SAHO Integrated Campaign by Danielle de Kock

Table of Contents The Creative Mediums of Muti ...................................................................... 3 Agency Identity............................................................................................... 4 Chapter 1 – The Brief ..................................................................................... 5 Introduction to SAHO.................................................................................... 5 Client Brief .................................................................................................... 5 Chapter 2 – The Environment ....................................................................... 6 Situational Analysis....................................................................................... 6 Vega Healthy Brand Analysis ..................................................................... 12 Competitor Analysis.................................................................................... 15 Key Stakeholder Analysis ........................................................................... 19 Contact Journey Audits............................................................................... 19 Target Market Analysis vs. Target Audience .............................................. 25 What is trending with our primary target market? ....................................... 28 Chapter 3 – The Brand ................................................................................. 29 Current Brand Identity................................................................................. 29 Proposed Brand Identity ............................................................................. 30 SWOT Analysis........................................................................................... 33 Chapter 4 - The Research ............................................................................ 33 Research Objectives................................................................................... 33 Research Methodology............................................................................... 34 Chapter 5 - The Results ............................................................................... 38 Key Findings ............................................................................................... 38 Key Insights ................................................................................................ 42 Key Issues .................................................................................................. 42 SMART Objectives ..................................................................................... 43 Chapter 6 - The Plan..................................................................................... 44 The Concept ............................................................................................... 44 The Campaign ............................................................................................ 45

Media Objectives ........................................................................................ 45 Media Square ............................................................................................. 46 The Story .................................................................................................... 47 Media Flow Plan ......................................................................................... 49 Media Breakdown ....................................................................................... 49 Contact Points and Plan ............................................................................. 52 Media Mix and Selection............................................................................. 53 Budget Summary ........................................................................................ 58 Reference List............................................................................................... 60 Appendices ................................................................................................... 63

The Creative Mediums of Muti

Name

Student Number

Positions

Esté van Aswegen

13022093

Project Manager

Danielle de Kock

12012751

Sr Brand Strategist

Scott Albertyn

13001974

Jr Brand Strategist

Tasmin Weir

12023361

Brand Manager

Cuan Thomas

13000815

Designer

Michael Faraday

13004420

Multimedia Designer

Sabrina Scott

12000145

Creative director

David Borland

11028897

Copywriter

Agency Identity Muti is a collaborative digital branding agency that aims to enhance purely South African brands. Our young, patriotic and vibrant team depicts a valuable range of eccentricity that is highly effective when executing our approach to brand constructing. We engage, positively affect, and perfectly align a local brand within their given market. We believe in applying our collaborative approach in all aspects of our work, creating an environment that allows each and every member the opportunity to be involved in the decision making process. Furthermore, Muti engages as a whole on undertaking tasks through an outside-in approach, thus running on the innermost workings of the creative process and pairing this with the most viable and effective marketing tools. We breakdown each task, understanding its core principal and concept, to ensure a solid foundation for our progressive strategies to meet and exceed the demands and expectations of our clients. This will result in effective added value throughout the process of development. Muti is emerged in 3 pillars: Unconventional | Growth | Heritage The three pillars frame Muti’s extended identity, and therefore our essence is captured as: Local Remedy Our Mission Muti’s mission is to heal brands to optimal strength through applying an unconventional

and

forward

thinking

approach.

Chapter 1 – The Brief Introduction to SAHO SAHO is a brand that builds online encyclopaedias and develops multi-faced educational programmes on South African and African history and culture. Thus creating an online archive that brings South African history to life in a meaningful and engaging fashion that adds value to lives and contravenes the misconception that history is a sterile lifeless thing (Saho, 2014). . SAHO is not just an online archive, but also a pro-active NGO promoting a critical understanding of our past; strengthening the teaching and learning of history; and promoting the telling of stories of ordinary people who contributed to our freedom and the building of democracy, non-racialism and a just society (Saho, 2014). Client Brief SAHO would like to create an integrated range of brand communication across a spectrum of media platforms, and craft strong conceptual glue that connects all the communication elements. The goal is for SAHO to be top-of-mind in consumers’ cognisance when looking for information on South African History.

Chapter 2 – The Environment Situational Analysis A thorough situational analysis was conducted with regards to South African History Online. The complex and broad environment in which it operates provided our team with a challenging task, posing many explorations and understandings to pursue. Political The African National Congress (ANC) has dominated the South African political arena since the countries first Demographic election in 1994. However, having recently undergone a general election, South Africa saw a decrease in votes to the ANC and although the ANC have maintained popularity, this puts pressure on the party to achieve results in all sectors, education being one of them (Gov, 2014). The South Africa Government Online has listed Education as a Government priority, their objective is to improve the quality of basic education and create a skilled and capable workforce to support an inclusive growth path. They intend to do this by allocating a sufficient budget, and through specialised programmes and initiatives. Along with the Governments commitment to improving the state of affairs within the Education sector, the recent increase in government expenditure on Education indicates that, politically, SAHO has a suitable opportunity to grow as an NPO (Gov, 2014). 2014 Celebrates 20 years of democracy bringing with it a rise in media campaigns and social cohesion awareness, which may be a possible opportunity for SAHO. Due to the nature of South Africa’s history, there is a strong desire by the current government for South Africa’s history to be told factually, which directly aligns with SAHO and their vision.

