The main purpose of this study was to evaluate the effects of a Technology Outreach Programme on Public Understanding of Science, Engineering and Technology (PUSET). The study further intended to give feedback to the management of the Tsebo Koloing Technology Outreach Programme, to assist them to make an informed decision with regard to the continuation, termination or revision of the existing programme, which represent a major investment of resources. It was also foreseen that the findings of this study could contribute towards the design and successful implementation of similar PUSET programmes elsewhere. To facilitate the understanding of the problem statement of this study, an evaluation framework based on the Context-Input-Process-Product (CIPP) model of Stufflebeam, Madaus&Kellaghan, (2000) was applied. The research was carried out at four secondary schools that were considered disadvantaged situated in townships near Pretoria, South Africa. Secondary school learners and science and technology teachers, who visited the Tsebo Koloing programme, as well as members of the executive committee of the programme, participated in the study. This study provided valuable insight into the understanding of the effects of the TK programme on learners and teachers in schools (particularly in a developing nation context) who visited the programme and how the extent to which the programme created and promoted PUSET furthermore this study emphasized the importance of programme evaluation and proper planning of S&T outreach programmes with regard to needs assessment; identification of target groups; programme design; programme development and content; as well as programme implementation and evaluation. Although valuable information was obtained from this research, there is still scope for further research on how to evaluate the effects of S&T programmes on PUSET as well as research on the effectiveness of mobile S&T programmes. / Dissertation (MEd (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2007. / Curriculum Studies / MEd / unrestricted