A) Training of Trainers (ToT)
B) Fighting Wildlife Trafficking in the Golden Triangle Provincial Trainings
C) Additional Resources
Fighting Wildlife Trafficking in the Golden Triangle is a project designed to reduce trafficking of wildlife within the Golden Triangle, in key target locations in the Lao PDR, Thailand and Myanmar. The Lower Mekong region is one of the global hubs of illegal wildlife trade in Southeast Asia – a perfect storm of source, transit route, and final destination for many of the world’s most valuable and threatened wildlife species.
Trade routes through and demand originating from the Mekong countries significantly threaten the continued persistence of important and iconic species including tigers, elephants, rhinos, pangolins, bears, and turtles, as well as other threatened species in the Southeast Asian region. The epicentre of this trade in the Greater Mekong is the Golden Triangle – where the Lao People's Democratic Republic (PDR), Myanmar and Thailand intersect, and which abuts directly with southern China.
The project has two objectives:
1. Enhance wildlife related law enforcement by improving guidelines and protocols for interagency collaboration.
2. Build capacity of civilian law enforcement authorities to prevent and investigate wildlife trafficking at the provincial level and across borders.
The innovative nature of this project lies in its holistic and targeted provincial-level approach, which can later be scaled up to other known problem areas and border crossings in the region.
The first phase of the project was to develop the capacity of law enforcement authorities and task forces by increasing their understanding of wildlife trafficking-related laws and regulations. Trainings for enforcement groups were led by TRAFFIC in collaboration with WWF’s trainer and country offices in two countries and by WWF-Lao in Lao PDR. Starting in 2019 with a Training of Trainers (ToT) workshop involving law enforcement officers from all three countries, the participants were taught soft skills to deliver training and then shown how to pass this knowledge on to others. Following the ToT, TRAFFIC and WWF jointly delivered three provincial workshops, one each in Chiang Khong (Thailand) and Tachileik and Kyaing Tong (Myanmar), with P-WEN members learning how to implement CITES and wildlife trade regulations, enforce wildlife trade laws at the local level, and identify and detect illegally traded species.
In the extension phase (which ends in 2022), refresher courses were conducted for members of the P-WENs trained under the first grant, while providing the impetus for these individuals to continue to train more officers in their districts and beyond The refresher courses included the use of species and product identification resources produced in the first phase of the project.
Refresher courses are key in ensure the sustainability of our knowledge transfer and capacity building activities conducted in the past. This also provided an opportunity to deliver training to new staff or recruits within the teams at the border areas. Responses from members of P-WENs indicated that more training need to be conducted on a regular basis in the future. A Training Toolkit that enables local authorities to train their own staff comes in handy.
This Training Toolkit (TT) has been developed to enable self-guided implementation of the training course beyond the project duration. The TT will provide these countries with the guidance and tools necessary to arrange and conduct their own courses on wildlife trade.
This TT provides the resources necessary to allow law enforcement agencies to conduct training through the Training of Trainers (ToT) Course and Fighting Wildlife Trafficking in the Golden Triangle Provincial Trainings with the assistance of resources provided. The TT has been specifically designed to provide law enforcement officers with the necessary tools and materials to conduct their own courses in collaboration with other local experts. Agencies are encouraged to use, combine or abridge the individual courses and modules within the TT to best meet their needs. With the TT in mind, agencies can consider cooperation and coordination among a broad range of relevant government and non-government stakeholders to successfully address illegal wildlife trade.
The course material and information contained within is based on that delivered during the Training of Trainers Course given at the Imperial Golden Triangle Resort, Chiang Rai, Thailand from 26th to 30th August 2019. The workshop brought together 23 attendees from enforcement agencies in Lao PDR, Myanmar and Thailand. The following section is based on materials revised and used in more recent refresher training courses conducted in 2022. And the final section contains resources developed.
The TT is organized into three sections:
A. Training of Trainers (ToT),
B. Fighting Wildlife Trafficking in the Golden Triangle Provincial Trainings, and
C. Resources.
This section includes information on the planning and logistics necessary to run an efficient training course or workshop. This includes the identification of suitable participants, presentation skills and information on the different ways in which people learn and how trainers can ensure that their training addresses each of these.
On completion of the module qualifying learners will be equipped with the knowledge and skills to conduct or assist with the following aspects of instruction:
• Critique of a lesson
• Communication
• Preparing a talk
• Using psychology in teaching
• Instructional objectives
• The use of questions by the instructor
• Visual aids
• Discussions by trainees
• Learning/teaching methods
• Giving a lesson
• Planning a lesson, preparation for a lesson
• The “ Horizontal Plan”
• Instructional Demonstrations, role play, instructional visits
• Examination questions
• Analysis of examination questions
Illegal wildlife dealers often utilize well established and highly organized cross-border networks to transport illegal wildlife. A considerable proportion of such illegal trade is shipped as airfreight, cargo or carried in personal baggage and/or ground transportation with much crossing international borders undetected. This course is designed to increase enforcement officers’ understanding of wildlife trafficking-related laws and regulations such as the Convention on International Trade in Endangered Fauna and Flora (CITES) and train them on the importance of fighting wildlife crime and the ways in which wildlife trade should be regulated.
For officers that are new to Counter Wildlife Crime (CWC), or as a refresher, the subjects have been chosen to provide a basic grounding in the practical skills required that can be built upon with additional materials & experience.
CITES training videos consists of three parts on wildlife trade regulation with a focus on CITES enforcement to enable local enforcement agencies to provide training at a minimal cost of time and resources to a wider number of relevant officers.
For those who work in the field, with temporary limited access to investigative tools, there are a series of Patrol Aide-Memoires (PAMs) that help to refresh the memory on the subjects taught as well as provide an instant ready-reference when conducting searches or initiating crime scene investigations. PAMs are prepared for Accident management (First Aid), Navigation (map reading) Search (procedures & techniques), Legal powers (Stop, Search, Detain, Seizing evidence) and Wildlife crime scene management.
This Training Toolkit has been developed for use by law enforcement officers tasked to monitor and fight wildlife trafficking in Thailand, Lao PDR and Myanmar. They are also encouraged to revise, modify, update and/or tailor the TT according to their specific training needs, and for inclusion into existing national training curricula where possible.
Any party interested in further developing or modifying the TT are encouraged to contact WWFGreater Mekong and TRAFFIC Southeast Asia offices for guidance and support as required.
Each course listed in this TT has been divided into five categories to enable a step-by-step process for the user to follow in order to organize and conduct their training successfully. These categories are:
Part 1 – Introduction/Concept Note: this describes the training course and the competencies which will be taught for each section of the course;
Part 2 – Pre Course: this contains a step-by-step guide required to prepare and conduct their own course;
Part 3 – Course Materials: this section contains all of the materials required to conduct the course;
Part 4 – Post Course: this contains documents which allow you to evaluate the effectiveness of course;
Part 5 – Additional Reference Materials: this folder contains all the electronic documents and print-outs that can be utilized to support the implementation of the training course. The documents included are intended as general background information and are mostly for reference purposes.
