HANDBOOKORGANIZE A PROJECT FOR PUBLIC UNDERSTANDING OF SCIENCE

This handbook offers the essential information for carrying out projects for public understanding of science and technology.

This handbook caTers for all those who have little or no experience of science outreach activities management and wish to set up a project. People involved in associations, NGOs, cultural activities and organizations in the arts, health, environment, schooling and sciences.

This handbook has been des igned espec ially to assist project initiators and their partners in the developing countries of Africa taking part in the programme Promotion de la Culture scientifique et technique run by the Institut de Recherche pour le Développement (IRD) at the request of the French Ministry of Foreign and European Affairs. Find our other guides for public understanding of science on the Web site: www.latitudesciences.ird.fr

Who is this handbook

for?

design a projecT for public undersTanding of science

36 Who can organize a science outreach project?

38 1001 ways to organize an outreach project

40 The feasibility study42 Drawing up a provisional budget44 Fund raising46 The project presentation file

implemenT a projecT for publ ic undersTanding of sc ience

50 Organize52 Manage54 Carry out the plan 56 Communicate58 Wind up the project

Contents public undersTanding

of science

6 Science and technology understanding

8 Science and technology − a crucial part of our daily lives

10 What is it for?12 Science as culture

Tools for publ ic undersTanding of sc ience

16 Exhibitions18 Workshops and clubs20 Publications 22 Audiovisual productions24 Pictures26 Meeting scientists28 Public events 30 Performance events32 The media

contents

Public understanding of science

definition

Science and

technology

understanding

Who for?

Science and technology understanding: exclusively for research scient ists , engineers and technicians?Not at al l !

It’s an issue for everybody!

What is it?

I t is al l the scienti f ic and technological knowledge acquired and used by people to enable them to act in everyday l i fe and consider the important issues of the future.

7

definition

Science and

technology -

a crucial part of

our daily lives

Health Disease prevention, control of major endemic diseases and pandemics, invention of new medicines, research on emerging diseases

Food and agriculture Plant protection, yield development, improvement of nutritional quality of food

Environment Pollution control, natural resources conservation and reasoned management, measurement of global warming

Human habitat Materials, construction, hygiene, ventilation, energy conservation

Communications and new information technology Internet, mobile telephones, information systems, remote transmission by satellite

Transport Roads, clean vehicles, energy, safety

Industry Productivity improvement, tooling development, technological innovation, pollution control

Science and technology play a vital role in many areas:

9

definition

What is it for?

Keeping informed

of the science and technology related choices and strategies.

Thinking

about the ethical , economic and social issues science and technology raise.

Science and technology understanding is useful for:

Taking part

in society’s great debates on scient i f ic advances.

Contributing actively

to your country’s economic and social development.

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definition

Science

as culture

Initiating – building awareness • create tools to enable people to discover

science

• make scientists’ methods more familiar

• arouse people’s interest and give them a keen appetite for knowledge

• train people how to raise questions and observe

• help people discover scientific professions

Federating – mobilizing

• encourage the public to watch science as it progresses

• attract scientists to come out from their laboratories

• organize meetings and other events with scientists

Communicating – promoting in the media

• enable people to get to know about the advances of science

• foster the general public’s access to

scientific information

• bring science into public debate

A project for public understanding of science means:

13

definition

Building public understanding of science and

technology, like any cultural action, is not just a

question of means. From the outset you have to find

the best approach for the desired objective and the

intended audience, taking account of that group’s

level of knowledge and centres of interest.

Tools for public understanding of science

tools

Exhibitions

WhaT? hoW? WhaT advanTages? cauTion

exhibits • Organized presentation of selected exhibited objects.

• Concrete expression of science, as objects arouse curiosity. A form suitable for children and adults alike.

• Captions must be particularly clear and the display set-up carefully designed.

Display panels

• Balanced compositions of written explanations and pictures arranged along a viewing sequence.

• Light-weight and inexpensive, these are easy to use for travelling exhibitions.

• To maximize readability of the content, use a suitable graphic style and layout.

• Arrange for guided tours to be available.

