Catalyzing Red List Assessments of Underrepresented Taxa through Partner Networks and Student Engagement

Waqa-Sakiti, Hilda F.V. (2022) Catalyzing Red List Assessments of Underrepresented Taxa through Partner Networks and Student Engagement. Diversity, 14 (9). pp. 1-17. ISSN 1424-2818

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Abstract

Global biodiversity decline is continuing largely unabated. The International Union for
Conservation of Nature (IUCN) Red List of Threatened Species (hereafter, Red List) provides us with
the gold standard for assessments, but taxonomic coverage, especially for invertebrates and fungi,
remains very low. Many players contribute to the Red List knowledge base, especially IUCN Red
List partners, IUCN-led assessment projects, and the Specialist Groups and Red List Authorities
(RLA) of the IUCN Species Survival Commission. However, it is vital that we develop the next
generation of contributors and bring in new, diverse voices to build capacity and to sustain the
huge assessment effort required to fill data gaps. Here, we discuss a recently established partner
network to build additional capacity for species assessments, by linking academia directly into the
assessment processes run by Specialist Groups and RLAs. We aim to increase Red List “literacy”
amongst potential future conservationists and help students to increase publication output, form
professional networks, and develop writing and research skills. Professors can build Red List learning
into their teaching and offer Red Listing opportunities to students as assignments or research projects
that directly contribute to the Red List. We discuss the opportunities presented by the approach,
especially for underrepresented species groups, and the challenges that remain.

Item Type:	Journal Article
Subjects:	Q Science > Q Science (General) > Q1-295 General
Divisions:	Pacific Centre for Environment and Sustainable Development (PACE-SD)
Depositing User:	Hilda Sakiti-Waqa
Date Deposited:	04 Aug 2025 01:15
Last Modified:	04 Aug 2025 01:15
URI:	https://repository.usp.ac.fj/id/eprint/15044

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