Biosafety education relevant to genetically engineered crops for academic and non-academic stakeholders in East Africa

• Theresa Sengooba ^[5] ; Rebecca Grumet ^[1] ; James Hancock ^[1] ; Barbara Zawedde ^[6] ; Lazaro Kitandu ^[7] ; Cholani Weebadde ^[1] ; Margaret Karembu ^[8] ; Eucharia Kenya ^[2] ; Karim Meredia ^[1] ; Paul Nampala ^[9] ; James O Ochanda ^[3] ; Hector Quemada ^[10] ; Mugassa Rubindamayugi ^[4]
  1. [1] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  2. [2] Kenyatta University

     Kenyatta University

     Kenia

     
  3. [3] University of Nairobi

     University of Nairobi

     Kenia

     
  4. [4] University of Dar es Salaam

     University of Dar es Salaam

     Gerezani, Tanzania

     
  5. [5] International Food Policy Research Institute-Uganda Program for Biosafety Systems, East Africa
  6. [6] International Food Policy Research Institute Program for Biosafety Systems, East Africa
  7. [7] Plant Health Services, Lake Zone Ministry of Agriculture Food Security and Cooperatives
  8. [8] C/o International Potato Centre Applications AfriCenter International Service for the Acquisition of Agri-biotech
  9. [9] Uganda National Academy of Science
  10. [10] Calvin College Biology Department Biotechnology and Biodiversity Interface Grant Program

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• Localización: Electronic Journal of Biotechnology, ISSN-e 0717-3458, Vol. 12, Nº. 1, 2009, págs. 1-2
• Idioma: inglés
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• Resumen

  • Development and deployment of genetically engineered crops requires effective environmental and food safety assessment capacity. In-country expertise is needed to make locally appropriate decisions. In April 2007, biosafety and biotechnology scientists, regulators, educators, and communicators from Kenya, Tanzania, and Uganda, met to examine the status and needs of biosafety training and educational programs in East Africa. Workshop participants emphasized the importance of developing biosafety capacity within their countries and regionally. Key recommendations included identification of key biosafety curricular components for university students; collaboration among institutions and countries; development of informational materials for non-academic stakeholders and media; and organization of study tours for decision makers. It was emphasized that biosafety knowledge is important for all aspects of environmental health, food safety, and human and animal hygiene. Thus, development of biosafety expertise, policies and procedures can be a stepping stone to facilitate improved biosafety for all aspects of society and the environment.