Economic South Africa, along with many other countries, is still recovering from the global recession and as a result corporate funding in general has been on the decline. Strikes in our mining and farming sectors have had a negative impact on our GDP as well as caused a ripple affect of countless other negative consequences that has place further strain on an already strained budget for NGO funding (Sanews, 2014). South Africa’s recent Budget Speech in February 2014 announced a massive expenditure plan that will be anchored by the country's National Development Plan (NDP). The total expenditure for the year 2014-2015 is R1.25-trillion, of which an estimated allocation of R254-billion is for Education and training, followed by R146-billion for health and R144-billion for social protection. The amount allocated to Education for the financial year 2013 -2014 was R232.5billion (SouthAfrica.info, 2014). This shows a substantial increase in priority given to the Education sector and a positive outlook for SAHO. In 2010, South Africa was officially admitted as a BRICS nation following an invitation from China and the other BRIC nations to work together to grow the emerging market economies. The aid of the other BRIC nations sees a positive influence on South Africa and its growth and in turn, the growth in the education sector. Social South Africa remains a divided country. The split in the distribution of funding to the various educational institutions around South Africa is prominent in the results of human capital and the output of productivity (Enca, 2014). The inability to attract staff and the number of qualified teachers emigrating out of South Africa has led to a large number of under qualified teachers

being employed. The lack of knowledge and skills is reflected in the students intellectual and social positioning (Sace, 2011). Technology Digital technology is becoming increasingly integrated into an ever-widening range of educational activities and some courses are purely based on online learning platforms. It develops our aptitude to communicate, inform, and work (Lepi, 2013). As new technologies develop and cheaper alternatives are created, distance learning and digital options become more viable and available to a wider range of learners of all ages. The increase of availability to online platforms is an area for NGO’s to concentrate their low cost approach to advertising and reaching its target market. The World Bank and African Development Bank report that there are 650 million mobile users in Africa, of which 84 million are Internet-enabled (Un, 2014). It is forecasted that by end of 2014, 69% of mobiles will have Internet access (Un, 2014). Due to the market demand, a slow transition from socalled feature phones with limited data access to low-cost smartphones with access to the Internet can be seen. Teresa Clarke, the CEO of Africa.com, told Black Enterprise magazine that for many Africans “the cell phone is their landline, ATM and email in one device. Youth are using mobile phones for everything: communicating, listening to the radio, transferring money, shopping, mingling on social media and more. Furthermore, the industry has transcended divides between urban and rural, rich and poor.” The Sub-Saharan Africa Mobile Observatory stated that, mobile phone usage has increased rapidly in the past 12 years, going from 1% in 2000 to 54% in 2012 (Un, 2014).

Digital innovations are not only in the business sector, but also in education. Namibia Polytechnic faculty member Maurice Nkusi, who designed a cell phone–based curriculum, told the TechDailyNews that most of these children have never even used a computer (Un, 2014). Environment Over the past two decades, society has increasingly become geared towards engaging in environmental sustainable business practices, and South Africa is no exception. This has been a common trend amongst international and local corporate businesses, as consumers have imposed pressure on companies to integrate sustainable practices into their businesses (Universitat Wien, 2014). Skilled individuals have gradually avoided employment by firms that damage the environment in their production processes that has forced business to priorities sustainability as their strategic market distinction. This has also been the case for higher educational institutions, where the gradual introduction of a paperless, internet-based education is beginning to gain momentum. There have been relatively few studies conducted to measure the environmental impact of increasing online operations in educational institutions, but there seems to be a bias towards a paperless education’s overall ‘greenness’ (May, Cox, Kroder and Franklin, 2011). This being said educational administrators could be more pro-active in increasing online offerings and resources in various academic units considering the combined effects of institutional and stakeholder choices on the environment (May et al. 2011). This is the space where SAHO can present an opportunity to positively influence the profits and planet dimensions of the different institutions via online learning. The most common sustainability venture undertaken by many educational institutions is to create a culture responsible environmental stewardship through the introduction of recycling, waste reduction and environmental awareness programs. As “green” initiatives have increased across campuses, universities have simultaneously focused on integrating sustainability concepts into their for-credit curricula and not-for-credit continuing education

offerings (May, et al. 2011). The South African Environmental Project (a local NGO) that originally focused on environmental education and awareness for high school learners is an example of such initiatives (Saep, 2014). The project has however transformed into a response to beneficiary requests and community needs. Its focus has evolved to promote academic and personal development more broadly at all levels of educational development. Legal SAHO is a non-partisan, non-profit institution that adheres to all the rules and regulations that are instilled by the government of South Africa. These regulations include the Legal Deposit Act, 1997, the South African Copyright Act No. 98 of 1978, and the Creative Commons Copyright Policy. However seeing as SAHO operates in a largely digital space it is affected by legislation and legislative institutions that are struggling to amend and adapt to the changing environment online intellectual property agreements. Recent studies conducted by the University of Kwa-Zulu Natal and Pietermaritzburg have cited an urgency of the country’s need to develop a digital preservation strategy for electronic publications (Nsibirwa, Hoskins, and Stilwell, 2014). South African legislation is currently out-dated and do not efficiently address the needs of the preservation of digital intellectual property, as it has not been able to adapt as quickly as technology has. This would pose to be a fluctuating area of concern that SAHO would have to be mindful of until an able institution with enough human and financial resources is appointed to implement the necessary Legal Deposit Legislation.

