2014-2016 Monitoring Framework
This project will involve literature review and collaborative research with RRCs and industry. The Guidelines will be developed to complement existing BEAHR (Building Environmental Aboriginal Human Resources) Occupational Standards and course curriculum for training monitors, as well as the NWT Experiential Science curriculum for high schools, and the NWT Cumulative Impact Monitoring Program’s Pathways guide for community-based research. The intended audience will be RRCs and community members, high school students, adult education students, as well as industry and researchers. This project is prioritized for timely completion so that it can be applied in the context of monitoring for the 2014-2015 winter exploration season in the shale oil play.
The Framework will be structured as a plain language strategic planning document. The structure of the document will be adapted based on inputs from various stakeholders, but may include sections on the following topics:
- What is environmental monitoring?
- Why is environmental monitoring important in the Sahtú Region?
- What are the priority questions that monitoring can address?
- How can monitoring make a difference in decision-making?
- How do harvesters monitor the land, water, and wildlife?
- How do scientists monitor the land, water, and wildlife?
- What skills and knowledge are needed to do monitoring that addresses priority questions?
- What are the obstacles to getting the skilled community monitors that we need in the Sahtú Region?
- What can be done to build a team of professional monitors?
- How can the team be supported over the long term?
- Shelagh Montgomery
- Deborah Simmons, Ɂehdzo Got’ı̨nę Gots’ę́ Nákedı
- Joe Hanlon, Ɂehdzo Got’ı̨nę Gots’ę́ Nákedı
Wildlife Fund - Ɂehdzo Got’ı̨nę Gots’ę́ Nákedı, AANDC (Aboriginal Affairs and Nothern Development Canada)