1. Training and competence of people Bryan Howard

2. Today I will use the word competence to signify: The possession of suitable and sufficient skill, knowledge, understanding and experience to carry out a defined role. Competence is not the same thing as education and training.

3. Competence is important because it benefits: The care of laboratory animals; Their welfare when used in procedures; The quality of scientific findings; The efficiency of scientific research; The scientific and public acceptability of science; And will be mandated by the Directive!

4. The need for competence extends to persons: Who care for (including killing) animals; Conduct experiments; Design and supervise experiments; and Who provide specialist support and advice – including those concerned with regulation and oversight. - these correspond respectively to FELASA categories A, B, C and D and were endorsed by the European Convention ETS123 Multilateral Consultation on 3 December 1993.

5. People are not born with inherent competencies Although some may have aptitude and learn facts and skills quickly, it is important that they are true facts, that there are no critical gaps in knowledge, and that information can be used in a meaningful way. Supervision is necessary until personnel have obtained and demonstrated requisite competences.

6. Training: general considerations: It is important to develop all the appropriate competencies in each individual; Entrants may require certain background experience, education or training; At the end, learning attainment – or competence - must be independently assessed; Measures must be introduced to ensure periodic updating of knowledge and skills.

7. The Directive is likely to require training of scientists to include: National legislation relating to animals for scientific purposes; Ethics of using animals for scientific purposes; Anatomy, physiology, breeding and genetics of appropriate species; Ethology, husbandry and environmental refinement; Relevant methods of handling and procedures;

8. and: …. Managing animal health and hygiene; Recognising distress, pain and suffering in common laboratory species. Anaesthesia, relief of pain and killing; Use of humane end-points; Implementing the Three Rs - replacement, reduction and refinement; Design of procedures and projects (where appropriate).

9. Opportunities for education must be made available at sufficient locations and sufficiently frequently; particularly when the training requirement is first mandated!

10. Continuing professional development (CPD) FELASA recommends that everyone working with animals should maintain up-to-date knowledge and skills; This should be achieved by undertaking (CPD) relevant to the size and nature of the establishment, the skills needed and facilities available; CPD should commence as soon as someone starts working with animals and continue throughout his or her working career; CPD should be based on an agreed development plan which is reviewed periodically.

11. Independent quality assurance mechanisms, such as the FELASA Accreditation Scheme: Help establish the structure of training programmes; Provide assurance about course quality and content; Benchmark learning outcomes to assure satisfactory standards; Support those providing education and training; Facilitate mutual recognition and acceptance of training and consequently free movement of personnel. Laboratory Animals (2002) 36, 373–377

12. Thank you. b.r.howard@sheffield.ac.uk