Vega Healthy Brand Analysis The Vega Healthy Brand Analysis is a tool conceptualized to analyse the current state of any particular brand (Cook, Erwin, Carmody, and Enslin, 2009). The analysis states that in order to classify a brand as ‘healthy’ it needs to encompass a range of factors. Muti has conducted this analysis on the South African History Online: 1. Does the brand have a particular and unique meaning? SAHO’s main reason to exist is to promote and preserve South African history. What makes them unique is its mission that is derived from their purpose, which is to strengthen the teaching and learning of South African history; and to promote the unique telling of stories of ordinary people who contributed to freedom and the building of our democracy. 2. Is its primary purpose served in all that it does? Every aspect of the organisation is based upon the promotion and preservation of South African history. This includes the relationships that they form with partner institutions, official corporate sponsors, and the community projects that they take on. 3. Does the brand have a unique identity? Cook et al. defines a brand with a unique identity as one with a powerful reason to exist (2009). SAHO’s reason to exist is to promote and preserve South African history, which instinctively gives the brand a unique identity. 4. Is the brand an effective and engaging communicator? SAHO updates their content on their website on a weekly basis, after consulting with all the various stakeholder groups. The company culture is collaborative in nature, as all company members are informed on a weekly basis of the organisation’s weekly goals, and encouraged to participate in

every meeting. The brand name in itself is quite self-explanatory. It communicates the brand’s purpose, to promote and preserve South African History. It has been noted that the organisation has undergone a few changes in terms of determining their brand image and personality, which may have caused both internal as well as external communication confusion. The brand has attempted to become an engaging communicator by establishing a two way conversation between the brand and their users by utilizing platforms such YouTube and Facebook, as well as endeavoured to engage with communities through several community based projects. We feel that there may be room to improve on this aspect. 5. Does the brand add value to the lives of people? SAHO adds value to the lives of people, by not harming the minds, bodies, society, or the environment. SAHO imbeds this in its brand purpose and business practices, as an authentic digital archive by ‘telling all sides of the story’. The sources that are used to get historic information from are further investigated and retold in a narrative tone, bringing history to life in a unique way. 6. Does the brand build sustainable relationships by not taking more than it gives? Sustainability entails that the brand meets the needs of the present without compromising future generations (Cook, et al., 2009). SAHO is committed to building sustainable relationships with their users as they aim to enrich future generations with preserving history. They are also presently committed to promoting the teaching of history in schools. This reiterates their goal of giving back to present and future generations. The environmental impact of employing largely online-based educational resources is still relatively unmeasured, however there is a bias towards it being more sustainable than solely relying on paper based resources. This implies that holistically SAHO is taking future generations into consideration.

7. Does the brand understand that profit is the consequence and not the drive? SAHO is registered as a non-profit organisation that is driven by their cause, which is promoting and persevering history. However raising funds is crucial to the organisationsâ&#x20AC;&#x2122; ability to operate and compensate their limited staffs, which

influences

the

projects

that

are

taken

SAHO.

14 Â

Competitor Analysis As SAHO operates in a small, specialized market, their main and direct primary competitor is SAHA. With regards to the wider scope of providing South African historical facts, we have identified four other competitors: -SouthAfrica.info

Overview

-Revisions-Arts and Culture Trust SouthAfrica.info

SAHA

http://www.southa frica.info

http://www.saha.or g.za

SouthAfrica.info is a website with the international marketing council of South Africa’s encyclopaedic guide to South African news that is alive with possibility; this is the official gateway to South Africa. The website is updated every day with news and features.

Online, independent human rights archive dedicated to documenting and providing past and contemporary struggles for justice in South Africa

Revisions Arts and Culture VANSA Trust (ACT) http://www.revision http://www.act.or http://www.vansa s.co.za g.za .co.za Largest online collection of South African black art from 1920 to the present day, including the artists and the stories behind the work - the country’s most comprehensive, coherent and valuable database of artists that suffered from systematic neglect during the apartheid era.

ACT is a South Africa born and bread agency which strives to develop and grow the creative minds of our nation by offering aid in the form of funding throughout the creative industry. They offer both individual and group support in the means of financial funding and pride themselves on being the oldest funding agency in democratic South Africa. They have supplied more than R20 million over the last 20 years to thousands of creative initiatives around South Africa.

VANSA operates both as a development agency and as a platform for research and discussion for the visual arts platform in South Africa. The website provides information, advice and tools for artists, businesses and organisations and they aim to promote connection, access and innovation in the industry.

“Expanding Art enthusiasts the narrative focusing of onSouth black art. African art”

An organisation The agency targets that creativetominds strives deepen that the are unable meaning of to arts and sufficiently culture within fund the themselves hearts of all or South who are in need Africans, enabling of financial those who aid. areThe site is aimed atunable financially bringing to awareness express their to creative the nation by minds andfunding by doing the this gaining or individual’s further groups sponsors artistic process and with possible the aim oftrustees. freedom of expression.

VANSA The target is an market is mainly creative, organisation thatbut is include those motivated by having interested a voice in the in developing industry. It aims their to visual arts facilitate spaces skill. for Young females discussion, debate and males and action (20-35) on important issues that will result in growth, transformation and 15 opportunity.

Organisation Target Market Identity

-VANSA The An site organisation is aimed at that everyone, strives tobut provide mostly all people Southwho Africans are and visiting internationals or investing with in South what the Africa. country has to offer, including past events that changed the shape of many South African communities.

An As organisation many South Africans established as possible. by antiapartheid activists in the 1980’s that is committed to collecting materials from organizations and individuals across a broad socio-political spectrum and making archives accessible to as many South Africans as possible.

Creating the largest collection of South African enriched art bringing the artist and countries stories to life through art.

Threats Funders Products and Services Weakness Strengths

The Copious website amounts supplies of us with online information sources on on South the following African history categories: about South Africa, doing business with SA, travelling to South Africa, • services South for South Africa, South African AfricansAirways abroad, Africa gateway, news and events, Nelson Mandela, photo galleries.

The website is not user friendly and the information available is often difficult to find. The website offers a large variety of information on South Africa, from local history to tourists attractions.

Opportunities

Develop and design a user friendly website.

ArchivalUsers holdings seeking that information relate to from past multiand perspective contemporary point of views struggles rather forthan justice from in an anti-apartheid South Africa perspective. Documents, posters, photographs, • Atlantic ephemera or oral Philanthropies histories. • Australian Volunteers international • The British LibraryEndangered archive programme • Claude Leon Foundation • National Lottery Distribution

They Theprovide evolution artists, of a rainbow biographies, nation. articles, publications and exhibitions. They provide a discussion board for interactivity between viewers.