This Training Toolkit will be digitalized and uploaded onto WWF and TRAFFIC's websites’ training resources pages.
A: PART 1.0 – INTRODUCTION
A: 1.1 Concept Note – Training of Trainers Course
A: 1.2 Guide to the Training of Trainers Course TT
A: 1.3 Training of Trainers Curriculum
A: PART 2.0 – PRE COURSE
A: 2.1 Equipment List
A: 2.2 Draft Agenda
A: 2.3 Guide for Presenters
A: 2.4 Pre-workshop Evaluation Form
A: PART 3.0 – COURSE MATERIALS
A: 3.1 Overview of the ToT
A: 3.2 The Practicals of Planning A Course
A: 3.3 Know Your Audience
A: 3.4 Practical and Logistic Issues
A: 3.5 Making A Presentation: Key Principles
A: 3.6 Challenges and Monitoring
A: 3.7 Communications
A: 3.8 Preparing to Give A Talk
A: 3.9 Visual Aids
A: 3.10 Horizontal Plan
A: 3.11 Giving A Lesson
A: 3.12 Instructional Demos, Role Playing
A: 3.13 Practical
A: PART 4.0 – POST COURSE
A: 4.1 Post-Workshop Evaluation Form
B: PART 1.0 – INTRODUCTION
B: 1.1 Concept Note – Fighting Wildlife Trafficking in the Golden Triangle Provincial Trainings
B: 1.2 Guide to the Course TT
B: 1.3 Course Curriculum
B: PART 2.0 – PRE COURSE
B: 2.1 Equipment List
B: 2.2 Draft Agenda
B: 2.3 Guide for Presenters
B: 2.4 Pre-Workshop Evaluation Form
FIGHTING WILDLIFE TRAFFICKING IN THE GOLDEN TRIANGLE: TRAINING TOOLKIT
B: 3.1 Introduction to Wildlife Trade (Global & Regional)
B: 3.1.1
Presentation - Introduction to Wildlife Trade (Global & Regional)
B: 3.1.2
Resource: Greater Mekong Wildlife Trade video
B: 3.2 Agency Roles & Responsibilities (Country)
B: 3.2.1 Outline – Agency Roles & Responsibilities in Country
B: 3.2.2 Outline – Authority & Powers, Search, Seizure and Arrest
B: 3.3 What is CITES
B: 3.3.1 Presentation – What is CITES
B: 3.4 CITES Appendices
B: 3.4.1 Presentation – CITES Appendices
B: 3.4.2
Presentation – CITES Appendices Quiz
B: 3.5 CITES Permits and Certificates
B: 3.5.1
Presentation – CITES Permits and Certificates
B: 3.6 Fraudulent Permits
B: 3.6.1
Presentation – Fraudulent Permits
B: 3.6.2
Presentation – Fraudulent Permit Exercise
B: 3.6.3
PDF Handout – Fraudulent Permit Exercise
B: 3.6.4 PDF – Fraudulent Permit Exercise Answers
B: 3.6.5 Steps in verifying CITES Permits
B: 3.6.6 Blank CITES Permit (sample)
B: 3.6.7 Scanned CITES Permit Examples
B: 3.7 Species in Trade (based on TRAFFIC’s market survey results)
B: 3.7.1 Presentation – Species in Trade
B: 3.8 Species Identification
B: 3.8.1 Presentation – Species Identification
B: 3.8.2 Resource: Picture Guide to Illegal Wildlife Parts & Products Commonly Found in Southeast Asia
B: 3.8.3 Resource: Identification of Commonly Traded Wildlife (with a focus on the Golden Triangle)
B: 3.9 Smuggling Techniques
B: 3.9.1 Presentation – Smuggling Techniques
B: 3.10 Survival & Rescue Knots
B: 3.10.1 Outline – Survival & Rescue Knots
B: 3.10.2 Presentation – Survival & Rescue Knots
B: 3.11 Sketch Maps
B: 3.11.1 Outline – Sketch Maps
B: 3.11.2 Presentation – Sketch Maps
B: 3.12 Briefing & Operational Planning
B: 3.12.1 Outline – Briefing & Operational Planning
B: 3.12.2 Presentation – Briefing & Operational Planning
B: 3.13 Communications Skills
B: 3.13.1 Outline – Communications Skills
B: 3.13.2 Presentation – Communications Skills
B: 3.14 Search Techniques
B: 3.14.1 Outline – Search Techniques
B: 3.14.2 Presentation – Search Techniques
B: 3.14.3 Practical – Search Techniques
B: 3.15 Crime Scene Management
B: 3.15.1 Outline – Crime Scene Management
B: 3.15.2 Presentation – Crime Scene Management
B: 3.15.3 Practical – Crime Scene Management
B: 3.15.4 Resource: Wildlife Crime Scene Investigation Aide Memoire
B: PART 4.0 – POST COURSE
B: 4.1 Post-Workshop Evaluation Form
C: PART 1.0 – PATROL AIDE MEMOIRE (PAM)
C: PART 2.0 – CITES TRAINING VIDEOS
C: 2.1 English version
C: 2.2 Thai version
C: 2.3 Lao version
FIGHTING WILDLIFE TRAFFICKING IN THE GOLDEN TRIANGLE: TRAINING TOOLKIT
The development of the Training Toolkit has been carried out by the following key individuals: Ms. Renee Yee, Ms. Chow Mei Mei and Mr. Crispian Barlow. The development of this resource has also benefited from the support and input of the staff of TRAFFIC Southeast Asia and WWF offices in Myanmar, Lao PDR and Thailand.
The production of this Training Management Package would not have been possible without the generous support provided by the United States Department of State, Bureau of International Narcotics and Law Enforcement Affairs (INL).
Courses and training workshops on the regulation of wildlife trade and the identification of species have been conducted by TRAFFIC throughout the Southeast Asian region over the last decade. The resources developed under the “Fighting Wildlife Trafficking in the Golden Triangle” is designed to assist enforcement’s efforts to reduce trafficking of wildlife within the Golden Triangle, in key target locations in the Lao PDR, Thailand and Myanmar.
Limited resources make it difficult to ensure that an increasing number of those responsible for fighting wildlife crime are provided with the capacity to do so. In response to this, this ToT course was developed to provide instruction to enable potential trainers to conduct effective training courses in their home country.
The main objectives of the ToT Course can be summarized as follows:
• To provide details of how to develop and plan an effective training course.
• To provide the skills and confidence necessary to conduct an effective training course.
This course was taught over four and a half days, but with more time made available, some of the sessions could be expanded to allow participants to practice the skills that they need. Courses should include no more than 20 participants. The participants should include individuals who will be given the opportunity to train others within their country on wildlife trade regulation and species identification such as CITES Management and Scientific Authorities, experts on wildlife trade and national legislation and/or species identification experts.