• This type of exhibition is reserved for a public familiar with reading.

interactive experiments

• Attractive arrangement of an array of interactive science supports which the visitor can manipulate: CD-ROMS, Web sites, films, games.

• The visitor takes active part in the event and can gain better understanding of the major elements and questions related to the subject. Particularly suited for enticing a young audience.

• Create modules that are independent but complementary.

• Design the action sequences carefully.

• Engage science mediators and guides.

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tools

Workshops

and clubs

WhaT? hoW? WhaT advanTages? cauTion

science clubs

• Regular meetings led by a scientist.

• A varied programme of activities around a unifying theme.

• Offer activities that are inexpensive and highly suited for young people, also give the opportunity to adopt the experimental approach of a research scientist.

• A maximum of 10 to 15 persons.

• The presence of a science club leader who coordinates the activity is essential.

science chests

• Supporting materials and science information contained in a chest, allowing a series of activities around a given subject.

• Easy to transport, can be worthwhile for a public difficult to reach (in rural areas, or those who would not go regularly to cultural centres).

• The presence of a science mediator trained in presenting the chest is essential.

• The costs of such an operation are relatively high.

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tools

Publications

21

WhaT? hoW? WhaT advanTages? cauTion

leaflets • Printed leaflets of one (flyers) or two pages. • Straightforward to produce

and easy to read, they can be distributed among a public who are well used to reading.

• This is a much used kind of document. Adopt a clear, concise style, with eye-catching graphic design and illustration. brochures

• Concise pamphlets of a limited number of pages, which can be produced in different formats (accordion, booklet and so on).

books anD booklets

• The compilation and

production of such publications requires a wide range of skills and knowledge: writing and editing, illustration, printing, distribution.

• Books are well respected media and readers keep them. They are good for giving more detail, going more deeply into subjects. • Production and distribution

processes are very costly and require the competences of specialist professionals.

comic books • A type of medium which young people like. Fascinating illustration combined with a story give the incentive to read the text.

tools

Audiovisual

productions

WhaT? hoW? WhaT advanTages? cauTion

films • Several forms are possible: documentary, reporting, fiction, docufiction, filmed discussion.

• Fiction and docu-fiction are fascinating ‒ for young people and adults alike ‒ and can show science in action.

• Audiovisual productions are expensive to make and need the involvement of professionals in these fields.

• It is sometimes difficult to find outlets for broadcasting films and cartoons, and television channels leave science and technology only a meagre share of viewing time.

cartoons • Series of shots of drawn images, to tell a story.

• Effective and instructive means of capturing the interest of a young public.

interactive games

• On CD-ROMS or on Web sites, these games can combine animation, fixed images and sound to create a an overall dynamic presentation.

• Useful tools offering people fun ways of discovering and learning about difficult subjects.

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tools

Pictures

WhaT? hoW? WhaT advanTages? cauTion

photos • Film or digital.• Taken by yourselves or

borrowed (from photo agencies, databanks).

• Essential for accompanying texts and realistically illustrating information given.

• Don’t forget to mention the name of the authors or to pay due rights of use.

synthetic images

• Image creation by specific IT software.

• Synthetic images are a means of representing phenomena that are complex or that cannot be observed.

• Producing synthetic images is very costly and often requires the competence of professional specialists in that field.

Drawings, Diagrams anD charts

• Drawn by hand or with the use of graphic design and illustration software (desk top publishing software).

• A drawing is often a good way to show clearly a subject or phenomenon difficult to describe in written form. It is an indispensable part of any set of materials for communicating with children.

• Don’t forget to include an explanatory caption.

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tools

Meeting scientists

27

WhaT? hoW? WhaT advanTages? cauTion

lectures • A scientist gives a talk, then people in the audience can ask questions.

• Easy and inexpensive to organise, giving the opportunity for a specialist to explain his field of expertise at depth, but in a popularized way.

• Make sure that the speakers engaged can deliver high quality presentations.

• The greater the number of participants, the more it becomes necessary to delegate a meeting leader to mediate the discussion and ensure contributors are given a fair chance to speak!

• These types of gathering are not appropriate for children.

rounD-table Discussions

• Scientists discuss chosen topics with each other, then invite the audience to take part.