One-sided, antiapartheid point of view.

Limited to black artists.

Involved in a number of outreach and documentation programs.

Visually pleasing and interactive.

Innovative publications and products for different audiences Collect and provide archives from perspectives outside the view of antiapartheid activists.

Collaborate with Historic stories, linking the art with the story.

The amount Websiteof provides insight initiatives that into the history promote culture of theand ATCare arts as well running as out. supplies Public interest a link to in art the ATCculture and Blog, Facebook on page and Twitter declining. account. The site also gives basic news on all things creative and their involvement from the year 2006 to the present. Furthermore it gives information on all programs and awards that the ATC is involved with and possible research resources for funding ideas. Finally and most importantly it provides an online space to both donate and apply for funding. Lack of awareness within general community, therefore minimizing the amount of trustees and donors within the trust. Very clear and concise site. Easy to navigate around and Topics are well labelled. The site is also very informative with regards to the development that ATC has brought about. Bring awareness of the site and agency to the public.

Thereonline Free are many information similar focused platform for employment agencies. within the art industry. Funding from outside investors creates • opportunity The national for VANSA artstocouncil provide • Business Bursaries and Arts South educational Africa programs, • Western competitions, public department talks andofevents. sports, arts, recreation and culture • Western Cape Department of cultural affairs and sport • National Lottery The amount Distribution of partnersFund and independent • French institutions Institute on the website may become confusing. Easy to use and content easy to understand. Can be used by a variety of ceatives and artists.

Constant up and coming events creates space growth in an everchanging industry. Low exchange rates allows for many tourists to visit South Africa specifically for the arts. Potential to partner up with other websites.

Points-of-difference: •

Multi-perspective point of views

•

Story telling, not simply an article uploaded onto a website

•

Unique information that is only available from SAHO

Points-of-parity:

•

Online archives

•

Collecting and distributing information on South African History

•

The available recourses are both historical and contemporary

•

Social cause

Key Stakeholder Analysis Key stakeholders can be defined as a “person, group, or organisation that has interest or concern in an organisation.” (Business Dictionary, 2014) These stakeholders “can be affected by the organisation’s actions, objectives and policies.” (Business Dictionary, 2014). The following stakeholders were identified for SAHO in the figure below:

Contact Journey Audits A brand develops points of contact with its target audience, which communicates its core purpose and creates a contact journey. Each contact point influences the experience and perceptions of the brand (Enslin, 2006).

Muti has focussed on the contact point of three key stakeholder groups. The primary stakeholder group was identified as scholars who are users of the website. The secondary stakeholder groups were identified as funders, and teachers as users of the website. Visually it can be explained accordingly: SCHOLARS

FUNDERS

TEACHERS

FUNDERS Funders are all organisations that provide money to SAHO in support of various programmes that need financial assistance. These organisations come into contact with the SAHO brand, either through a direct approach or through another contact point with the brand. A contact journey for this stakeholder group has been designed is attached as Appendix A. TEACHERS The targeted group of teachers that SAHO aims to come in contact with are secondary school teachers that are searching for teaching material or individual general research. SAHO has linked information available to the various curriculums of all grades and aims to have a highly interactive response from teachers. This results in teachers often being the first point of contact for scholars as a referred learning source in class and for the scholars’ personal work. A contact journey for this stakeholder group has been designed is attached as Appendix B. SCHOLARS Scholars include all learners aged 14 to18 years that will come in contact with the website through academic source research. This will result in the learners

having an interest in the website and motivate them to become active users and refer back to it. This group’s contact journey is depicted below, and will be discussed in detail.

A contact audit was conducted for each group in order to analyse the various points of contact with the brand and the involved stakeholders to identify challenges with key contact points as well as potential new contact points that may prove to be crucial for a new communication campaign. Although each key stakeholder group’s contact journey might differ, every point of contact should coherently communicate the core purpose of the brand, to preserve and promote South African history through a non-biased and welcoming approach. Within the SAHO key stakeholder contact journeys, a contact point does not directly contribute to the core brand promise, but when all the contact points are coherently working together the purpose of the organisation is fulfilled. However, some contact points manage to contribute to the purpose and aim of the organisation more successfully than others do. The coherency of the contact journey is largely dependent on the stakeholders’ needs regarding SAHO’s offering.

When studying the contact journey of high school scholars, it can be said that SAHO has difficulty conveying a coherent contact journey, as every point either visibly or implicitly struggles to convey the core purpose of preserving and promoting South African history through a non-biased and welcoming approach. This will be discussed in detail below when identifying the most influential contact points. The following points of contact were identified as the most influential in the high school students’ contact journey: 1. The First Contact Point: We identified three equally important first contact points. They are Word-of-Mouth via Teachers, Pre-scribed Text Books and the SAHO Webpage. These points of contact are the main areas and modes of initial introduction and conversation with SAHO as an organisation. Most of the high school students initially engage with the organisation and learn about them via these platforms. Word-of-mouth, should either directly or indirectly communicate SAHO’s core purpose, as the underlying message would be for a learners ability to access the website to research South African History. 2. The Last Point of Contact: The last contact point that high school scholars will encounter in their contact journey with the SAHO brand will be the participation in programmes that are either run by SAHO or going on social media and talking about the site. This contact point should indirectly communicate SAHO’s purpose as it relates to either the promoting of (talking about history with peers and talking about SAHO’s role there in), or the preservation of South African history in a non-biased and welcoming way (having given their opinion after of reading all the different perspectives and possibly contributed to the site). 3. Frequent Contact Points: The following contact points were identified as those areas and interaction points that high school student users encounter on a frequent basis. They include; the SAHO website, were scholars can get information surrounding events and new information that

