During 2002 the following subjects have been participatively developed and successfully trialled with 19 core lecturers from University of Technology Lae (UniTech), University of Papua New Guinea, University of Goroka, University of Vudal and Divine Word University:
1. Communication with Adults
2. Language of Science
3. Science Communication in the Community
4. Writing Scientific Reports
5. Transforming Information into Knowledge
6. Advanced Roles for Scientists

The sixth subject consists of a series of topics that can be run as separate one-day workshops for customised training.

The first objective, 'to establish effective administrative systems and technical capacity for the development and delivery of specialist scientific communication training', was fully achieved in 2002, and good progress made towards meeting the remaining three objectives.

In March 2003 the PNG University of Technology (UniTech) accredited the Graduate Certificate in Scientific and Technological Communication as an award of its Department of Language and Communication Studies. The 19 core lecturers from four universities who had participated in subject and course materials development during 2002, and who had completed a minimum of two core subjects and two electives, were awarded the Graduate Certificate.
By the end of 2003, 15 course workshops had been run by these course graduates at five different locations: Forestry Research Institute; UniTech; University of Vudal; University of Papua New Guinea; University of Goroka; and Divine Word University. In each case, the trainers were supported by a project staff member as an additional resource person. A total of 101 participants were enrolled in the Graduate Certificate, all of whom had completed at least one subject. Participants were from the following categories: academic (64, including 14 agriculture and forestry staff), agricultural and forestry research (22), medical research (5), research publications and training (3), and other (7). Within the universities, participants were drawn from a range of faculties: for example, UniTech participants came from surveying, mining, engineering, forestry and applied science. On average, 36% of workshop participants are women.
After a series of workshops in February 2004, up to 40 enrolees are expected to be eligible to take out the Graduate Certificate.

Progress to October 2004: By October 2004, total participants in the program had exceeded 200, with about 70 expected to complete the four modules required to graduate in March 2005. Course fees were set at K250 per subject for the universities and research institutes. Fees for other applicants were set at K1000 per subject. While this fee structure is comparable with other university offerings, it is reportedly beyond many institutions' current financial capabilities. The project was able to make some additional places available at the subsided K250 level during 2004. Providers have explored several options for reducing workshop costs.
During 2004, seven graduates from the 2003 enrolments were trained in facilitation and subsequently facilitated one or more courses, bringing the pool of trained facilitators to 17, after 8 of the 2002 core lecturer group became unavailable.
The project has attracted a satisfactory balance of research scientists (33%) and university lecturers (56%) but journalists and extension workers were not well represented (4%). Female participants made up 27% of the total. Overall, 116 participants were from universities, 69 from research institutes (agriculture, forestry and medical research), 9 from extension agencies, and 13 from miscellaneous categories.
The project team conducted an online survey of current and past participants in October/November 2004. Of the 56 respondents as of 28th October, 23 were university lecturers. Of these 15 (65%) gave examples of how they had incorporated some of their learning into their university teaching/courses. 35 of the 56 respondents listed communications activities they had undertaken as a direct result of their participation in the course, including preparation and submission of research papers, and presentations to specialist and generalist audiences.
The universities involved in the project are progressing proposals that will embed SciCom principles and approaches in existing institutional structures, but require support until these processes are complete. Following an external review in November 2004, ACIAR agreed to extend the project till December 2006, with a tight focus on issues of institutionalisation and sustainability.

This project extension is focused on supporting the transition between the project and the institutionalising of the project outputs. During the initial project period (2002-2004) 7 modules were developed to promote the development of Scientific Communication across universities and research and development agencies (and other groups) across PNG - as well as developing staff capacity within these institutions to maintain sustainability at the end of the project. These objectives were completed and Unitech in Lae accredited a Post Graduate Certificate in the Communication of Science and Technology.
During 2005, the Language and Communication Department (LCS) at Unitech (in which the course is embedded) ran a series of 5 modules resulting in 13 participants being ready for graduation in April 2006. One module has also successfully been used in the final undergraduate year with Forestry to support the student research project. The University of Goroka ran three modules (for high school teachers) and have a submission to their academic board to have their Post-graduate certificate accredited for 2007. The UPNG Senate approved a Graduate Diploma in Communication of Sciences and Technology which appeared in the handbook in 2006 -this is yet to be activated. Material from the SciCom courses has been incorporated into courses being run by the Centre for Teaching, Learning and In-House Training.
Facilitation training has been undertaken across most universities which has strengthened the pool of university staff available to be course facilitators. On-going gender activities (including a gender workshop at Unitech) and reporting has provided endorsement for the approach and direction for on-going inclusiveness as the institutions take the training forward.
The website has been further developed to support on-going networking including the capacity for participants and graduates to put papers in progress on-line for peer feedback. Further work is being undertaken to look at linking activities and initiatives between UoG, UPNG and Goroka.
LCS at Unitech is now managing the database and materials for courses run from that institution.