SWTCAR5 Learning Guide

SINGLE WINDOW FOR FOREIGN TRADE

(CARIBBEAN)

5th EDITION

LEARNING GUIDE

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Single Window for Foreign Trade (Caribbean). 5th Edition LEARNING GUIDE

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Presentation

Trade facilitation policies must be accompanied by both hard actions involving the development and adaptation of infrastructures, and soft actions where electronic single-window systems are set up as one of the key components to improve efficien-cy in supply chains and international logistics.

Given the array of interpretations applied to the “Single Window” concept, the aim of the first module of the course is to lay the theoretical foundations in order to pro-vide the student with a shared and informed vision regarding the idea behind and models of Single-Window systems. Subsequent models will enable the participants to discover the institutions involved internationally, regionally and nationally in esta-blishing Single Windows, within the context of modernising customs and ports, and the set of trade processes that may be linked to the development of Port and Foreign Trade Single Windows, as well as understanding the need for them to be compatible and in harmony with one another. Likewise, it will introduce the student to process modelling as a tool that is required to review and adapt processes to the new Sin-gle-Window plans.

More technical components also play an important role in the course, allowing us to search deeper into the design of the Single-Window Environment’s Architecture, and into key aspects such as coordinating information and data, or confidentiality and data protection.

Given the complexity of Single-Window projects, the fifth module of the course will focus on informing the student on the series of tools, methodologies, keys and stra-tegies to take into account in Single-Window development and implementation pro-cesses.

The course’s practical nature is solidified in the sixth module, in which some practical cases relating to the implementation of Single Windows in Europe and Latin America are reviewed, thus complementing the knowledge acquired by the student in the previous modules.

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 experien-ce of at least three years relating to the negotiation or administration of rules of ori-gin, or supporting export companies, is advised.


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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 Objectives

There are two general objectives:

For civil servants belonging to agencies involved in foreign trade and the private sector to understand the functions of the Single Window.

To describe the Single-Window design and implementation cycle: features, func-tions, requirements and benefits.

Specific Objectives

To define the fundamental concepts of the Single Window.

To debate the different strategies aimed at coordinating procedures and proces-ses.

To identify the lessons learned and critical factors/challenges arising from past experiences of implementing Single Windows in different countries.

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.)


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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.

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”.


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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 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


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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.

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.


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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.

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


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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.

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.

mailto:ailin%40ceddet.org?subject=


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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-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.


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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 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


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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. Introduction, concept and models of Single Window

General objective

To lay the theoretical foundations in order to provide the student with a shared and informed vision regarding, and models of, Single-Window systems.

Learning objectives

To define the concept of Single Window, its typologies and models.

To understand the necessity of Single Window environments.

To be acquainted with the principal benefits for the governments as well as for the private agents in the industry, which derive from implementing a Single Window.

To identify the basic steps in implementing a Single Window, as well as the key factors for success in such implementation.

Module 2. Bases for the construction of a Single Window

General objective

To discover the institutions involved internationally, regionally and nationally in es-tablishing Single Windows, in the context of modernising customs and the ports.

Learning objectives

To become acquainted with the international framework that establishes the pi-llars for the construction and development of Single Windows.

To acquire important notions in relation to the process of modernization that customs and the ports have undergone, and to understand the role played by information systems in the foregoing process.


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To identify the institutions and agents (including the AEO figure) involved in cons-tructing and implementing Single Windows. To establish relationships and asso-ciations with the local institutions and agents of each of the countries participa-ting in the course.

Module 3. Review and reconciliation of processes

General objective

To understand the set of trade processes that may be linked to the development of Port and Foreign Trade Single Windows as well as understanding the need for them to be compatible and in harmony with one another.

To introduce the student to process modelling as a tool that is required to review and adapt processes to the new Single-Window plans.

Learning objectives

To know and reflect on the conjunction of business functions and processes that can be improved by introducing Foreign Trade and Port Services Single Window.

To understand the necessity of reconciling and harmonizing business processes.

To introduce methodologies for analysis and review of processes

To introduce the process modelling as a tool for the review and adjustment of processes of new Single Window plans.