The organizer should try to identify and include trainers who have prior relevant learning/training experience and skills. In previous ToT sessions conducted by TRAFFIC, learning experts such as education professionals experienced in delivering effective training were engaged to deliver on related topics. Such individuals do not necessarily need to have a background in wildlife trade or species identification. Their role is to ensure that participants understand how to organize an effective training programme and plan effective workshops.
All training is presented in different modules. This allows the recipients to conduct only that training which is appropriate to their participants and to include new modules to increase the participant’s skill levels as individuals. However, since much of this material will be new to participants, it is suggested that all the modules are given.
As with all the materials provided in this Toolkit, it is important that the trainers try to make these sessions as interactive as possible to ensure that participants are fully engaged in the course.
This first day of the ToT seeks to get participants to the stage where they are able to:
1) Understand how a workshop or course should be planned.
2) Have a basic knowledge on how to develop and give an effective presentation; and
3) Understand that the different approaches to encouraging participation from trainees; and
4) Understand that training is more effective when participants are actively involved in the training; and
5) Understand the different ways in which people learn and ensure that their training will take these into account.
The rest of the ToT seeks to get participants to research, and/or use existing materials to put together lectures that follow the guidelines ensuring the best possible opportunity for the trainees to understand and absorb the material. Trainee instructors will understand all the types of training available, best methods for the subject matter and best way to present.
Therefore; on completion of the module qualifying trainees will be equipped with the knowledge and skills to conduct or assist with the following aspects of instruction:
➢ Critique of a lesson
➢ Communication
➢ Preparing a talk
➢ Using psychology in teaching
➢ Instructional objectives
➢ The use of questions by the instructor
➢ Visual aids
➢ Discussions by trainees
➢ Learning/teaching methods
➢ Giving a lesson
➢ Planning a lesson, preparation for a lesson
➢ Instructional Demonstrations, role play, instructional visits
➢ Examination questions
➢ Analysis of examination questions
Training Topics by TRAFFIC Southeast Asia
A: 3.1 Overview of the ToT
A: 3.2 The Practicals of Planning A Course
A: 3.3 Know Your Audience
A: 3.4 Practical and Logistic Issues
A: 3.5 Making A Presentation: Key Principles
A: 3.6 Challenges and Monitoring
A: 3.7 Communications
Training Topics by WWF-Greater Mekong Programme
A: 3.8 Preparing to Give A Talk
A: 3.9 Visual Aids
A: 3.10 Horizontal Plan
A: 3.11 Giving A Lesson
A: 3.12 Instructional Demos, Role Playing
A: 3.13 Practical
FIGHTING WILDLIFE TRAFFICKING IN THE GOLDEN TRIANGLE: TRAINING TOOLKIT
Classroom
Metal whiteboard
Whiteboard erasure
Assorted colours of whiteboard pens and markers
Whiteboard magnets
Screen
Power point projector
Extension cord
Overhead projector (OHP)
OHP view foils, borders and scotch tape
OHP markers
Flipchart and pens
Materials for trainees
Course handouts
Notebooks
Pens, pencils, erasures, ruler
Index cards
INL-Fighting Wildlife Trafficking in the Golden Triangle Training of Trainers (ToT) Agenda [Date]
Day 1
8.00am – 8.30am Registration
8.30am – 9.00am Opening
9.00am – 9.30am Introduction to Fighting Wildlife Trafficking in the Golden Triangle
9.30am – 10.00am Ice-breaking
Instructor
Instructor 10.15am – 10.45am Coffee/Tea break
10.00am – 10.15am Overview of the ToT
10.45am – 11.15am
The Practicals of Planning A Course: Structuring an Agenda and Defining Key Messages (Objectives of the training – is it even necessary to achieve the objectives – how to plan an agenda)
Instructor
11.15am – 12.30pm
Know Your Audience (Need the right people in the room, their level of understanding of the topics of the training)
12.30pm – 1.30pm Lunch
1.30pm – 2.00pm
Practical and Logistic Issues (Travel time, lodging preferences, venue for training, language, timing, duration, etc.)
Instructor
Instructor
2.00pm – 3.00pm
Making a Presentation: Key Principles (How to make a presentation interesting and engaging)
3.00pm – 3.15pm Coffee/Tea break
3.15pm – 4.15pm
4.15pm
5.00pm
Challenges and Monitoring (Lack of response, red tape, vetting, venue, feedback and follow up)
Communications (Tell people – including us – about your work)
Instructor 5.15pm Day 1 ends
5.00pm – 5.15pm Review of Day 1
3.30pm – 3.45pm
Practical sessions: The following sessions are designed to let the participants practice the training skills that they have been taught. Each participant will be required to illustrate this by giving a short talk on a set topic with which they are already familiar. The delivery of each of these will be followed by a short assessment.
5.00pm – 5.30pm
5.30pm Day 3 ends
8.45am – 9.15am Practical 5 (with critique)
9.15am – 9.45am Practical 6 (with critique)
9.45am – 10.15am Practical 7 (with critique)
10.15am – 10.30am Coffee/Tea break 10.30am – 11.00am Practical 8 (with critique)
– 11.30am Practical 9 (with critique)
– 12.00noon Practical 10 (with critique)
12.00noon – 12.30pm Practical 11 (with critique)
12.30pm – 1.30pm Lunch
1.30pm – 2.00pm Practical 12 (with critique)
2.00pm – 2.30pm Practical 13 (with critique)
2.30pm – 3.00pm Practical 14 (with critique)
3.00pm – 3.15pm Coffee/Tea break
3.15pm – 3.45pm Practical 15 (with critique)
3.45pm – 4.15pm Practical 16 (with critique)
4.15pm – 4.45pm Practical 17 (with critique)
4.45pm – 5.15pm Practical 18 (with critique)
5.15pm – 5.30pm Review of Day 4
5.30pm Day 4 ends
8.45am – 9.00am Sign-in
9.00am – 9.30am Overall critique of practical sessions Announcement of winners
a) Note section (on PowerPoint material) for extra information
• Presentation slides should be made in a readable, easily comprehensible format. In the case that more information is needed to explain a topic, web links and background knowledge will be listed in the note section of the slide
b) Adapting training materials
• Some content or examples are location-specific. For example:
In this slide, the examples of pet trade are from Indonesia and Malaysia. You can replace these examples from cases in your country or region. However, it is also important to include examples from across the world to showcase that the same problem occurs in different regions.
c) Using resources to supplement training
• A suite of resources are provided in relevant topics to help you with the training session, such as guide books and/or videos.
