public health • Wildlife

  27. Identify the government organizations that have policies on • Agriculture • Animal Health • Protection of the environment • Public health • Wildlife Then identify • Each group will take one category and identify two or three national policies in that category • Stakeholders affected by the each policy • If the policy, regulation, or guideline takes a One Health perspective integrating human-animal-ecological health.

  28. Share with the group • One or two national level policies • Stakeholders affected by the policy • If the policy, regulation, or guideline takes a One Health perspective integrating human-animal-ecological health. • Policies for: • Agriculture • Animal Health • Protection of the environment • Public health • Wildlife

  29. Becoming an Advocate for One Health Policies Policy, advocacy, and regulation One Health Course

  30. Why is policy advocacy important? A SARA study sponsored by USAID found that policy change comes from: Policy Change

  31. What is policy advocacy? “Policy advocacy is any effort to influence public policy by providing information, speaking to decision makers, demonstrating benefits for policy change and other such activities that encourage the adoption. of the desired policy change.” from Genesee County Health Department

  32. How do you advocate for a policy

  33. How do you advocate for a policy • Identify issues

  34. How do you advocate for a policy • Assess the environment • Identify issues

  35. How do you advocate for a policy • Identify key stakeholders and partners • Assess the environment • Identify issues

  36. How do you advocate for a policy • Develop a communication strategy • Identify key stakeholders and partners • Assess the environment • Identify issues

  37. How do you advocate for a policy • Craft key messages • Develop a communication strategy • Identify key stakeholders and partners • Assess the environment • Identify issues

  38. How do you advocate for a policy • ADVOCATE • Craft key messages • Develop a communication strategy • Identify key stakeholders and partners • Assess the environment • Identify issues

  39. Beyond formal policy change • Who can effectively implement the policy change without official action? • How can you reach these people and help them make the change? • Would they join your advocacy effort to change the official policy? Picture from xyzuniversity.com

  40. Advocacy assignment • Write a letter or a press release or create a poster to advocate for a One Health related issue that you feel needs policy support. Use “How to Make Your Point with Government” or the “How Do Journalists Work” in the reference section in the student’s guidebook to learn more about how to write a letter to a government decision-maker or how to write a press release.

  41. Policy Advocacy in Action Policy, advocacy, and regulation One Health Course

  42. instructions • Each group is to assume their role and advocate for their constituency • Assignment is for the entire group to reach consensus on a national Bat Control/Management policy. • Share the schedule: • 30 minutes for groups to prepare • 30 minutes role play in which they must come to consensus on a policy • Assignments: • Environmental NGOs -Bat Conservation International, World Wildlife Fund • Ministry of Health • Ministry of Commerce and Tourism • Ministry of Agriculture/ Fruit Crop Growers • Ministry of Natural Resources • Indigenous Population/Guano harvesters

  43. Conflict in Atangua Atangua is an island nation that is located 20 miles offshore of Malindo. It is known for its natural beauty because it is covered with rainforests and encircled by mangroves. It has several indigenous groups that subsist on forest and sea products. There are two urban centers that are growing. Industries on the island include tourism, fisheries, flower production, mango production, and guano mining. As a result of recent fires in the tropical rainforest, some bats have begun eat mangos in the mango orchards. Irate farmers have begun shooting at the bats to discourage them from eating the mangos. Bats are protected species and only indigenous populations are allowed to hunt for rituals. Bats play an important role in pollinating and seed dispersal for rainforest trees. Among the indigenous population, fruit bats are considered sacred. They consume the fruit bats as part of religious ceremonies. They also harvest guano as a source of income. Recently a developer is proposing to build a high-end luxury resort within the rainforest. An outbreak of Nipah virus has occurred on the mainland. It has occurred among people who harvest and consume date palms sap. Date palm beverages are consumed widely among the population of Atangua. The tourism bureau is afraid that the fear of Nipah virus will discourage tourist from coming to the island. The resort developer is threatening to not build the resort unless bats are removed from a 10 square mile radius from the resort area. The Governor has assembled a group of committee to come up with a national policy to address the bat management issue.

  44. Remember, your assignment is ... • To represent your group • AND for the group to reach consensus on a national Bat Control/Management policy

  45. What do you think • What happened? • How do you feel? • What was the result…were you able to successfully reach consensus on a policy? • If so, what made the group effective • If not, why not? What made the group ineffective?

  46. Now what do you think Individual Reflection: • What did you learn about yourself? • What would you do differently next time?

  47. Module Review Policy, advocacy, and regulation One Health Course