1. BA Damonse, March 10 2015 Operational Prospects for Implementation: A Reflection Informed, critically engaged & science literate public

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3. Framework Intention  Systematise collective effort of multiple role players  Improve co-ordination  Encourage science promotion and communication  Foster better, more valuable science engagement  Improve balance in portfolio of activities  Enhance collective impact

4. Framework Scope  Across DST (intra- departmental)  Its entities (NRF, CSIR, HSRC, SANSA, ASSAf)  Universities, museums, science centres  Other Science Councils  Other Government departments  Private sector  International opportunities Strategic Partners

5. Framework Enablers  Effective coordination – coordinating body  Adequate funding  Participation of relevant stakeholders and role players  Establishment of a monitoring and evaluation framework

6. Framework Coordination  National – SAASTA  Intra-departmental – across DST  Inter-departmental – clusters  Inter–governmental – continental, international  Coordination with Science and Technology Research Institutions

7. SAASTA  Business unit of NRF  DST projects (largely)  High level of contract funding (13/14 approx R90M)  Dual role – funder and practical implementer  Maths and Science Education – strong focus  Science communication and awareness increasing in recent years  Website(s), resource production, exhibits, infrastructure, project management  Approx. 50 staff

8. Funding Model(s) 8  New Funding Formula  SOURCES Science Awareness ENE Top slicing 4% - DST entities Top slicing 4% - within DST (P2-5)  New approach(es) for funding transfer to SAASTA  Private partnerships NRF Projected Expenditure (incl. capital) for 2015/16

9. Market Segmentation Public Learners Scientists & researchers Science Interpreters Policy makers Journalists Community Tertiary Students Industry Entrepren- eurs

10. Monitoring, Evaluation & Research  Audit –who is doing what? How? Why?  Meaningful Performance Indicators  National SURVEY instrument  Visitor studies, informal learning, attitudinal studies  Long term tracking studies  Media monitoring and analysis  Skilled M&E Practioners

11. Phased Approach Phase 1  Securing stakeholder buy-in  Consolidating existing systems, identification of new systems  Re-alignment of existing projects  Conceptualisation of new programmes.  Implementing programmatic activities not adversely affected by absence of and/or lack of adequate systems.  Reconstruction of baseline data for input, output, outcome and impact indicators.

12. Phased Approach Phase 2  Implementation of all the systems developed in Phase 1.  Continuation and consolidation of programmes  Monitoring and Evaluation Framework

13. Phased Approach Phase 3  Full scale system performance monitoring and project-based evaluations to establish emerging impacts and outcomes, which includes periodic international benchmarking and comparative studies.  Growing reach while concomitantly increasing efficiencies of the institutions, programmes and systems developed

14. Changing the conversation…  Coordination – silo bridging  Cooperation – shared goals/attitudes  Capability –skills development  Connection – blending of partners offerings ADDRESS Intellectual, structural and emotional barriers to change