• Incorporating these resources into your training makes the session more interesting and relatable
INL-Fighting Wildlife Trafficking in the Golden Triangle Training of Trainers (ToT) [Date]
Pre-Workshop Questionnaire
Name (BLOCK capitals)
Gender (tick) Male: Female:
Department
Designation
Email address
Telephone
Question Tick box Option
1. How long have you worked for this department?
Please tick one box
2. Do you look for smuggled wildlife at work?
Please tick one box
3. Have you ever had any training on wildlife smuggling/trafficking issues?
Please tick one box
4. Have you ever attended any Training of Trainer sessions on wildlife smuggling/trafficking issues?
Please tick one box
5. Do you know if smugglers have ever tried to move
(A) Under 12 months
(B) 1-5 years
(C) Over 5 years
(A) No
(B) Yes
(A) No
(B) Yes (please describe):
(A) I don’t know
(B) No
(C) Yes, there are risks (please give an example):
(A) No
wildlife illegally through your province/district/town/city?
Please tick one box
6. Do you know how smugglers try to move wildlife illegally through your province/district/town/city?
Please tick one box
(B) Yes (please give an example):
(A) No
(B) Yes (please give an example):
7. What kind of training do you think is most important for you? Please tick one box
The Practicals of Planning A Course: Structuring an Agenda and Defining Key Messages
Know Your Audience
Practical and Logistical Issues
Making A Presentation – Key Principles
Challenges and Monitoring
Communications
Preparing to Give A Talk
Visual Aids
Horizontal Planning
Giving a Lesson
Instructional Demonstrations and Role Playing
Others:
8. What is the one most important thing you want to learn from this ToT? Please tick one box
Gain more knowledge about wildlife trade in this region
Gain more knowledge and skills on how to identify wildlife species in trade
Gain more knowledge about wildlife crime investigation
Learn how to organize and conduct training/workshops on wildlife trade
Others:
Thank you very much!
This session provides the overview of the ToT and emphasize the objectives of the ToT; i.e. provide participants with the information, skills, and confidence necessary to conduct their own training back at your provinces/districts. It is important that all the materials are delivered in a way which encourages input from the participants.
File name: A.3.1 - Overview of the ToT.pptx
This session will focus on the overall planning and structure of a successful workshop or training programme. The main message is that preparation is the key to success, but also that it is necessary to be flexible and leave room for the unexpected. The need to see a specific workshop as part of a wider learning experience will also be emphasized: preparation and follow-up are essential parts of the process. The importance of good organization and logistics is also stressed. Competency achieved:
• Workshop planning.
• Recognition of the need for preparation and familiarity with the training materials.
• Importance of flexibility.
• Importance of follow-up.
File name: A.3.2 - The Practicals of Planning A Course.pptx
Participants are taught to recognise different learning styles and creative formats to encourage participation/interaction during a training session. To appreciate different types of learning styles in order to choose the right approach for the training. Where possible, participants should be given the opportunity to practise how to engage using the different learning styles taught.
File name: A.3.3 - Know Your Audience.pptx
This session focuses on the practicalities and logistical issues when organising a training session. Practical issues include topics such as transport, accommodation, venue and language in which the training will be conducted in. Other issues include logistic matters such preparation for a site-visit, including the need to consider different venues for different objectives. It is also emphasized that participants should reach out to subject matter experts if necessary and leverage expertise in their own region where possible.
File name: A.3.4 - Practical and Logistic Issues.pptx
A:
Key techniques for making a good presentation that delivers key messages effectively to participants. An understanding that the way in which information is presented and delivered is central to the success of any training activity. When possible participants should be given the opportunity to create and deliver their own presentation. It is recognized that this activity will be dependant on the provision of sufficient resources and time. Participants may be placed in groups to carry out this activity. It is important that enough time be allotted to carry out such activities and this should include time for feedback and discussion of the task and the outputs.
File name: A.3.5 - Making A Presentation - Key Principles.pptx
A:
This session introduces to the participants several types of challenges they may face when organising a training session on their own. These include a lack of response from those invited and being ready to address a variety of procedures (depending on stakeholders approached) throughout the process. This session will also demonstrate the importance of obtaining feedback of the training session to allow for improvement for future endeavours and follow-up after the event to obtain updates and/or to share useful information to identified stakeholders.
File name: A.3.6 - Challenges and Monitoring.pptx
A:
Participants will be encouraged to ensure communications with the organizing team and with stakeholders and participants are clear throughout the whole process. Depending on the audience, everyone should have a good understanding about what the training session is to achieve. A special reminder for any national law enforcement agency to share their enforcement efforts such as seizures, prosecution and conviction news with other agencies in the country and in the region.
File name: A.3.7 - Communications.pptx
The purpose of this session is to give some guidance and assistance in the preparation of talks or lectures. This session suggests ideas which might make it easier for participants to overcome their shyness and try to sow the seeds of self-confidence which are necessary to be a public speaker, and which can be assisted by good preparation. This subject covers all aspects of preparation.
File name: A.3.8 - Preparing to Give a Talk.pptx
Participants are taught the different methods of presenting information visually. Visual aids assist the presenter to teach a point, but it also serves as a tool for receiver to remember what was being taught. Trainees are also taught how to prepare the visual aids.
File name: A.3.9 - Visual Aids.pptx
This session emphasizes the importance of planning and preparation of a lesson plan; where decisions are made on which points are to be taught and which methods are best to bring the points across. The Horizontal Plan lays out precisely all the steps, points and visual aids required and when they are used.
File name: A.3.10 - Horizontal Plan.pptx
Participants are reminded of all that they’ve been taught; from how people learn, to methods of teaching and the different tools, such as visual aids. The session also incorporates other topics taught such as practicalities and logistic issues to enhance the learning experience of their target audience. Included are dress and deportment, to ensure the “Professionalism” aspect of the training.
File name: A.3.11 - Giving a Lesson.pptx
This session teaches participants the three different ways to conduct a lesson; instructional demonstrations, role play and instructional visits. These may differ in form and format, but concise preparation and planning is still crucial in ensuring the lesson is well taught. Instructors will understand which method is best to use for which type of material that the trainees need to understand and retain.
File name: A.3.12 - Instructional Demonstrations Role Playing.pptx
Trainees prepare their lessons of 30 minutes based on the subjects assigned (which are usually drawn from subjects that they will instruct in the future) using all the methods they have been taught. These sessions are marked for time, content, and presentation methods. Trainees may be given the same topics/resources that make up Section B: Fighting Wildlife Trafficking in the Golden Triangle Provincial Trainings, part 3.0.
Note: Refer to Section B, Part 3.0 – Course Materials
A: 4.1 POST-WORKSHOP EVALUATION FORM
INL-Fighting Wildlife Trafficking in the Golden Triangle
Training of Trainers (ToT) [Date]
Post-Workshop Questionnaire
Name (BLOCK
Gender (tick)
Email address Telephone
1. Please circle ONE appropriate number.
12. The training materials were relevant and useful.
13. Practical illustrations and examples were given.
14. The quality of the handouts in terms of readability and clarity was good.
15. As a working aid, the course materials were very useful.
16. The room and equipment was properly set up and in working order.
18. Duration of the course was right.
My capacity/ability to be a trainer or facilitate a training/workshop has increased as a result of what I learnt during the course.