the organisation uploads weekly, and the history teachers that should have extensive knowledge about the website. The teachers can interact with the scholars discussing related challenges of the research process etc. The mentioned frequent contact points struggle to communicate a coherent message of the brand’s core purpose. They are either too far removed from the brand or indirectly involved, such as the teachers, or it is communicating everything but the core purpose. 4. The Impact Points of Contact: The website is the point of contact that was identified with the brand as the largest impact on the journey of the high school scholars. Alternatively stated this point can be regarded as the ‘decisive moment’ in revealing the brand’s core purpose. If the interactions and encounters between the website and the various stakeholder groups are positive, it will have a similar impact on the entire brand experience. It can possibly encourage a user to not only return to the site throughout their academic career, but also participate as a contributor to the site or become an intern with the organisation. The purpose of the brand is somewhat distorted in the overwhelming archive‘s digital interface and lacks an interactive element that would inspire users to become contributors to the website and promote and preserve South African history. 5. The Resonator: The resonator is the point of contact that will make or break the entire journey and experience. The resonator we identified was SAHO’s website. The interaction and contact that high school users have with the site is the most important seeing as it has the most influential on the

entire

experience.

The

website’s

accessibility,

content,

and

engagement are vital for the assurance of returning users, and spread of positive public relations.

The Key Contact Journey Challenges

•

The journey is incoherent in terms of delivering the brand’s purpose.

•

Message and purpose is lost amongst the clutter of the website. 23

â&#x20AC;˘

Possibility of developing teachers as ambassadors for the brand to bridge the communication gap between the website and the students

24 Â

Target Market Analysis vs. Target Audience Target market and target audience are similar marketing terms. Each has to do with the specific market segment a company targets with its products and services. There are differences between these two terms, however, mostly related to the practical implications each has on different components of the marketing function (Business Dictionary, 2014). The target market is a specific, well-defined segment of consumers that a company plans to target with its products, services, and marketing activities. A target audience refers specifically to the group people targeted by the company’s advertisements (Business Dictionary, 2014). Outside of the context of business, target audience can also refer to the specific group of people targeted by television shows, movies, and music products (Business Dictionary, 2014). The two groups may overlap, but is important to understand the difference between the two. As a result of its nature as a web based non-profit organisation, SAHO would naturally appeal to a very large target market. For the purposes of the given brief, Muti has identified SAHO’s target market and audience segmentation into the following categories: Target Audience: •

Secondary School Teachers and Learners, Corporate donors

Primary Target Market: •

Secondary School Learners aged 14 to 18 years old

Secondary Target Market: •

Teachers

Tertiary Target Market: •

Social Science Students, 18 years and older

SAHO’s focus is currently aimed at reaching a large market segment, as they

are an online-based historic archive that is readily available to anyone that wishes to learn about South African heritage and culture. This includes schools, the higher education sector, potential partner institutions and privatesector donors. Muti has therefore attempted to strategically dissect this broad market segment by highlighting and prioritising three separate target markets, as well as defining the proposed target audience. Our research has revealed that History as a subject in secondary schools is currently a pressing matter in the local education sphere. As Basic Education Minister, Angie Motshekga delivered her 2014/5-budget speech, she expressed her support in the cause for making history a compulsory subject in schools around South Africa and the need for promoting the resources that SAHO offers is clear. “A country that chooses to hide its heritage and historical footprints from its children takes the risk of having them repeat the mistakes of their predecessors.” (SouthAfrica.infor, 2014) Promoting the teaching of history in schools is also one SAHO’s objectives as an institution. Upon examining SAHO’s social media profile on Facebook, it seems that there is a battle to attract younger users aged between 14 and 25 years, as the majority of the groups’ almost 12 000 likes, are users aged between 25 and 34 years. This indicates an opportunity of ‘breeding’ SAHO users from an earlier age, to increase the amount of users aged between 25 and 34, and ultimately grow a younger group of loyal users. If such segmentation did not occur or secondary school learners were not prioritised as the primary target market, the resulting communication campaign could not be effectively channelled, ensuing a broad campaign that may result in an ineffective response. It was thus decided that Muti was going to target the, secondary school learners, aged between 14 and 18 years of age. Based on the premise that if this market were exposed to SAHO from an earlier stage in their academic lives, they will have motivation to refer back to the site in their future studies, and SAHO would gain potential lifelong users and contributors. This reason was further instilled by the exploration of a

contact journey, initiated by members of our team. Included in the target audience however, are the teachers that are the academic administrators of these institutions. As we have identified them to be a relevant contact point for the brand’s primary target market, and they would lend the necessary credibility to the website’s value as an academic research platform. Also included are potential corporate donors that can potentially be approached for funding. This could possibly be done through aligning their corporate social responsibility cause and the brands purpose with that of SAHO’s. Muti drew up a total of 90 printed and online surveys, used to gain insight into the views and perceptions, regarding the value of history and history as a subject, among the 14 to 18 year old market. The results of which can be found in our Key Insights section listed below. Primary Target Market Archetype Profiles

What is trending with our primary target market? Teens (14 to 18 year olds) are the gatekeepers of cool, always willing to try new things and setting the standard for what’s hot and what’s not. They are the early adopters and an important barometer for brands (Shreffler, 2014). Melanie Shreffler, teenage trends and insights researcher, has highlighted a few trends forecasted in 2014 for us to better understand today’s teens, our primary target market (2014). 1) The End Of Over-sharing Teens are migrating from Facebook to sites such as Tumblr, SnapChat and Twitter and are moving away from personal lengthy status updates to sharing images with a hash-tag or a mini video with a brief caption. Research has found that for teens, social media has become less about their personal lives and more about their personal interests and staying in the now (Shreffler, 2014). 3) Tuning Out TV After interviewing teens, it has become apparent that only a handful of teens are still watching television and majority are quite content to watch on a computer or tablet. It was noted in the interviews that watching TV in the traditional sense seems archaic to teens and they do not like to sit through TV commercials or wait until the next week to see what happens (Shreffler, 2014). 4) Spy-Level Technology It’s no secret that teens are attached to their phones, but now their phones can literally be attached to them. The wearable tech market has expanded from devices that track athletic performance to iPod Nano watches to Google Glass (Shreffler, 2014). 5) Random Is The New Funny Humour has always had a strong influence on teen consumers, but lately it’s taken on a whole new tone (Shreffler, 2014). Shreffler says that random

humour has become mainstream and this unexpected humour is grabbing their attention and pushing them to share on social network platforms (2014).