To review some basic aspects to be considered in the design of Single Window Services.

Module 4. Interoperability

General objective

To delve deeper into the design of the Single-Window Environment’s Architectu-re, and into key aspects such as coordinating information and data, or confiden-tiality and data protection.

Learning objectives

To provide a vision of the concept and importance of Interoperability.

To analyze the basic principles and procedures of the harmonization of data.


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To broaden the concept of service oriented architecture (SOA) in the Single Win-dow environment.

To reflect on the protection and confidentiality of data.

Module 5. Strategies for the implementation of a Single Window

General objective

To provide the student with general knowledge of a set of tools, methodologies, keys and strategies to keep in mind in the process of developing and implemen-ting a Single Window.

Learning objectives

To understand the necessity of formal coordination,

To be aware of the need for capacity to manage change,

To be sensitive to the importance of having the corresponding legal support, the development of pilot projects, the necessary step by step implementation and the fundamental role of training.

Module 6. Lessons learned and cases of reference

General objective

To complement the knowledge acquired by the student in the previous module by reviewing some practical cases referring to the implementation of Single Windows.

Learning objectives

To review the status of initiatives related to Single Windows and improvements in different national Customs Management Systems.

To favour dialog in regard to possible operating necessities, standards and te-chnologies that could be sought to attain an integrated Single Windows envi-ronment that, from the national level, would allow completing and accelerating transit, import and export border clearances while at the same time facilitating control and review of goods by customs and regulatory control organs, elimina-ting almost all manual handling at the border.


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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 lay the theoretical foundations in order to provide the student with a shared and informed vision regarding, and models of, Single-Window systems.

1 Discussion Forum: Single Window Benefits

Individual, compulsory 40%

15 hours2

Tutored Exercise: Factors to Consider When Choosing A Single Window Model


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

Week 3:

Module 2

28th March - 3rd April

To discover the institutions involved internationally, regionally and nationally in establishing Single Windows, in the context of modernising customs and the ports

1 Discussion Forum: Port Organizational Models


15 hours2

Tutored Exercise: Identification and description of the organizations that promote the facilitation of trade




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Activities


activities

Weighting score

towards the module

global grade

Week 4:

Module 3

4th-10th April

To understand the set of trade processes that may be linked to the development of Port and Foreign Trade Single Windows as well as understanding the need for them to be compatible and in harmony with one another.

To introduce the student to process modeling as a tool that is required to review and adapt processes to the new Single-Window plans.

1 Discussion Forum Individual, compulsory 40%

15 hours2

Exercise: Understanding the Team needs in Single Window



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

To search deeper into the design of the Single-Window Environment’s Architecture, and into key aspects such as coordinating information and data, or confidentiality and data protection.


15 hours2 Tutored exercise Individual, compulsory 30%


Week 7:

Module 5

25th April - 1st May

To provide the student with general knowledge of a set of tools, methodologies, keys and strategies to keep in mind in the process of developing and implementing a Single Window.

1

Debate forum: Specific problems in SW implementations and how to overcome them


15 hours2

Tutored Exercise: Understanding the team needs in Single Window



Week 8:

Module 6

2nd - 8th May

To complement the knowledge acquired by the student in the previous module by reviewing some practical cases referring to the implementation of Single Windows.


15 hours2 Tutored exercise Individual, compulsory 40%



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Activities


activities

Weighting score

towards the module

global grade

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

The Team

Course Director

Frank Holder, Inter-American Development Bank Consultant, Integration and Trade Sector.

The Teaching Staff

Module 1: Athenee Torres, Risk Analyst at the Belize Customs and Excise Depart-ment.

Module 2: Eric Sunstrum, Inter-American Development Bank Consultant, Integra-tion and Trade Sector.

Module 3: Naomi Goulbourne-Rodney, Manager Passenger Terminal – Kingston, Jamaica Customs Agency.

Module 4: Frank Holder (see Director section).

Module 5: Salvador Furió, Director of Logistics and Intermodality at the Valencia-port Foundation.

Module 6: Frank Holder (see Director section).

Documents

SWTCAR5 Learning Guide