2. Three sessions that were the most interesting for me were:
3. Three sessions that were the least interesting for me were:
d) …………………………………………………………………………………………………………………………………………………
e) …………………………………………………………………………………………………………………………………………………
f)
WHY? ……………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………
4. Additional comments (if any). ……………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………
Thank you very much!
The provincial trainings were organized in six target provinces/locations (Chiang Rai, Thailand; Tachileik and Kyaing Tong, Myanmar; Bokeo, Luang Namtha, and Oudomxay, Lao PDR), including at least thirty participants from relevant law enforcement agencies and authorities per training. The main aim of these trainings is to built capacity of law enforcement agencies working in border and checkpoints in target locations, particularly on wildlife trade regulations, species identification, detection and investigation of wildlife crime.
The curriculum of this training is adapted to the training needs of law enforcement officers at country borders from different agencies. As the level of knowledge is different for officers from each of the agencies, it is important to understand the knowledge gap you want to close by having conversations with agencies involved. An agency which is more proficient in a certain topic can help with group discussion or share their experience for example. This fosters interagency law enforcement cooperation and increase knowledge and information exchange.
At the successful conclusion of this training, the learner will be equipped with the knowledge of and skills to implement or assist with:
➢ Understanding wildlife trade
➢ Understand CITES and its Appendices and how CITES Permits function
➢ Understand Agency Roles and Responsibilities
➢ Recognizing and Identifying wildlife species commonly traded
➢ Rescue and survival knots, bends, and hitches
➢ Conducting tactical and operational planning for enforcement operations
➢ Conducting Searches, roadblocks and understanding smuggling techniques
➢ Apprehending and detaining suspects correctly and legally
➢ Correctly securing, managing and processing a crime scene
➢ Following correct procedure for dealing with violations, seized, or confiscated evidence
➢ Obtaining basic skills and an understanding of Communications
The training materials have been developed by WWF Greater Mekong Technical Advisor and Communications Manager as well as TRAFFIC Southeast Asia training and capacity building team. The materials can be integrated into existing training programs and used to build staff capacity. These training materials can be tailored and adapted to any law enforcement training at country borders.
This training is comprised of three main components: CITES regulations and species identification, communications skills, and investigation skills. A recommended agenda to this training is provided in the next section. You can choose to include, omit or adapt any of the training components according to your trainees’ training needs.
Additional resources are listed for relevant lessons. These resources can help you in conveying the concept better or as a teaching aid. These include videos, guidebooks, and samples of documents.
Prior to starting the training workshop, a pre-workshop evaluation form can be handed out to the trainees to gauge their level of knowledge. A post-workshop evaluation form at the end of the workshop helps you understand the efficacy of the training and obtain feedback from trainees.
Training Topics by TRAFFIC Southeast Asia
CITES regulations and species identification
B: 3.1 Introduction to Wildlife Trade (Global and Regional)
B: 3.2 Agency Roles and Responsibilities (Country)
B: 3.3 What is CITES
B: 3.4 CITES Appendices
B: 3.5 CITES Permits and
B: 3.6 Fraudulent Permits
B: 3.7 Species in Trade (based on TRAFFIC’s market survey results)
B: 3.8 Species Identification
B: 3.9 Smuggling Techniques
Training Topics by WWFGreater Mekong Programme
Communications skills
B: 3.13 Communications Skills
Training Topics by WWFGreater Mekong Programme
Investigation skills
B: 3.10 Survival and Rescue Knots
B: 3.11 Sketch Maps
B: 3.12 Briefing and Operational Planning
B: 3.14 Search Techniques
B: 3.15 Crime Scene Management
type 2 Field Craft Section
23. Para cord, (6mm braided rope) 2m each
24. Rope 10mm x 2m 1
25. First-aid triangular bandages, 1 each
26. Elastic crepe bandages 75mm x 2M 1 each
27. Assorted sterile bandages 1 set
28. Surgical gloves size XL or L Box of 100
29. Training map** 1 each
30. Black electricians insulating PVC tape 1 roll
Law Enforcement Section
31. Surgical gloves size XL or L Box of 100
32. Barrier tape 100 m
33. Evidence marking tents 1 Set
34. Tweezers 1
35. Small “zip lock” bags (150x150 mm) 10
36. Large “zip lock” bags 10
37. Paper envelopes 10
38. Paper bags large 5
39. Graph paper A4 size 1 pads
40. Paper stick-on labels 50x75mm 3 sheets
41. Luggage type paper labels 20
42. Fingerprint brushes 1 per team
43. Fingerprint powder 1 set
44. 1 ½” Packing tape 1 roll
45. White cardboard 3 sheets
46. 50m tape measure
P-WEN Training Agenda
[Date]
DAY 1
Time Training Subject
0730-8.00 Registration
0800-0815 Opening remarks and group photo
0815-0845
0845-0930
0930-1030
1. Introduction to course
2. Introduction to Wildlife Trade (Global and regional)
3. Agency Roles and Responsibilities
- Agency mandates
- National wildlife trade regulation and policies
- Recent trends
1030-1045 Coffee/Tea break
1045-1115
1115-1200
4. What is CITES
5. CITES Appendices
1200-1300 Lunch
1300-1345
1345-1430
1430-1500
6. CITES Permits and Certificates
7. Fraudulent Permits
8. Species in trade (market survey results)
1500-1530 Coffee/Tea break
1530-1600
1600-1645
1645-1700
DAY 2
9. Species Identification (reference to Product Guide and Identification of Commonly Traded Wildlife GT booklet)
10. Smuggling Techniques
and end
Time Training Subject
1000-1015
1015-1215
1215-1330
1330-1530
11. Communications Skills
Break
12. Communications Skills (practical)
13. Sketch Maps
1530-1545 Coffee/Tea Break
1545-1645
1645-1700
DAY 3
14. Briefing/Operational Planning
and end
Time Training Subject
0800-0830 Registration
0830-0845 Recap for the training on day 1 and day 2
0845-0915
0915-1000
15. Survival and Rescue Knots
16. Authority and Powers: Search, Seizure and Arrest
1000-1015 Coffee/Tea Break
1015-1130
1130-1230
1230-1330
17. Search Techniques
18. Practical (vehicle/premise search)
instructor
instructor
instructor
instructor
instructor
1330-1500 19. Practical (vehicle/premise search)
1500-1530 Coffee/Tea Break
1530-1645 20. Practical – Sketch Maps/Briefings
1645-1700 QandA and end
0800-0830 Registration
0830-0900 21. Survival and Rescue Knots
0900-1000 22. Crime Scene Management
1000-1030 Coffee/Tea Break
1030-1200 23. Crime Scene Management (cont.)
