ROOCAR4 Learning Guide

FUNDAMENTALS OF PREFERENTIAL RULES OF ORIGIN

(CARIBBEAN)

4th EDITION

LEARNING GUIDE

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Fundamentals of Preferential Rules of Origin (Caribbean). 4th Edition LEARNING GUIDE

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Presentation

The Inter-American Development Bank through its Integration and Trade Section proposes this basic course about Fundamentals of Preferential Rules of Origin in a virtual tutored format. Throughout the different modules theoretical materials are presented, the reading of which is necessary to participate and complete the activ-ities and forums included in the module. The knowledge acquired in each module is essential for proper use of the rest of the course, so that it is particularly important to make an effort to deliver activities on time.

The teaching team will work in a coordinated way along the whole course, and at the beginning of the week the participants will be told which tutor is in charge of each activity.

Target Audience

Generally speaking, the course is aimed at technical civil servants from the following Latin American and Caribbean organisations: customs and ministries of trade; busi-ness owners, customs agents and staff from chambers of commerce linked to foreign trade, and civil servants engaged in management consultancy relating to the import and export of goods.

Participants must hold a university qualification or equivalent. Professional experi-ence of at least three years relating to the negotiation or administration of rules of origin, or supporting export companies, is advised.

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 from the corresponding tutor that participants will find posted on the notice board; the tutor will use the message to introduce the central points of the issue to be dealt with and propose the keys to complete the week’s work.

General Objective

Contribute to train public and private agents involved in the application of Rules of Origin.


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Specific Objectives

Introduce the issues of Rules of Origin, its impact and relevance in the trade agreements both public and private sector.

Identify and develop the main components of origin regime.

Describe the main origin regime styles that have an impact in Latin American and the Caribbean countries.

Show the use and application of several tools developed by IADB on rules of origin.

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-


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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.

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.


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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 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


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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.

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;


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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.

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 questions 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 plat-form.

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.

mailto:ailin%40ceddet.org?subject=


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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.

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.


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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-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.


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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 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 Role of the Origin Regime

General objective

To provide the basic principles of Preferential Origin Regimes in Preferential Tra-de Agreements, and to disseminate knowledge among participants on the fea-tures of such agreements, their inception, aim, development, and relevance to international trade.

Unit I. Characteristics of Preferential Rules of Origin

Learning objective

Define the purpose of the Rules of Origin and their context of application.

Unit II. International Context and the Agreement on Rules of Origin

Learning objective

Define the legal international / multilateral framework for Preferential Rules of Origin’ definition and application.

Module 2. Origin Determination Criteria (Part I)

General objectives

Firstly, to recognise the features that distinguish originating from nonoriginating products, and the impact that trading and transportation methods have on the origin status of goods.


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Secondly, to conduct an indepth analysis of the operational aspects involved in applying the change in tariff classification criterion. The analysis will particularly address the different ways of defining it, its advantages, disadvantages, flexibili-ties, close relationship with the Harmonised System, and the impact of this classi-fication system on the application and control of rules of origin.

Unit I. Some Features of Goods Impacting on Their Status of Origin

Learning objective

This unit focuses on the distinguishing features of originating and nonoriginating products, and the impact of trading methods on the origin of goods, a subject of paramount importance to gain considerable insight into origin regimes.

Unit II. Importance of the Harmonised System When Negotiating Rules of Origin

Learning objective

The Harmonised System (HS) is widely used by negotiators of rules of origin in order to sort out and group origin rules by product, and to define and establish the thirdparty inputs with which goods may be manufactured to ensure they still retain their origin status. Over 80% of the rules of origin of most agreements use the HS to specify the transformation requirements imposed on inputs from the extrazone. This widespread use also means that subsequent updates of the HS require regular reviews and amendments because of their impact on the rules of origin.

Unit III. How to Read and Interpret Rules of Origin

Learning objective

This Unit describes the techniques and mechanisms needed to interpret the rules of origin currently applied among Latin American countries and between these and the rest of the world, with the exception of the European Union. Rules of origin are worded in such a way as to require users to be familiarised with their components and with their interrelation and effects.

