of the Union may already have prepared individual authorities’ test guidelines which can be used as a basis, thereby also helping to ensure international harmonization in DUS testing where Test Guidelines have not been developed. 4.2.3 In the case of authorities which require assistance in the development of individual authorities’ test guidelines in the absence of Test Guidelines, the Office of the Union (“Office”) can identify experienced UPOV DUS experts who will be able to provide assistance in that process. 4.2.4 Once an authority has acquired experience in testing a particular species, it should communicate this to the Office for updating of the GENIE database () and document TGP/5. Where considered appropriate, according to the factors for prioritizing the commissioning of Test Guidelines set out in TGP/7 “Development of Test Guidelines”, Section 2, proposals may be made for the development of Test Guidelines. 4.3 Guidance for Drafters of Individual Authorities’ Test Guidelines To assist individual authorities’ in the drafting of their test guidelines, UPOV has provided certain practical information on the UPOV website () including all adopted Test Guidelines in Word format. Additional characteristics and states of expression notified to the Office of the Union in accordance with document TGP/5 Section 10 “Notification of Additional Characteristics and States of Expression” are also provided. [Annex 1 follows]
Quantitative characteristics: (i) “1-9” scale: to provide example varieties for at least three states of expression (e.g. (3), (5) and (7)), although, in exceptional cases, example varieties for only two states of expression may be accepted; (ii) “1-5” / “1-4” / “1-3” scales: to provide example varieties for at least two states of expression. Pseudo-qualitative characteristics: to provide a set of example varieties to cover the different types of variation within the range of expression of the characteristics. 2.5 Regional sets of example varieties 2.5.1 Basis for regional sets of example varieties UPOV Test Guidelines need to cover all the different countries, regions and environments where the DUS examinations are conducted and, as far as possible, they provide universal sets of example varieties in order to maximize harmonization of variety descriptions. However, the regional adaptation of varieties in some genera and species may mean that it is inappropriate to seek to harmonize variety descriptions on a global basis and, therefore, inappropriate to seek to develop a universal set of example varieties. Nevertheless, in such cases, regional harmonization is important and is facilitated by providing regional sets of example varieties as summarized in Flow Diagram 2 in section 3.4. The rationale for identifying regional types will be explained in the Test Guidelines and, where appropriate, correlation between the different regional sets of example varieties may be established. 2.5.2 Procedure for developing regional sets For the purposes of developing regional sets of example varieties for Test Guidelines: (a) a “region” should be comprised of more than one country; (b) the TWP responsible for the Test Guidelines should decide on the need and determine the on which the region would be established for a regional set of example varieties; (c) the procedure for the development of sets of example varieties for a region would be determined by the TWP concerned and could, for example, be coordinated by a leading expert for the region concerned; and (d) example varieties would need to be agreed by all UPOV members in the region concerned.
Reid, C., Dyer, R.A., 1984: A review of the South African species of Cyrtanthus. The American Plant Life Society. California, US, 68 pp. 2. Languages Literature will be presented in the language of the publication, with no translation. 3. Relevant literature All relevant UPOV documents should be mentioned as associated documents on the cover page of the Test Guidelines (see GN 2) and not in Chapter 9. Chapter 9 should include reference to publications concerned with the characterization of varieties which have been produced by organizations other than UPOV, where these have been used in the development of the Test Guidelines. GN 31 (Chapter 10: TQ 4.2) – Information on method of propagating the variety The examples below indicate how this section can be formatted and some appropriate terms which can be used: Example 1 “4.2.1 Seed-propagated varieties “(a) Self-pollination [ ] “(b) Cross-pollination (i) population [ ] (ii) synthetic variety [ ] “(c) Hybrid [ ] {…see GN 32 for example...} “(d) Other [ ] (please provide details)” “4.2.2 Vegetatively propagated varieties {...see Example 2...} [... ... ...] “4.2.3 [ ]” (please provide details)” Example 2 “4.2.1 Vegetative propagation “(a) cuttings [ ] “(b) in vitro propagation [ ] “(c) other (state method) [ ]
“4.2.2 Seed [ ] “4.2.3 Other [ ]” (please provide details)” GN 32 (Chapter 10: TQ 4.2) – Information on method of propagation of hybrid varieties “In the case of hybrid varieties the production scheme for the hybrid should be provided on a separate sheet. This should provide details of all the parent lines required for propagating the hybrid e.g. “Single Hybrid (…………………..……………..…) x (……………..…………………..…) female parent male parent “Three-Way Hybrid (…………………..……………..…) x (……………..…………………..…) female line male line (……………..…………………..…) x (……………..…………………..…) single hybrid used as female parent male parent “and should identify in particular: “(a) any male sterile lines “(b) maintenance system of male sterile lines.” GN 33 (Chapter 10: TQ 6) – Similar varieties Drafters of Test Guidelines should provide a suitable example for the individual Test Guidelines concerned e.g. Denomination(s) of variety(ies) similar to your candidate variety Characteristic(s) in which your candidate variety differs from the similar variety(ies) Describe the expression of the characteristic(s) for the similar variety(ies) Describe the expression of the characteristic(s) for your candidate variety Example Flower color orange orange red GN 34 (Chapter 10: TQ 7.3) – Variety use Drafters of Test Guidelines may introduce a request for information concerning the main use of the variety where this might help in the examination. The following examples illustrate how this section should be presented: Example 1 7.3.1 Main use (a) seed [ ] (b) forage [ ] (c) other [ ] (please provide details)