Chapter 3 – The Brand Current Brand Identity Put simply, SAHO’s communication objective is to create an integrated range of brand interactions across a spectrum of media platforms, with a strong conceptual golden thread that connects all the elements. The following points were identified regarding the current brand Identity of SAHO: Who?

An online Archive of South African and African history, while being a pro-active NGO and mobile activist.

What?

SAHO develops online encyclopaedias and develops multi faced educational programmes on South African and African history and culture.

Why?

To promote a critical understanding of our past; strengthen the teaching and learning of history; and promote the telling of stories of ordinary people who contributed to freedom and the building of democracy, non-racialism and a just society.

Purpose:

To preserve and promote South African history through a nonbiased and welcoming approach.

Vision:

SAHO’s vision is to bring South African history to life in a meaningful and engaging fashion that adds value to lives and contravenes the misconception that history is a sterile lifeless thing.

Mission:

We are the leading online site dedicated to South African history. We provide credible archives to educate and inform viewers enabling them to harness the information as growth engines to drive education and personal growth.

Personality: SAHO prides itself on being a knowledgeable brand, portraying an image reminiscent of a mentor that is passionate about his country and culture. The SAHO’s current brand identity is captured in Aaker’s identity model (2009) below.

Proposed Brand Identity Proposed Brand Positioning With SAHO’s current brand identity in mind, Muti set out to re-align the brand identity of SAHO with our proposed brand positioning, after the deriving the brand’s proposed essence.

Proposed Brand Positioning Statement For all the young knowledge seekers and future leaders, SAHO is the digital history archive that ensures you know the story from every perspective, giving you the support to build a future from a strong educated and researched foundation. Proposed Brand Essence Historical Storytellers It was decided that with the limited budget availability, an entire brand repositioning or undifferentiated marketing strategy implementation was simply not feasible. Furthermore in order to avoid internal brand communication confusion, the brand’s visual representation and logo has not been altered. Proposed Strategic Focus Our strategic focus will be deliberately directed toward secondary school learners, raising SAHO’s brand awareness amongst this specific group and inspiring their futures through telling stories of their past. Muti decided to initiate an integrated marketing campaign that would deliver a specific tailored message to secondary school learners, aged between 14 and 18 years old. The reasoning behind this target market positioning was based on the premise that if a younger SAHO user is exposed to the website from a young age, there would be an early familiarisation with the brand. This would serve as a motivation to breed potential SAHO contributors, as the scholar would have used the site throughout his or her academic career and be motivated to become an active participant in serving the brand’s cause. Proposed Brand Message Inspiring future generations, one story at a time. Proposed Brand Communication

We aimed to create smart and sincere communication that spoke directly to our target audience by using metaphors, originality, truth and interest. Communicating a message that is memorable and remains top-of-mind is of the highest importance. Viewers should be motivated and propelled to interact with the brand, because the communication resonated with them, aligning with the findings of the primary research. SAHO itâ&#x20AC;&#x2122;s not forcing a one-sided view on its audience, but rather guiding you in shaping your own opinion by telling all sides of the story.

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SWOT Analysis

Chapter 4 - The Research Research Objectives By incorporating various methods of primary and secondary research, Muti established the following research objectives within the given target market and audience. Primary Research Objectives: 1. What is SAHO’s current brand awareness amongst high school learners?

2. Do high school learners feel that history as a subject is important and what is their perception of history? 3. What are their current methods of doing research? 4. What connotation do secondary school educators have with SAHO? 5. How can teaching methods of history be improved? Secondary Research Objectives: 1. What other marketing activities or campaigns are being carried out by similar institutions in South Africa and around the world? 2. How is SAHO currently distributing their funds? It was decided that these key objectives would provide the agency with a wholesome understanding of our identified target markets and audience’s perception and understanding of SAHO and history in general.

Research Methodology The following primary research methods were implemented: 1. Two semi-structured phone interviews with high school teachers 2. Three semi-structured video recorded interviews with high school learners and teachers 3. Ninety open-and-close-ended online and printed surveys 4. Participant Observation Two semi-structured phone interviews with high school teachers Mrs Joni Jones: Former Project Manager at SAHO and current art teacher at Pretoria Boys High School. The aim of the interview was to discuss Mrs Jones’ experiences working at SAHO, as well as certain company dynamics and structures. We also aimed to gain her insights of the importance of history as a school subject (Jones, 2014). Mr Roy Hellenberg: Head of history at Rondebosch Boys High School. The aim of this interview was to gain an understanding of how often high school

teachers are using SAHO as a source of material and to find out the userfriendliness of the website (Hellenberg, 2014). Three semi-structured video recorded interviews with high school learners and teachers Mr Rodney Inglis: History teacher at Wynberg Boys High School. The aim of this interview was to understand the relationship between the way history is taught in schools and the perception of history as a subject (Inglis, 2014). Three high school learners: The aim of these interviews was to gain a better understanding of the current perceptions of history in schools and the importance of taking history as a subject. Ninety open-and-close-ended online and printed surveys The aim of this research was to test the awareness of SAHO amongst high school learners and investigate their attitude toward history as a subject. We also wanted to understand the perceptions of history in schools and the relationship that this has with taking history as a subject. Participant Observation We visited SAHO to sit in on a weekly board meeting to recognise their current activities and to gain an in-depth understanding of the company structures. We also wanted to get a more refined understanding of what SAHO expects from us an agency and the direction in which we should follow. The following secondary research methods were implemented: 1. Study Online Material – Videos and articles relating to campaigns conducted by other institutions that share the same purpose as SAHO 2. Printed Media – Financial Report of SAHO Online Material – Videos and articles relating to campaigns conducted by other institutions that share the same purpose as SAHO