• The scientists’ debates encourage audiences to ask questions.

science cafés

• Scientists and the people present discuss science topics and themes over a drink.

• Science cafés offer a convivial setting for discussing scientific topics, where the general public can be at ease.

tools

Public events

29

WhaT? hoW? WhaT advanTages? cauTion

traDe fairs • Recurrent communication event organized around a specific theme or activity (agriculture, motor industry).

• These fairs can attract large crowds. Media promotion is often taken care of by the organizers.

• The cost of participation can be high. In the larger-scale fairs, stands can sometimes be overlooked among the mass of representations.

open Days • Opening up of establishments to the general public for one or more days: laboratories, research organizations, universities or industrial sites for instance.

• These open days are not costly and give the public an opportunity to see science at work and how it is done. People also get the chance to talk to specialist scientists.

• It can be difficult to persuade and mobilize researchers to take part.

• You must also take account of the risks visitors could be exposed to.

science festivals

• Popularization events offering varied activities to build general scientific awareness and understanding.

• These large-scale festive events can often reach a very wide public.

• These events require strict detailed organization of logistics.

tools

Performance events

WhaT? hoW? WhaT advanTages? cauTion

science theatre

• Theatrical production of a discovery, the life of a research scientist or the story of a controversy.

• The major issues and challenges raised by science are highlighted by the actors’ performance, which enables the audience to appropriate the information carried in the script.

• The creation and production require quite a lot of time.

scientific storytelling

• A discovery or a scientific problem presented in the form of a story.

• The scientific narratives can be presented in any location and are very much appreciated by young children.

• Not all subjects can be dealt with. The limits imposed by the staging requirements and narrative do not always allow entry into the heart of the matter.

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tools

The media

33

WhaT? hoW? WhaT advanTages? cauTion

raDio• With a journalist and some

air time, you can organize discussions, reports or interviews.

• Radio can reach a wide audience who does not benefit from easy access to other media (non-readers, rural communities).

• Obviously there are no supporting pictures, so popularization is more difficult. The scripts broadcast must be extremely clear.

press • Simple accessible accounts in the form of articles, special features or short items.

• This is an effective means for obtaining media coverage which is often well trusted by the public.

• Generally speaking, the printed media grant only a small amount of space to the sciences.

television

• Discussions, reports, documentaries.

• The task of popularization is helped by the combination of commentaries and images.

• Devising and producing broadcast items is costly. Also, television channels give very little air time over to science.

web sites • A wide variety of forms and

information contents are possible, including theme-based sites, online news pages, presentation of an association and other information.

• Not costly. Information published on a site circulates among a diverse public across the network. Well suited to young people, familiar with Internet and ICT tools.

• Regular equipment updating needed. Site graphics, layout and navigation options must be well designed to attract and enthral visitors. Production requires command of specialist design software.

tools

Even with limited means, you can devise attractive,

high-quality projects and put them into operation.

Before going ahead, check with a scientist or an expert

that the scientific content of your project is coherent

and completely correct.

Design a project for public understanding of science

design

Who can organize

a science outreach

project?

Any cultural entity, associative or private, whether or not special ized in the disseminat ion of scient i f ic and technological knowledge • Young people’s associations, • Theatre groups, • Arts and community centres

Any public or semi-public institution with a role in promoting culture and educat ion • Museums, • Libraries, • Youth centres, • Schools...

Laboratories, research organizations or universities

Associations or NGOs involved in development

• It is recommended to have an official legal status (PLC, Ltd, Association, ’Economic Interest Group’).

• It is essential to obtain scientific patronage (from an engineer, scientist, laboratory or research institute). This guarantees the coherence and scientific rigour of the content of your project.

Caution

Various kinds of organization can realize a project for public understanding of science:

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• It is recommended to have an official legal status (PLC, Ltd, Association, ’Economic Interest Group’).

• It is essential to obtain scientific patronage(from an engineer, scientist, laboratory or research institute). This guarantees the coherence and scientific rigour of the content of your project.

design

1001 ways to organize a

science outreach project

Replying to a cal l for proposals or to an order.