Unit IV. Origin Determination Criteria

Learning objective

The criteria used in the determination of origin are some of the major elements of origin regimes; being familiar with them is essential to an adequate implementa-


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tion of the origin requirements of each product. A discussion on this topic will be started in this unit and developed in the following module. Particularly, this unit will outline the various criteria used to determine origin.

Unit V. Change in Tariff Classification

Learning objective

This unit addresses the different definitions of “change in tariff classification” or “tariff change” found in trade agreements. Exceptions to these changes or shifts will also be analysed, together with their definition and impact on production structures, their advantages and disadvantages, and their main trade facilitative provisions, such as the “de minimis” levels. Understanding the operation of chan-ges in tariff classification is one of the main goals of this course, in general, and of this module, in particular.

Module 3. Origin Determination Criteria (Part II)

General objective

As a consequence of some restrictions imposed by the change in tariff classifi-cation criterion explained in Module 2, countries employ, in their origin regimes, other origin determination criteria based on input value and production or pro-cessing requirements. This module describes the main features of both criteria, their different calculation methods, and additional flexibilities or facilitative pro-visions for their use.

Unit I. Value Content Concept

Learning objective

This unit focuses on the value content or value test criterion and explains its sco-pe, some of the various ways in which its requirements are expressed, and the differences in its application visàvis the change in tariff classification criterion.

Unit II. Advantages and Disadvantages of the Regional Value Content (RVC)

Learning objective

This unit identifies and explains the advantages and disadvantages of the regio-nal value content as an origin determination criterion visàvis other criteria, and also regarding its application by operators and the control performed by the au-


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thorities. It also includes comments on how changes in certain economic varia-bles may impact on the results of this origin determination criterion.

Unit III. Formulae or Methods Most Widely Used for Calculating Value Content

Learning objective

Different integration agreements in Latin America as well as free trade agreements (FTA) among countries in the American continents lay down several productspeci-fic rules of origin by using the regional value content criterion. This large number of agreements uses different calculation methods to determine the allowed percen-tages of inputs and other costrelated components of products that must originate in the countries party to an agreement. This unit focuses on several mathematical calculations for determining this percentage and on the features of each of the variables employed in the formulae applied by agreements.

Unit IV. Accounting and Allocation of the Value of Materials

Learning objective

The individual value of the materials incorporated into a product is essential to calculate value content. This unit focuses on the recording and calculation treat-ment applied to the purchase of materials, and the concept of fungible goods.

Unit V. Regional Value Content. Calculation Adjustments

Learning objective

This unit addresses the treatment of some facilitative provisions that may be applied when determining a good’s compliance with rules of origin require-ments. The first such provision deals with the number of adjustments to the value of both originating and nonoriginating materials, with a view to calculating the exact quantity and value of originating and nonoriginating components used in a good. Another provision covers intermediate or selfproduced materials. Actually, this type of material is used as an accounting adjustment that puts production processes vertically integrated in a single producer on an equal footing with the same processes which are subdivided and completed by several producers.

Unit VI. Technical Requirements

Learning objective

This unit focuses on the third origin determination criterion: technical require-ments, and the different ways of defining them.


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Module 4. General Criteria

General objective

While previous modules discussed the criteria for defining rules of origin, this mo-dule will first provide a brief statistical summary of the application of these crite-ria to rules of origin in Latin American agreements. It will also include an analysis to determine whether optimal rules of origin exist. Then, some supplementary criteria used to define the treatment usually afforded to certain materials and inputs included in exported and remanufactured products will be addressed. Fi-nally, there will be a review of the various types of cumulation likely to be inclu-ded in origin regimes. With this module, the analysis and consideration of criteria and facilitative provisions of origin regimes are completed; the next module will deal with the procedures required to implement these regimes.