1200-1330 Lunch
1330-1500 24. Practical – Crime Scene Management
1500-1515 Coffee/Tea Break
1515-1530 QandA
instructor
instructor
instructor
instructor
1530-1600 Closing Secretariat
a) Notes section (on PowerPoint material) for extra information
• Presentation slide should be made in a readable, easily comprehensible format. In the case that more information is needed to explain a topic, web links and background knowledge will be listed in the notes section of the slide.
b) Adapting training materials
• Some content or examples are location-specific. For example:
In this slide, the examples of pet trade are from Indonesia and Malaysia. You can replace these examples from cases in your country or region. However, it is also important to include examples from across the world to showcase that the same problems occur in other regions.
c) Using resources to supplement training
• A suite of resources are provided in relevant topics to help you with the training session, such as guide books and/or videos.
• Incorporating these resources into your training makes the session more interesting and relatable.
B: 2.4 PRE-WORKSHOP EVALUATION FORM
INL-Fighting Wildlife Trafficking in the Golden Triangle
P-WEN Training
[Date]
Pre-Workshop Questionnaire
Name: …………………………………………………………………………………………………………………………………………………………………
Organisation/Agency: ..…………………………………………………………………………
Designation: …………………………………………………………………………………….
PLEASE CHOOSE ONLY ONE ANSWER PER QUESTION.
1. Have you heard of CITES?
YES NO
2. What do you think CITES is?
An international organisation which gives money for conservation projects
An NGO
An international convention which regulates national trade in endangered species of animals and plants
An international convention which regulates international trade in endangered species of animals
An international convention which regulates international trade in endangered species of animals and plants
Don't know
3. Have you ever received CITES training?
4. CITES applies to which of the following?
Live animals and plants
Dead animals and plants
Parts and derivatives of animals and plants
All of the above
Don’t know
5. Have you ever received any wildlife species identification training?
6. Have you ever been involved in any wildlife smuggling cases? YES NO
7. How long have you worked for this department?
Less than 1 year 1 – 5 years 6 – 10 years
More than 10 years
8. What kind of training do you think is most important? CHOOSE ONLY ONE ANSWER.
Species identification
How to use the CITES Appendices
Checking the validation of CITES permits
General knowledge about CITES
Roles of responsibilities of different agencies involved in the implementation of CITES
Case studies of some commonly smuggled species in your country
Detection of smuggling and smuggling methods
9. A shipment of turtles accompanied by a CITES permit which states that there are 150 turtles in the shipment. When you check the shipment, some animals are dead. There are 150 live turtles and 50 dead turtles. What should you do?
Nothing, the number of living animals matches the permit
Stop the shipment – the total number of animals does not match the permit
10. What is the main national law used for wildlife protection in your country?
B: 3.1.1 Presentation - Introduction to Wildlife Trade (Global and Regional)
Note: Examples on the main purposes of wildlife trade (Slide 11 – 23) can be adapted to examples that are more relatable to your country or region.
File name - B.3.1.1 Introduction to Wildlife Trade.pptx
Resource: Greater Mekong Wildlife Trade video
This documentary depicts the unabated illegal wildlife trade in the Mekong Region, focusing on the thousands of illegal wildlife parts and products found for sale in the Lower Mekong. The sale of illegal wildlife underscores the region’s continuing struggle to address wildlife crime and the need to ramp up anti-trafficking efforts. With pictures and videos taken in the Greater Mekong area where illegal wildlife trade is concerned, this video serves as a good introduction to the topic.
The video is available in English, with Vietnamese, Chinese, Thai and Burmese subtitles.
Folder name - Greater Mekong Wildlife Trade Videos
In this section, the country’s CITES MA can be invited as a guest lecturer to talk about wildlife enforcement in the country.
The guest lecturer is to explain:
a) The country’s obligation to the implementation of CITES
b) What agencies are involved investigations, prosecutions and other law enforcement activities
c) What are the roles and responsibilities of these agencies
d) Cooperation between different agencies in the country
The guest lecturer is to explain:
a) under what law, legislation or regulation, rangers and other law enforcement agencies have authority to carry out their duties,
b) under what law can they conduct a search,
c) under what law can they seize evidence,
d) under what law can they detain for enquiries or arrest as suspect.
B: 3.3.1 Presentation – What is CITES
Participants are taught the structure of the Convention and how it operates to monitor wildlife trade amongst its members. A brief explanation of how each member party performs its duties to CITES is given to assist participants who are members of law enforcement to understand their role to enforce the Convention and its requirements.
File name - B.3.3.1 What is CITES.pptx
B: 3.4 CITES APPENDICES
B: 3.4.1 Presentation – CITES Appendices
Participants are first lead through a brief simple explanation about taxonomy to help them understand how species are named. This provides them with basic understanding on how to utilize the CITES Appendices. This session teaches them how the Appendices are structured and introduces several tools (such as the Checklist of CITES and Species Plus) so that participants can learn how to read and use the Appendices.
File name - B.3.4.1 CITES Appendices.pptx
B: 3.4.2 Presentation – CITES Appendices Quiz
This Quiz presentation slide is useful to keep trainees engaged. A copy of the latest CITES Appendices can be accessed at https://cites.org/eng/app/appendices.php. It is advisable to print the Appendices on paper. Then, ask participants to look for the right species based on what is shown in the quiz, which Appendix the species falls under and the page number.
Note: Ensure that you are using the latest version of the CITES Appendices!
File name - B.3.4.2 CITES Appendices Quiz.pptx
B: 3.5 CITES
B: 3.5.1 Presentation – CITES Permits and Certificates
This session provides a review on how CITES works with reference to its documents, such as their export, import, re-export and other certificates. This includes also a brief mention of CITES exemptions and trade with Non-parties.
File name - B.3.5.1 CITES Permits and Certificates.pptx
B: 3.6.1 Presentation – Fraudulent Permits
Participants are taught how to verify CITES permits in this session. Key indicators for specific columns are discussed in detail. Participants are also taught to identify the three main categories of fraudulent permits and also look at examples of situations where fraudulent documents may be found.
File name - B.3.6.1 Fraudulent Permits.pptx
Various resources are provided under this lesson.
• The Fraudulent Permit Exercise puts the learner to test on their skills to identify fake permits. Trainees are given the handout to find the problematic boxes and point out why it is wrong.
• The Steps in Verifying CITES Permits is a summary of this section developed by CITES.
• A blank standard CITES Permit is provided as an example. You can include a sample of blank CITES Permit in your country so that trainees would have an idea of how it looks like and what should or should not appear on the permit (e.g. security stamp).
• A compilation of scanned CITES permits from different countries can be shown too.
B: 3.6.2 Presentation – Fraudulent Permit Exercise
This exercise serves as a revision of the lessons learnt in B.3.6.1. The first slide of the powerpoint is the ‘fraudulent’ permit, which should be provided to the participants as a separate handout (see B.3.6.2). Participants can be given some time to try to detect where the errors are on the handout. The answers to identify the fraudulent parts of the permit (see B.3.6.4) are provided in the second slide of this powerpoint, which can be shown on the projection screen as the trainer discusses the answers with the participants.
