ASSESS PEM'S FIT
Learning
This refers to the importance of knowledge in monitoring. Learning includes not only technical skills but also communication and leadership skills, as well as the traditional knowledge that participants may have. In addition, the PEM efforts generate knowledge through their monitoring activities and the results obtained. Specifically, the learning dimension also includes the reflective practices of the PEM team that learns from its own experiences, successes and failures.
Step 4: Act and follow-up:
After most of the monitoring is done, it is time to influence change if needed. Change can be made to solve a socio-environmental problem that was identified or to improve the monitoring process.
Click here to start exploring Step 4 >
Learning
This refers to the importance of knowledge in monitoring. Learning includes not only technical skills but also communication and leadership skills, as well as the traditional knowledge that participants may have. In addition, the PEM efforts generate knowledge through their monitoring activities and the results obtained. Specifically, the learning dimension also includes the reflective practices of the PEM team that learns from its own experiences, successes and failures.
Environment
This pillar includes the consideration of regional geography, climate, water quality and quantity, flora and fauna, soil and air. Here, we also consider the environmental monitoring procedures that are used during PEM efforts.
Gender
This pillar focuses on issues affecting the equality among men, women, and other underrepresented groups. Prevailing inequalities limits the diversity of participation in monitoring initiatives as well as the relevancy of the results obtained. Therefore, this pillar helps to make PEM more transformative and increase its impact on community well-being.
Step 2: Prioritize and Design:
The participating parties agree on a common purpose for what they want to achieve during the PEM effort. Consequently, they design the PEM effort by defining what will be monitored, when and where, and by whom and with which tools.
Click here to start exploring Step 2 >
Environment
This pillar includes the consideration of regional geography, climate, water quality and quantity, flora and fauna, soil and air. Here, we also consider the environmental monitoring procedures that are used during PEM efforts.
Governance
This encompasses the process for decision-making, leadership, budget allocation, selection of participating members, their composition in terms of gender and age, and roles. Relationships with other institutions, including companies, government, and universities, are also considered within this pillar. This pillar also reflects the history of the community and the region, the culture, the perceptions that people have about their situation, their relationship with nature, the local economic context, way of life, and the legal framework.
Gender
This pillar focuses on issues affecting the equality among men, women, and other identities. Prevailing inequalities limits the diversity of participation in monitoring initiatives as well as the relevancy of the results obtained. Therefore, this pillar helps to make PEM more transformative and increase its impact on community well-being.
Step 1: Convene and Organize:
PEM efforts usually do not start spontaneously; someone must convene them. Then, the participating parties prepare themselves by understanding the regulatory context and assessing the mining operations of concern. In addition, the PEM team is organized. By PEM team, we refer to everyone that is participating in the design and implementation of the initiative. This step can also be used to acknowledge the specific challenges of women in the communities where PEM efforts will be implemented.
Click here to start exploring Step 1 >
Step 3: Monitor and Communicate:
This step reflects the implementation of the designed monitoring activities. During implementation, equipment will be used to perform specific activities and store the data. The communication of the process and its results is also included here.
Click here to start exploring Step 3 >
Governance
This encompasses the process for decision-making, leadership, budget allocation, selection of participating members, their composition in terms of gender and age, and roles. Relationships with other institutions, including companies, government, and universities, are also considered within this pillar. This pillar also reflects the history of the community and the region, the culture, the perceptions that people have about their situation, their relationship with nature, the local economic context, way of life, and the legal framework.
Step 4: Act and follow-up:
After most of the monitoring is done, it is time to influence change if needed. Change can be made to solve a socio-environmental problem that was identified or to improve the monitoring process.
Click here to start exploring Step 4 >
CHECKLIST: Participatory Environmental Monitoring in Mining Contexts
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Transcript
ASSESS PEM'S FIT
Learning
This refers to the importance of knowledge in monitoring. Learning includes not only technical skills but also communication and leadership skills, as well as the traditional knowledge that participants may have. In addition, the PEM efforts generate knowledge through their monitoring activities and the results obtained. Specifically, the learning dimension also includes the reflective practices of the PEM team that learns from its own experiences, successes and failures.
Step 4: Act and follow-up:
After most of the monitoring is done, it is time to influence change if needed. Change can be made to solve a socio-environmental problem that was identified or to improve the monitoring process.
Click here to start exploring Step 4 >
Learning
This refers to the importance of knowledge in monitoring. Learning includes not only technical skills but also communication and leadership skills, as well as the traditional knowledge that participants may have. In addition, the PEM efforts generate knowledge through their monitoring activities and the results obtained. Specifically, the learning dimension also includes the reflective practices of the PEM team that learns from its own experiences, successes and failures.
Environment
This pillar includes the consideration of regional geography, climate, water quality and quantity, flora and fauna, soil and air. Here, we also consider the environmental monitoring procedures that are used during PEM efforts.
Gender
This pillar focuses on issues affecting the equality among men, women, and other underrepresented groups. Prevailing inequalities limits the diversity of participation in monitoring initiatives as well as the relevancy of the results obtained. Therefore, this pillar helps to make PEM more transformative and increase its impact on community well-being.
Step 2: Prioritize and Design:
The participating parties agree on a common purpose for what they want to achieve during the PEM effort. Consequently, they design the PEM effort by defining what will be monitored, when and where, and by whom and with which tools.
Click here to start exploring Step 2 >
Environment
This pillar includes the consideration of regional geography, climate, water quality and quantity, flora and fauna, soil and air. Here, we also consider the environmental monitoring procedures that are used during PEM efforts.
Governance
This encompasses the process for decision-making, leadership, budget allocation, selection of participating members, their composition in terms of gender and age, and roles. Relationships with other institutions, including companies, government, and universities, are also considered within this pillar. This pillar also reflects the history of the community and the region, the culture, the perceptions that people have about their situation, their relationship with nature, the local economic context, way of life, and the legal framework.
Gender
This pillar focuses on issues affecting the equality among men, women, and other identities. Prevailing inequalities limits the diversity of participation in monitoring initiatives as well as the relevancy of the results obtained. Therefore, this pillar helps to make PEM more transformative and increase its impact on community well-being.
Step 1: Convene and Organize:
PEM efforts usually do not start spontaneously; someone must convene them. Then, the participating parties prepare themselves by understanding the regulatory context and assessing the mining operations of concern. In addition, the PEM team is organized. By PEM team, we refer to everyone that is participating in the design and implementation of the initiative. This step can also be used to acknowledge the specific challenges of women in the communities where PEM efforts will be implemented.
Click here to start exploring Step 1 >
Step 3: Monitor and Communicate:
This step reflects the implementation of the designed monitoring activities. During implementation, equipment will be used to perform specific activities and store the data. The communication of the process and its results is also included here.
Click here to start exploring Step 3 >
Governance
This encompasses the process for decision-making, leadership, budget allocation, selection of participating members, their composition in terms of gender and age, and roles. Relationships with other institutions, including companies, government, and universities, are also considered within this pillar. This pillar also reflects the history of the community and the region, the culture, the perceptions that people have about their situation, their relationship with nature, the local economic context, way of life, and the legal framework.
Step 4: Act and follow-up:
After most of the monitoring is done, it is time to influence change if needed. Change can be made to solve a socio-environmental problem that was identified or to improve the monitoring process.
Click here to start exploring Step 4 >