Unit I. Statistical Overview of the Use of Origin Determination Criteria

Learning objective

To overview a sample of agreements representative of Latin America’s current origin regimes, with a view to ascertaining the frequency of use of origin deter-mination criteria.

Unit II. Defining Rules of Origin

Learning objective

To identify the principal techniques to better confront situations of change.

Unit III. Special Treatment Applied to Some Materials and Inputs Used for Manufacturing or Trading Goods

Learning objective

To analyse existing tools to facilitate improved handling of situations of change.

Unit IV. Remanufactured Products

Learning objective

By way of introduction, this unit discusses some features of a new type of pro-duct increasingly introduced by the United States in its Free Trade Agreements,


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the remanufactured product. A remanufactured product has specific features, some of which pose a challenge to origin control and verification. Indeed, using recovered inputs and regarding them as originating – provided recovery takes place under certain conditions – is a novel approach. This novelty also poses grea-ter challenges when it comes to adequate control.

Unit V. Cumulation

Learning objective

Cumulative rules of origin are key in origin regimes, since they allow production structures from countries party to an agreement to interrelate, thus increasing trade effectively. This unit delves into the different kinds of cumulation. Please note that the application and impact of extended cumulation will be analysed in the sixth – and last – module.

Module 5. Certification and verification of origin

General objective

This module pursues the following objectives:

To learn about origin certification methods currently included in Caribbean and Latin American agreements.

To describe their advantages, disadvantages, and impacts.

To identify actions: Digital Certification of Origin, and Authorised Operator.

To become familiar with changes and innovations regarding certification of ori-gin.

Unit I. The Evolution of the Certification of Origin

Learning objective

To define origin certification and to introduce the subject by briefly describing the evolution of the aspects and agreements that wielded the most influence on the certificate issuance process.


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Unit II. Origin Certification Methods or Systems

Learning objective

This unit describes the various origin certification systems used in Latin America and the geographical distribution of the activities related to issuance of certifica-tes and requests for preferences.

Unit III. Advantages and Disadvantages of Origin Certification Methods

Learning objective

To examine the advantages, disadvantages and impacts of each origin certifica-tion method and their variants, as well as implementation challenges and the ob-jections raised against them.

Unit IV. Certification Innovation

Learning objective

This unit describes the latest innovations introduced in Latin American agree-ments in the field of origin certification. Particularly, the unit addresses the con-cepts of reasonable reliance introduced by the United States and “Approved Ex-porter” that the European Union is including in its most recent agreements.

Unit V. Digital Origin Certification

Learning objective

This unit briefly describes digital origin certification and the convenience to apply it in the region’s agreements. Current trends in international trade prioritise trade facilitation by means of paperless trade, single windows, and their interoperabili-ty. Rules of origin apply to all preferential trade and require a certificate of origin. Taking the path towards digital certification is a concrete measure to facilitate trade by eliminating paper documents and contributing to the interoperability of single windows systems.

Unit VI. Origin Verification

Learning objective

This unit overviews the criteria and guidelines currently applied in origin verifica-tion processes in the region, their scopes and the different types of verification and circumstances in which they are performed.


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Module 6. Origin Control and Prospects. Query Tools for the Correct Use of Rules of Origin

General objective

This module completes the examination of the activities related to origin control, and briefly describes the challenges posed by overlapping origin regimes and the possible solutions by means of the convergence of agreements. It also describes the operation of some of the information technology (IT) tools developed by the Inter-American Development Bank (IDB) to run queries and apply rules of origin.

Unit I. Preferential Origin Controls

Learning objective

Develop an understanding of the different existing controls: third party certifica-tion (governments or delegated entities) and self-certification (producers, expor-ters, and importers).

Unit II. Post-Importation Origin Verification

Learning objective

Define the role and modalities of ex post verification of compliance with rules of origin.

Unit III. Responsibilities in a Declaration of Origin

Learning objective

Define the roles and actors involved in the verification of origin, and the obliga-tions of each in the process.

Unit IV. Convergence Agreements

Learning objective

Describe the role of convergence agreements, their advantages, and the difficul-ties they face in matters of rules of origin.