File name – B.3.6.2 Fraudulent Permit Exercise.pptx
B: 3.6.3 PDF Handout – Fraudulent Permit Exercise
File name - B.3.6.3 PDF Handout - Fraudulent Permit Exercise.pdf
B: 3.6.4 PDF – Fraudulent Permit Exercise and Answers
File name - B.3.6.4 PDF - Fraudulent Permit Exercise Answers.pdf
B: 3.6.5 Steps in verifying CITES Permits
This document combines the critical points in the lesson provided in B.3.6.2 and is formatted in a table to allow for easy reference for those tasked to verify CITES documents.
File name - B.3.6.5 Steps in verifying CITES permits - print.pdf
B: 3.6.6 Blank CITES Permit (sample)
This CITES permit sample is openly available on the CITES website: https://cites.org/sites/default/files/eng/res/12/E-Res-12-03R16-A2.pdfand is useful to give participants an idea of what a standard CITES permit could look like.
Note: Many CITES countries use this permit as a template but will make minor changes to their own country CITES permits (see B.3.6.7). If and when in doubt of the validity of a permit, encourage participants to check with their country’s CITES Management Authority.
File name - B.3.6.6 Blank CITES Permit (sample).pdf
B: 3.6.7 Scanned CITES Permit Examples
The two documents listed below are a compilation of several different types of CITES permits from different countries and are useful as reference.
File name - B.3.6.7 Scanned CITES Permit Example A.pdf
File name - B.3.6.7 Scanned CITES Permit Example B.pdf
B: 3.7 SPECIES IN TRADE (BASED ON TRAFFIC’S MARKET SURVEY RESULTS)
B: 3.7.1 Presentation – Species in Trade
The two presentations here illustrate what are found at markets from 2019 to 2021 by TRAFFIC, including wildlife traded alive or dead or as parts and derivatives. You can update this with latest information and photos in your country, highlighting the hotspots of illegal wildlife trade.
File name - B.3.7.1 Wildlife Species in Trade (TH market survey).pptx
File name - B.3.7.1 Wildlife Species in Trade (LA market survey).pptx
B: 3.8 SPECIES IDENTIFICATION
B: 3.8.1 Presentation – Species Identification
This presentation varies across countries. The resources (Picture guide and Identification guide, or other resources that have similar content) are essential in this session. Trainees can refer to the resources as the presenter talks about selected/relevant species.
Note: Adapt according to the region you deliver this training.
File name - B.3.8.1 Species ID - LA.pptx
File name - B.3.8.1 Species ID - TH.pptx
Resource: Picture Guide to Illegal Wildlife Parts and Products Commonly Found in Southeast Asia
Folder name – Picture Guides
Resource: Identification of Commonly Traded Wildlife (with a focus on the Golden Triangle)
Folder name – Identification of Commonly Traded Wildlife
B: 3.9 SMUGGLING TECHNIQUES
B: 3.9.1 Presentation – Smuggling Techniques
This session gives examples of how wildlife and wildlife parts and products are traded globally and in the region. Participants are shown several different examples of wildlife smuggling modus operandi (via air, land and sea) to give them an idea of how resourceful smugglers/traffickers can be.
Note: This resource can be updated/revised with specific localized smuggling/trafficking incidences of wildlife and wildlife parts and products in the region/country.
File name - B.3.9.1 Smuggling Techniques.pptx
B: 3.10 SURVIVAL AND RESCUE KNOTS
B: 3.10.1 Outline – Survival and Rescue Knots
Materials: Ropes and 550 Para cord
Trainees should have a basic knowledge of tying knots. The ability to tie the right knot for a particular task helps in accomplishing tasks at work. This might range from applying first aid, building shelters, constructing small bridges, crossing rivers or rock climbing. Learner should also know what knots are used for what purposes.
The learner must be able to tie the following knots and lashings:
• Reef knot
• Clove hitch
• Bowline
• Round turn and two half hitches
• Sheet bend and double sheet bend
This lesson is used to focus trainees as they start the day. It is a known fact that the first 10-15 minutes of the day, trainees do not pay attention. This lesson focuses not just on the skills of tying knots, but also encourages interaction between trainees. Trainees who are faster at learning
could help others. This activity allows trainees to start the day with a feeling of success as they master new practical skills.
B: 3.10.2 Presentation – Survival and Rescue Knots
File name - B.3.10.2 BFC-12.8 Basic Survival Skills - Knots.pptx
Video support: BG Escape From Hell S01E06 0:00 – 01:22 (Shelter + Clove Hitch), 01:23 – 03:32
Flood in Brazil (importance of knowing what knots to use)
B: 3.11.1 Outline – Sketch Maps
Materials: Notebooks, Maps, compasses, protractors, rulers, GPS, binoculars.
In this lesson, trainees will learn how to draw a sketch that shows enough detail and has enough accuracy to satisfy special tactical or administrative requirements.
Take trainees to different locations:
a) Determine compasses error
b) Correctly orientating maps
c) Plot their positions
d) 14 figure grid reference must be given
e) The elevation must also be given for each point.
Trainees must point out the relevant topographical features such as saddle, valley, mountain, etc., on the map by reading the contours.
Trainees must also indicate the highest point shown on the map and must be able to identify map symbols pointed out to them. The sketch must indicate cardinal directions, have a scale and show contours. Indicate important features and have symbols the meaning of which must be indicated. Trainees also learn measurement methods depending on location of the evidence and where the crime scene sketches are for outdoor areas away from buildings, they are taught to use the Polar Coordinate method.
B: 3.11.2 Presentation – Sketch Maps
Law enforcement officers learn that the sketch maps are crucial to give directions, describe topography of an area to a senior officer, or be used in a presentation in court as evidence.
File name - B.3.11.2 BFC-07 Field Sketches.ppt
B: 3.11.3 Practical – Sketch Maps
The practical session for this lesson is the sketching of a crime scene, based on the crime scene photograph in the presentation (slide 21). Trainees should be able to draw a similar sketch like the one shown in slide 22.
B: 3.12.1 Outline – Briefing and Operational Planning
Materials: Whiteboard, multimedia projector, flipchart and pens, Sand box, Model
In this lesson, trainees are taught the sequence of:
- A warning order is issued
- Order group (briefing) is held
- Preparation and planning takes place
- Execution
- Debriefing
- Patrol / operational report is submitted
B: 3.12.2 Presentation – Briefing and Operational Planning
All law enforcement officers need to know how to plan an operation and how to brief others on the content of that plan. This lesson covers all aspects of operations planning and how to brief others to successfully conduct the plan.
