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as changes in power dynamics, resource use, participation and representation, and policy reform. It also
provides a degree of accountability and opportunities to understand different stakeholders’ perspectives.
Information could be:
A combination of qualitative and quantitative (see Table 14),
Used to reflect upon what has happened in reference to a previously established baseline or goal
and to adapt plans and activities to improve achievement of these goals in the future,
Used to increase accountability of various stakeholders by serving as checks and balances,
Used to increase community’s or organization’s capacity to drive development processes
according to their own terms and priorities,
Used to increase communication of results/changes, as well as a realistic picture of local realities
to decision-makers in order to influence policy change, and
Used to involve different approaches used at different times/stages of a project or process:
assessment and establishment of baseline data or goals at the beginning; assessment, monitoring
and evaluation throughout; and evaluation at the end.
Table 14: Definitions and examples of different types of information
Type of Information
Qualitative
information
Quantitative
information
Baseline information
Definition
Examples
Focuses on the ‘quality’ of something Changes in behaviour or attitude
and is usually descriptive and Changes in cultural values
somewhat subjective.
Changes in personal motivations or
preferences
Focuses on the ‘quantity’ of something Number of people in attendance at
and is usually measured in terms of
a workshop
numbers or rates of change.
Annual crop production
Number of plants used daily in
traditional medicines
Initial measurements and observations Understanding of relevant laws
made before a project or process Capacity to engage with external
begins. Measuring the same kinds of
actors
information partway through or at the Retention of youth ages 18-35 in
end of the process will help show the
the community
progress or changes that have
occurred since it began.
The community may already have a system for collecting and assessing information about different
resources or cultural practices. This could be built upon as a culturally appropriate approach to reflecting
on different aspects of the protocol process. See Box 33 for guiding questions to explore with the
community to identify any existing forms of monitoring and evaluation.
What types of activities or processes are monitored in the community? By who?
How do you monitor and measure change? How do you communicate changes and results?
What changes in activities or processes influenced by the community’s protocol would you
measure? Things to consider “measuring” may include specific challenges such as declining fish
stocks or degradation of pastures, broader social changes such as inter-generational transmission
of traditional knowledge or access to traditional territories, or other priorities identified.
How would you measure these changes? What would be the indicators of change? Consider lowcost participatory methods such as local monitoring of wildlife populations and distribution,
observations of changes in the health or population of certain resources, and group discussions
about changes in social perceptions and quality of life.
What other internal and external resources would you like to further support this?
Box 33: Key questions for discussion