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Unit V. Application of Extended Accumulation

Learning objective

Define the purpose and the different modalities of expanded cumulation, its advan-tages, and its implications for the definition and application of rules of origin.

Unit VI. Negotiating Rules of Origin

Learning objective

Description of two proposals to advance in the definition of an origin regime for a convergence agreement: us of existing agreements or negotiation of a new regime.

Unit VII. Rules of Origin Database and Analysis Tools

Learning objective

Presentation of databases of the Inter-American Development Bank on rules of ori-gin, and the use of tools for the analysis of the rules.


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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

14th- 16th March

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)

12-15 hours

2 Profile updating

3 Uploading a document

4 Introduction forum

Week 2:

Module 1

21st – 27th March

To provide the basic principles of Preferential Origin Regimes in Preferential Trade Agreements, and to disseminate knowledge among participants on the fea-tures of such agreements, their inception, aim, development, and relevance to international trade.

5 Forum Individual, compulsory 50%

15 hours

6 Tutored exercise Individual, compulsory 50%

Week 3:

Module 2

28th March - 3rd April

Firstly, to recognise the features that distinguish originating from nonoriginating products, and the impact that trading and transpor-tation methods have on the origin status of goods.

Secondly, to conduct an indepth analysis of the operational aspects involved in applying the change in tariff classification criterion. The analysis will partic-ularly address the different ways of defining it, its advantages, disadvantages, flexibilities, close relationship with the Harmonised System, and the impact of this classification system on the application and control of rules of origin.


15 hours



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Activities


activities

Weighting score

towards the module

global grade

Week 4:

Module 3

4th-10th April

As a consequence of some re-strictions imposed by the change in tariff classification criterion explained in Module 2, countries employ, in their origin regimes, other origin determination criteria based on input value and produc-tion or processing requirements. This module describes the main features of both criteria, their different calculation methods, and additional flexibilities or facili-tative provisions for their use.


15 hours


Week 5:

Break / intermediate catch-up week

11th-17th April

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

18th-24th April

While previous modules discussed the criteria for defining rules of origin, this module will first provide a brief statistical summary of the application of these criteria to rules of origin in Latin American agreements. It will also include an analysis to determine whether optimal rules of origin exist. Then, some supplementary criteria used to define the treatment usually afforded to certain materials and inputs included in exported and remanufactured products will be addressed. Finally, there will be a review of the various types of cumulation likely to be included in origin regimes. With this module, the analysis and consideration of criteria and facilitative provisions of origin regimes are completed; the next module will deal with the procedures required to implement these regimes.


15 hours



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Activities


activities

Weighting score

towards the module

global grade

Week 7:

Module 5

25th April - 1st May

This module pursues the following objectives:

To learn about origin certification methods currently included in Caribbean and Latin American agreements.

To describe their advantages, disadvantages, and impacts.

To identify actions: Digital Certification of Origin, and Authorised Operator.

To become familiar with changes and innovations regarding certification of origin.


15 hours


Week 8:

Module 6

2nd - 8th May

This module completes the examination of the activities related to origin control, and briefly describes the challenges posed by overlapping origin regimes and the possible solutions by means of the convergence of agreements. It also describes the operation of some of the information technology (IT) tools developed by the Inter-American Development Bank (IDB) to run queries and apply rules of origin.


15 hours


Week 9:

Final catch-up week and Closing activities

9th - 15th May

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.

17 Post-test evaluation

20 minutes

18 Course satisfaction survey


24

The Team

Course Director

Jeremy Tyler Harris, Integration and Trade Specialist, IDB.

The Teaching Staff

Brian Staples, Principal of Trade Facilitation Services, and Founder and Director of The Origin Institute. Modules 1, 3 and 5.

Joyce Andrene Collings, Trade Specialist, Ministry of Industry, Investment and Commerce, Jamaica. Modules 2, 4 and 6.

Documents

ROOCAR4 Learning Guide