Operating jointly with cultural inst i tut ions or scient i f ic establ ishments to implement your plan with them.

Proposing your project to cultural institutions or scientific establishments which will take on the implementation of your project.

Self-designing and producing

Every project has a suitable method:

39

design

The feasibility study

• You do not need to go into an exhaustive and time-consuming study but answer the questions most relevant for achieving an effectively produced project.

What competences are required? Such as: writers and editors, instructors, stage designers, illustrators, graphic designers, science educators.

Where can these competences be found? Do they exist within the group or must you recruit temporary personnel, subcontract work or team up with partners?

Does your project require special premises?

How much time is needed to produce this project? The main stages of the project, starting date, closure date.

Is the cultural environment favourable? Are there any hosting structures? Is there any competition or are there any similar projects? Is it possible to work jointly with other project promoters?

Is there a specially defined audience? Who? General public, children and teenagers, students. What is their level of scientific and technological knowledge? What are their cultural practices?

What financial and material resources are available or must be found? Own means available, subsidies, grants, financial support, possible loan or donation of equipment and material.

Before launching the implementation, check that you can satisfy some questions so you can fit the means to the objectives:

Caution

41

• You do not need to go into an exhaustive and time-consuming study but answer the questions most relevantfor achieving an effectively produced project.

design

Drawing up a

provisional budget

Caution Expenditure

L ist a l l the expenditure related to the project (excluding the structure’s operat ing budget) • Salaries of personnel (permanent and

temporary) • Equipment and material purchases

and hire • Travel costs • Subcontracting costs • Room hire • Advertising space purchases • Insurance costs • VAT and miscellaneous taxes

• In a budget, expenditure and receipts must always be balanced.

• Allow for - Upper budget scenario:

the maximal ideal budget with which you can finance all envisaged expenditure without modifying the project.

- Lower budget: this is the budget necessary for producing your project, reviewed downwards (number of participants, duration) and often more realistic!

Receipts

Draw up a quantitat ive balance sheet of a l l sources of f inance envisaged

• Own financial resources • Inflow from external sources: subsidies,

grants, prizes • Possible receipts from the project itself:

ticket sales, publications sales, by-product sales

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• In a budget, expenditure and receipts must always be balanced.

• Allow for - Upper budget scenario:

the maximal ideal budget with which you can finance all envisaged expenditure without modifying the project.

- Lower budget: this is the budget necessary for producing your project, reviewed downwards (number of participants, duration) and often more realistic!

design

Fund raising

by replying to cal ls for project proposals or for appl icat ions to competit ions

from institutions, foundations, local authorities, regions, the State, international organizations and so on.

• Co-financing packages are to be preferred.

• A one-off financial support package for implementing a project is easier to obtain than aid towards your structure’s operational costs.

by establishing f inancial partnerships

with associations, cultural institutions, companies who become associated with your project by taking charge of a proportion of the costs.

by obtaining support (patronage, sponsorship or pr ivate-sector assistance)

from private enterprise or from foundations which may demand something in return.

Caution

You can obtain finance:

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• Co-financingpackages are to be preferred.

• A one-off financial support packagefor implementing a project is easier to obtain than aid towards your structure’s operational costs.

design

The project

presentation file

• This should be an exhaustive description; certain chapters are to be developed at greater length depending on who is to receive the plan.

• It is a good idea to add to the plan an introductory notice to the project giving on no more than one page the principal elements of the plan.

Caution

What can you do with a presentation file?

• o b ta i n finance

• p e r s u a D e partners

• r e p ly to calls for proposals

• c o m b i n e i t w i t h the specifications document destined for suppliers

• g i v e i n f o r m at i o n on the progress of the project

• p r e s e n t the projet to the media

• - Method(s) of expression chosen • - The targeted public

• t h e t e a m • - Description of the structure • - CVs of the project managers and/or initiators• - Presentation of the structure’s main activities

• t h e m e a n s • - Human means • - Financial and material means • - Provisional budget

• t h e s c h e D u l e • - The project’s major phases and allotted times• - The dates of issue or performance

• t h e l o c at i o n • - The locations for carrying out design and

production • - The host structure • - The event locations

The plan gives a brief clear description of:

• t h e p r o j e t i t s e l f • - Objectives • - The scientific question dealt with

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• This should be an exhaustive description; certain chapters are to be developed at greater length depending on who is to receive the plan.