File name - B.3.12.2 BLE-15a Sample Briefing.pptx
B: 3.13.1 Outline – Communications Skills
Materials: Paper, flipchart and pens
B: 3.13.2 Presentation – Communications Skills
The key point of this lesson is to learn how to effectively communicate with the target audiences (for e.g., travelers, communities and commercial sellers) with the aim of raising awareness of illegal wildlife trade, changing behaviours and reducing illegal wildlife trade. The lesson outlined the basic principles of strategic communications, identify motivations for the target groups to participate in illegal wildlife trade and find angles that might motivate a change in behaviour. It also outlined general best practices for designing communications strategies and materials, with relevant examples. The lesson also has a practical activity where trainees are tasked to design a strategic communications activity for a specific audience (Slide 23), and then present it to the group for feedback (Slide 24).
File name - B.3.13.2 PWEN comms training.pptx
B: 3.14.1 Outline – Search Techniques
Materials: Mock Weapons/ammunition, Cameras and film, Radios/mobile phones, First aid kit, Torches and batteries, Notebooks, pens, Evidence bags, labels, Toolbox, pry bar, Mirror and pole
The keypoint of this lesson is to highlight that to search unlawfully or attempt to search without the proper authorization would lay the searcher open to criminal prosecution for assault or to civil action for damages. The trainee must make sure that he/she is operating within the legal framework. A search of property or premises shall be orderly conducted. Trainees are taught to be familiar with their country’s Criminal Procedures Code that usually clearly describes the powers of arrest, search, detention, interviewing and confiscation of property (for detention) that law enforcement officers are legally empowered with.
3.14.2
Trainees are taught the correct methodology and preparation before they conduct a search; whether is would be of an individual (with due regards to human rights concerns), a vehicle (including how to set up safe a roadblock), a premises, or an open area.
File name - B.3.14.2 BLE-06 Searches and Roadblocks.ppt
B: 3.14.3
In the practical session for this lesson, trainees have to put into practice what they have learnt in the lesson of searching. Mock scenes could be of either searching an individual or a vehicle or a premise, etc. The presenter would have to prepare before hand:
- a space to act as a premise for search: an extra person as the owner of the premise
- a vehicle for search: hide items (knife, mock-up of a dead animals, weapons, etc.) in various spots in the vehicle.
Note: Adapt accordingly and/or re-create your own crime scene.
B: 3.15.1 Outline – Crime Scene Management
Materials:
A mock-up of a dead animal.
Footprints
Evidence to connect the poacher to the crime Rangers will be provided with:
Notebooks and pencil.
A4 graph paper
Compass or GPS
Camera, Surgical gloves. Plastic packets and a ball point pen to collect evidence. Plaster of Paris.
Tape measure 50 m
Trainees are taught how to approach crime scenes and plan for collecting evidence correctly. This lesson outlines the 10 steps to managing a crime scene.
B: 3.15.2 Presentation – Crime Scene Management
In line with the International Crime Scene Investigators Association guidelines, trainees will be taught the ten steps required to investigate a crime scene, with explanations and examples. From first finding the scene, photographing it, preparing sketches, evidence collection and packaging and maintaining chain of custody.
File name - B.3.15.2 BLE-13 Managing a Crime Scene.ppt
B: 3.15.3 Practical – Crime Scene Management
Assign roles to the demonstrating search team:
- Team Members;
- Team Leader: In charge, Does the searches, decides on crime scene boundaries and compiles the report
- Photographer: Takes crime scene photos and works with the evidence collector
- Evidence collection officer: “Bags and tags” evidence that can be removed from the scene. Takes samples, fingerprints, and DNA swabs
- Sketcher: Draws the crime scene sketches and maps
- Scouts/Guards: Help search the scene and then guard it
There must be one or two clear tracks.
The scenario is as follows: the rangers come upon the scene. They must secure the scene. A big thunderstorm is approaching so the patrol leader decides to collect and record all evidence and make an accurate sketch of the scene. The leader must decide on whether to try and protect the track from rain damage or to try and make a plaster cast.
The sketch of the poaching scene must be spatially accurate. North must be indicated on the sketch. All items of evidence indicated on the sketch must be numbered and must correspond with the numbers of items of evidence collected. There should be supporting diagrams, sketches and photographs. There should be a plaster cast of a track.
Resource: Wildlife Crime Scene Investigation Aide Memoire
File name - WCSI Aide-memoire EN.pdf
B: 4.1 POST-WORKSHOP EVALUATION FORM
INL-Fighting Wildlife Trafficking in the Golden Triangle
P-WEN Training [Date]
Post-Workshop Questionnaire
1. Please circle ONE appropriate number.
= Strongly Disagree
19. My capacity/ability to deal with illegal wildlife trade/traders has increased as a result of what I learnt during the course. 1 2 3 4
20. I would recommend this course to others.
2. Three lectures that were the most interesting for me were: a) b) c) …………………………………………………………………………………………………
WHY? ……………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………
3. Three lectures that were the least interesting for me were: a) b) c) …………………………………………………………………………………………………………………………………………………………
WHY? ……………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………
4. Additional comments (if any).
……………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………
Thank you!
Name: ………………………………………
Department/Agency:
Email address: ………………………………………
The Patrol Aide-Memoires (PAMs) are essentially a post-course reference on wildlife crime investigation and other patrol related skills. These PAM are organized by topic, i.e.:
• Accident management
• Map reading
• Legislation (Adapt according to national law, sample provided is specific to Vietnam)
• Search
• Patrols
• Crime scene
This resource can be printed in A6 size and laminated, so that law enforcement officials can refer to them whenever and wherever they are as a pocket guide. Each subject is carefully written to provide a guide, so that material learnt during training is refreshed.
Folder name – C.1 Patrol Aide Memoire
The training videos on wildlife trade regulation with a focus on CITES enforcement enable local enforcement agencies to provide training at a minimal cost of time and resources to a wider number of relevant officers. One of the difficulties faced by enforcement agencies in the Golden Triangle region is that officers are moved on a frequent basis, generally only remaining in post for around six months. These short training videos provide a brief introduction to CITES.
The training videos are developed in three parts:
1. What is CITES?: A brief introduction to CITES and CITES Appendices, how CITES works and why it is important to enforce CITES.
2. What is Taxonomy?: A brief explanation of taxonomy – the naming of animals and plants and how understanding taxonomy would help CITES enforcement.
3. What are CITES Permits and Certificates?: A brief look at the different types of CITES documents and how they work, how to verify CITES permits, types of fraudulent permits and where/which situations fraudulent permits are usually found.
C: 2.1 English version
File name - CITES Training Video 1.mp4, CITES Training Video 2.mp4, CITES Training Video
3.mp4
C: 2.2 Thai version
File name - CITES Training Video 1_TH.mp4, CITES Training Video 2_TH.mp4, CITES Training Video 3_TH.mp4
C: 2.3 Lao version
File name - CITES Training Video 1_LA.mp4, CITES Training Video 2_LA.mp4, CITES Training
Video 3_LA.mp4