Recent advertising campaigns done by The History Channel was aimed at motivating people to understand the history of where they live by watching the History Channel. Most people have no idea of the historical events that took place in the areas that they are living in (Werbung, 2012). The History Channel used superimposing historical images, such as the U.S. troops invading Normandy Beach, over the locations, as they exist today. The campaign was adopted across 140 countries and named winner of the prestigious Gold PromaxBDA Award, defeating BBC for the first time in a decade (Werbung, 2012).

History Channel Campaign “Know Where You Stand”

South African newspaper, The Cape Times, recently released a range of famous historical images transformed into ‘selfies’ (Lynch, 2013). The campaign was not necessarily done to promote history, but in a sense, bring history to contemporary cultures that we live in today. Winston Churchill, Jacqueline Kennedy Onassis, and other historical figures are shown snapping a photo of themselves, “selfie”-style, in this clever campaign. Each digitally doctored photo is accompanied by the tagline: “You can’t get any closer to the news.” (Lynch, 2013).

Another clever print advertising campaign done by the History Channel was ‘Just The Highlights’. The aim of the campaign was to highlight that not every moment in these historical figures lives were fascinating and genius but the History Channel sticks to the good bits (Foundation, 2014). The images portrayed a few of the most famous historical figures performing domestic roles that most people would not associate with them.

2. Printed Media - SAHO’s Annual Financial Report Summary The principal activity of the company is to carry on a public benefit activity to develop and promote a website on South African history and culture in a non pro fit manner and with an artistic or philanthropic intent which serves the educational, cultural and economic needs of the country. The annual financial statements show a decrease in funding from the year 2013 to 2014 by R862 840. SAHO’s Income statements show a deficit of R168 014 for the year-end, 28 February 2014. Previous year reflects a surplus of R40 482. Although SAHO experienced a decrease in funding, it is noted that this did not affect the views to the website. The SAHO annual report shows that visits to the website increased 108.46%, from 1 942 949 visits to 4 050 216 between 2013 and 2014. Page views have increased 74.08%, from 3 884 863 to 6 762 660 between 2013 and 2014. The overall outlook from the directors’ report shows that the board are confident in their ability to maintain the current workings of SAHO for the next year and that there is potential funding, although not guaranteed.

Chapter 5 - The Results Key Findings •

From our situational analysis it became evident that history in South Africa is politically biased. Alternatively the political party depicts history to be retold.

•

From our situational analysis an exponential growth in the availability of online teaching has been made available in South Africa.

•

From our primary target market’s trend analysis it appears that there are changes in social networking behaviour.

•

From our contact audit of the primary stakeholder group, scholars’ first contact point with the brand is through teachers.

•

SAHO rewords archives into telling stories. They do not simply copy and paste articles.

•

95% of our samples believe that South African history is relevant in today’s society.

•

66% of our samples are not familiar with SAHO.

•

84% of our samples use the Internet as their primary source of research.

•

58% of our samples prefer visual content to written content.

Respondents were asked if they feel South African history is important to gauge the perceptions among school learners. 90% indicated that history is important.

To gauge the awareness of SAHO among high school students, we asked whether they were familiar with the brand. 66% of the respondents were unaware of SAHO

Respondents were asked whether they prefer text or visuals with regards to research. 58% indicated that they prefer visuals when doing research.

Respondents were asked what their current source of information was when researching history. The majority indicated that the Internet was their current source of information.

In order to gauge high school scholars’ interest regarding South African history, we asked to indicate which historic event excited the respondent. Majority indicated that an international historic event is deeded more exciting.

Respondents were asked if they felt that knowing history is relevant in modern times. 95% believe that South African history is relevant in todayâ&#x20AC;&#x2122;s society.

Respondents were asked what sites they are currently accessing to conduct research for history. 80% indicated that they use Wikipedia as a source

Respondents were asked whether there is a negative perception to studying history as a subject, in order to gauge their attitude toward the matter. 37% of the Sample indicated that there is a negative perception

41 Â

attached to studying history, and 29% were uncertain. Key Insights From our research findings the following key insights were gained.

•

Their differentiator is rewording information into stories that cannot be found anywhere else.

•

Average time spent on the website is 2min.

•

History as a subject is viewed as important amongst the target market but there seems to be a lack of interest.

•

Mixed reviews of user friendliness of SAHO’s website amongst teachers.

•

There is a link between the relationship of knowing your history and being a good leader.

Key Issues After examining our key findings, three following key issues were outlined. How do we make high school scholars talk about history and SAHO? By enabling scholars to talk about the subject and SAHO, we aim to create and raise awareness around the brand in order for it to achieve a higher recall status. How do we make the importance of history, as a school subject, appealing for potential corporate funders? Funders are more likely to invest in an NPO if the cause is defined and understood. We aim to simplify the importance of SAHO and their reason for being to attract investment. How can we build on the current website to create an engaging and interactive experience that would encourage users to return to the sight?