• It is a good idea to add to the plan an introductory notice to the project giving on no more than one pagethe principal elements of the plan.

design

Implement a project for public understanding of science

implementation

Organize

The team’s role and allotted work Allocate the tasks and define the role of each team member (temporary and permanent).

The work put out to subcontractors Select your suppliers and fix a clear specifications document and work schedule.

The roles of the partners Make agreements with your partners which clearly set out your respective roles.

The time-scale • Make a list of the different phases of the

project − right up to D-day − stating the exact length of time allowed for each.

• Put these details into the execution schedule, taking into account any delays or problems.

Determine these points very clearly in advance:

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implementation

Manage

The contracts or agreements made with

• The temporary personnel • The funding organizat ions • The partners • The external suppl iers

• Pay attention to the times required for allocation of funds or subsidies and their consequences for your ability to pay suppliers or service providers.

Caution The regulations

• Take out insurance against accidents, fire, cancellation, etc.

• Obtain off ic ia l permissions for public attendance, installation in public places and so on.

• Don’t forget author copyr ight aspects permissions for public diffusion, performance, royalties etc.

The accounts

• Keep informed of the effect ive deposit dates of the expected funds

• Pay bi l ls on t ime

Designing and producing a project is demanding and time-consuming. Never neglect administrative obligations and regulations.

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• Pay attention to the times required for allocation of funds or subsidies and their consequences for your ability to pay suppliers or service providers.

implementation

Carry out the plan

During the production phase don’t forget to

Keep to the schedule

Check that you have not exceeded your budget

Stay in line with the init ia l object ives of the project

Keep your partners informed about the progress of the project

Establish a communicat ion plan

Plan ahead the highl ight events l inked to your project

• Official opening • Launch evening • Visits by personalities

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implementation

Communicate

Disseminate information on your project to

• Bring in the general publ ic

and give your project an audience

• Ensure that your structure and your partners become wel l known

Prepare your information campaign

• Write c lear and concise mater ia l to present your project

• Make a var iety of visual ly attract ive communicat ion supports

• Communication drives demand time and money, so include them in the schedule and the budget.

Caution

• List the possible communicat ion means avai lable Press, radio, TV, e-mailing, Web, advertising space

• Find out about the publ ics reached by these di fferent media and their geographical coverage General public / specialized public Scope: local / regional / national scale

• Take account of the amount of space or t ime different media al low for popular iz ing science and technology issues

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• Communication drives demand time and money, so include them in the schedule and the budget.

Caution

implementation

Wind up the project

Conduct project assessments

• An immediate on-the-spot assessment This can be done quickly, just after the project has finished, and you can write down its strengths and weaknesses.

• An in-depth assessment This will be written a little later, more detailed with more detached judgment and will include: - A general evaluation: list of objectives

achieved and others not fulfilled. - Attendance: public reached, quantitative

(visitor figures) and qualitative (age group, social categories).

Present this report to

• the commissioning and sponsoring bodies

• the partners • the funding agencies

And… don’t forget • to send thank you letters• and above al l to plan for any

fol low-up!

At the end of the project, it is always useful to assess the outcome:you can identify ways of avoiding errors in the future.

- A financial report- A media coverage analysis: a count and

assessment of articles published and items broadcast.

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implementation

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Personal notes

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This handbook was produced in 2006 by the Institut de Recherche pour le Développement (IRD) as part of the programme FSP 2003-25 Promotion de la Culture scientifique et technique of the French Ministry of Foreign and European Affairs.

Information: www.latitudesciences.ird.fr Contact: pcst@ird.fr

Conception: Joanna Deridder, Raphaële Nisin, Marie-Lise Sabrié Secteur de la Culture Scientifique – DIC – IRD

Graphic design: Caribara CommunicationIllustrations: Marion Dubois

Translation : Nicholas Flay

With thanks to: Yves de la Croix, Michel Darche, Marie-Noëlle Favier.

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