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interviewers’ interpretations of what is said can be skewed. It is very challenging to integrate qualitative Module
and quantitative information into a holistic view of the state of the environment. Scale problems often
mean that scientific assessments and experiential “bottom-up” information are not really examining 4
the same environmental area or problem. Furthermore, it can be difficult to reach across the multiple
variations in the form and presentation of information: scientific information often can be presented in a

series of data tables, while qualitative information may require long narratives and nuanced interpretation.

Addressing these issues and figuring out how to integrate “hard” quantitative data and “soft” qualitative
information in a science-based assessment is increasingly challenging when it is recognized that both Abu Dhabi, UAE
approaches can complement each other and together enrich assessment results. A growing number of

case studies point to the successful combination of technical-scientific and social science approaches
to environmental assessment. Several governmental and inter-governmental agencies are developing
capacity for integrating these approaches. In the end, the goal may not be to “integrate” these apparently
different forms of environmental information, but rather to make use of their complementarity. Side by
side, these different kinds of environmental data and information can offer a broader field of vision than
either does alone.

Discussion Questions

The following discussion question is intended to identify potential sources of qualitative data,

as well as explore other aspects of collecting this type of data.

Scenario: Part of your assessment includes a segment on water quality. In addition to using
available water quality measurements from monitoring stations, you have decided to
incorporate qualitative data into your research because you would like to have a better

understanding of local perceptions and experiences related to water quality for the region
in which you are working. What might you ask community members in order to understand
their perceptions about water quality? Consider different segments of the community, such
as local, indigenous community members, non-profit groups, local policy-makers, children,
youth and the elderly.

Materials needed: Worksheet listing including blank spaces for adding others.

IEA Training Manual Workshop for the National Reporting Toolkit (NRT) 19