སྟོན་རྐྱངམ་ཅིག་
0:01
S… Speaker 1 (3. Question 3)
it's just short to put into the video like you're working
0:06
S… Speaker 1 (3. Question 3)
videos of you around the what
0:11
S… Speaker 1 (3. Question 3)
am i going to do awesome okay
0:19
S… Speaker 1 (3. Question 3)
okay so what does this tool help governments
0:23
S… Speaker 1 (3. Question 3)
achieve in practice
0:27
S… Speaker 1 (3. Question 3)
So one thing that we have learned in Africa is that information
0:31
S… Speaker 1 (3. Question 3)
is symmetry is the beginning of most of the problems that we have faced
0:35
S… Speaker 1 (3. Question 3)
on the continent.
0:36
S… Speaker 1 (3. Question 3)
So the fact that you have a tool that gathers all
0:40
S… Speaker 1 (3. Question 3)
the relevant information on one platform is already
0:44
S… Speaker 1 (3. Question 3)
a significant step in the right direction.
0:47
S… Speaker 1 (3. Question 3)
Now when you add to the fact that this tool also
0:51
S… Speaker 1 (3. Question 3)
has the ability to provide comparative analysis
0:55
S… Speaker 1 (3. Question 3)
one law against each other or one section against each
0:59
S… Speaker 1 (3. Question 3)
other one topic against each other
1:02
S… Speaker 1 (3. Question 3)
You then expand on that information and
1:06
S… Speaker 1 (3. Question 3)
use it for learning.
1:09
S… Speaker 1 (3. Question 3)
It becomes something that gives value
1:13
S… Speaker 1 (3. Question 3)
to the government.
1:13
S… Speaker 1 (3. Question 3)
Now,
1:14
S… Speaker 1 (3. Question 3)
on top of that,
1:15
S… Speaker 1 (3. Question 3)
it gives the government the opportunity to interrogate why certain
1:20
S… Speaker 1 (3. Question 3)
sections or certain issues are being treated differently from
1:24
S… Speaker 1 (3. Question 3)
one jurisdiction to the other or from one country to the other.
1:27
S… Speaker 1 (3. Question 3)
And in this interrogating,
1:30
S… Speaker 1 (3. Question 3)
you're creating
1:31
S… Speaker 1 (3. Question 3)
a peer -to -peer learning opportunity why has
1:36
S… Speaker 1 (3. Question 3)
this government done it this way and why did we not what can we learn from how
1:40
S… Speaker 1 (3. Question 3)
they've done this what is the idea behind this how do
1:44
S… Speaker 1 (3. Question 3)
different minerals how the different sections of law apply to
1:49
S… Speaker 1 (3. Question 3)
different minerals etc so when you combine all of these
1:53
S… Speaker 1 (3. Question 3)
together you realize that
1:55
S… Speaker 1 (3. Question 3)
the gmla is a really valuable tool for governments
1:59
S… Speaker 1 (3. Question 3)
now going beyond that there's no point having just the
2:03
S… Speaker 1 (3. Question 3)
information and not knowing what to do with it so having a tool
2:07
S… Speaker 1 (3. Question 3)
like gmla which is going to be part of the igf mining academy
2:12
S… Speaker 1 (3. Question 3)
means that
2:14
S… Speaker 1 (3. Question 3)
That tool is also going to be used for capacity building.
2:17
S… Speaker 1 (3. Question 3)
So it's going to be used for training that's going to be developed for governments or
2:21
S… Speaker 1 (3. Question 3)
maybe even just students doing their research or policymakers
2:26
S… Speaker 1 (3. Question 3)
trying to interrogate policy questions
2:30
S… Speaker 1 (3. Question 3)
or develop more laws or more rigorous challenging of the
2:34
S… Speaker 1 (3. Question 3)
existing laws.
2:35
S… Speaker 1 (3. Question 3)
So at the end of the day,
2:37
S… Speaker 1 (3. Question 3)
you are now also...
2:39
S… Speaker 1 (3. Question 3)
building a network or a cohort of experts in
2:43
S… Speaker 1 (3. Question 3)
the field.
2:43
S… Speaker 1 (3. Question 3)
So it crosses the trajectory of providing information
2:47
S… Speaker 1 (3. Question 3)
to growing a sophisticated network of mining
2:52
S… Speaker 1 (3. Question 3)
lawyers and mining experts who are going to be able
2:56
S… Speaker 1 (3. Question 3)
to serve their governments more efficiently and create better
3:00
S… Speaker 1 (3. Question 3)
outcomes for all the participating countries.
3:09
S… Speaker 1 (3. Question 3)
It's so crazy because none of that was what I read.

ཡིག་སྒྱུར་འདི་ བཅོས་མའི་བློ་རིག་ (སྒྲ་ངོས་འཛིན་བྱེད་པའི་འཕྲུལ་རིག་) གིས་བཟོ་སྟེ་ཡོདཔ་ཨིན། འཛོལ་བ་འབྱུང་སྲིད་པ་ལ་ — གལ་སྲིད་ཁག་ཆེ་བའི་དོན་ལས་ ངོ་མ་གི་སྒྲ་སྐད་དང་འཕྱད་ཞིབ་འབད་དགོཔ་ཨིན། བཅོས་མའི་བློ་རིག་གི་སྲིད་བྱུས་

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