SAHO have interesting information that can only be found on their website. By creating an engaging online experience, users are able too see first hand the quality of the content and as a result will lead to more scholars using the site as a primary source of information.

SMART Objectives SMART is an acronym that is used in a business context by project managers when initially evaluating and setting goals for a project. Each letter represents a characteristic of a well-defined objective, as illustrated in the figure below.

(Business Dictionary, 2014) Following the SMART objective recipe, and keeping our key findings and issues in mind, Muti has set the following brand communication objectives for SAHO: 1. To increase the amount of 14 to 18 year old school learners’ engagement with SAHO’s various social media platforms via the amount of media impressions over the next 9 months.

2. To raise recognition awareness amongst potential funders regarding SAHO’s cause by 30% in order to increase the amount of corporate funding by 50 % over the next 9 months. 3. To increase the average amount of time spent on the website from 2 minutes to 4 minutes by adding features that are appealing for our target market over the next 9 months.

Chapter 6 - The Plan The Concept It’s The Small Things Telling the unheard story of inspirational South African leaders by revealing the unheard moments in their life, in order to inspire young students that it’s the small things that make future leaders. By connecting with the more ordinary human moments of these leaders lives, students believe that they could be a leader too. How does this concept communicate our message? It inspires young students that it’s the small things that make future leaders. How does this concept resonate with the target market? By connecting with the more ordinary human moments of these leaders’ lives, students believe that they could be a leader too. How does this concept communicate the brand? SAHO has the ability to tell stories from every perspective. SAHO inspires people to be a part of history because they can connect with meaningful leaders.

The Campaign Timing: The campaign is expected to roll out over a period of 9 months, starting at the beginning of the school year in January. Budget: A total budget of R 250 000 has been stipulated by SAHO to be used for the campaign.

Media Objectives Reach: •

To increase secondary school learners’ engagement with SAHO and to raise the brand awareness among potential funders via the various media impressions within 9 months.

Frequency: •

To deliver the message to the right people over a consistent period of time in the most effective environment.

•

To ensure that the communicated message is carried across all the media texts to the defined target audience.

Impact: •

To ensure that all media placements effectively result in the intended participation that aim to carry the campaign message.

Time: •

To ensure all media placements are achieved and maintained over the next 9 months.

Media Square The media square is a representative model of the above-mentioned objectives. The outside boundary of the square represents the limitation of the campaign’s budget.

Each internal block within the square represents the

prioritisation of budget and effort in terms of objectives in relation to each other (Belter, 2010). The classic Media Square is depicted below.

(Source: AMASA, 2013) The Media Square for SAHO’s Know Your History Campaign can be depicted as follows:

REACH

FREQUENCY 20%

35% IMPACT TIME

28%

17%

Impact and Reach has been identified as the two most important media objectives for the campaign seeing as SAHO’s brand objective is to raise awareness amongst the large outlined target audience. The channels through which these objectives will be achieved is through incorporating Press and Outdoor mediums, that have the opportunity to attain maximum effective reach. The press would be able to deliver a lot of information to the targeted audience, cost effectively, where as an Outdoor medium would be able to serve as the visual communicator creating an impact. Frequency and Time has been identified as less crucial to the campaign’s overall objective, but all four objectives have been effectively balanced in order to achieve synergised communication.

The Story It all begins in January 2015. Schools are told of a competition that will soon be running amongst history classes all over South Africa. It is the teacher’s responsibility to bring in the first piece of the timeline and stick it up on the history classroom wall. Over the course of the next four months, teachers will be bringing in each piece of the unknown timeline and it will be up to the class to put the timeline in the correct order and figure out whom it belongs to. Once they have done this, they need to enter into the competition to stand a chance to win a massive art mural painted in the streets of their city with their names on it (“sponsored by ...”). The schools need to bear in mind that it is the most creative photo that wins, whether all dressing up as Desmond Tutu or holding up the completed timeline on the boat on an outing to Robben Island. The most creative photo wins. Once the photo has been taken it should be

uploaded onto the SAHO Facebook page using #knowyourhistory or MMS’ed through to the SAHO hotline 082 333 44 44. All the while, SAHO’s Facebook page is bursting with powerful imagery of students all over South Africa getting involved with history. SAHO is also using this social media platform, as well as the mms hotline, to let everybody know when the winner will be announced. So everybody better like their page to keep up with it all. After a crazy four months, during which journalists have written stories about the on going event and news channels have gone to schools and shown everyone what these students have been up to (as a soft news social cause story) the top 3 history classes at different schools around South Africa are finally announced... but who will win the grand prize? Once the winning class has been announced, the street art mural painting begins and the entire process is documented by AVA, and uploaded at a later stage to SAHO’s YouTube account. The mural will be the timeline of the winning class and once it is complete their whole school is invited to view the art. Whilst the students take photos in front of their heroes and receive stickers of their favourite leaders, they come to respect the brand that has brought their countries history to life, that has added value to their lives, that has taught them things that they didn’t know about their favourite people, and that has inspired them to become potential future leaders, because they now know that it’s the small things that make future leaders.

Media Flow Plan The media flow plan has been used to illustrate the duration of each media execution over a period of a year. The various texts have been aligned with the specific times of year that will result in the largest reach and impact. The chosen periods of time have been arranged with the considerations of holidays and annual celebrations.

Media Breakdown The execution campaign would predominately comprise of a combination of press media, digital media and alternative media placements. These specific placements have been included throughout the campaign and include the following: a) Press Media Placement It was decided that the best print media placement would be an insert in newspapers, as it would have the maximum potential of reaching the target audience successfully. - The Teacher The newspaper that we decided to place our insert in is an additional educational newspaper to the Mail & Guardian called The Teacher. The Teacher has been in circulation over the past 10 years, a stand-alone title, and it reaches 168 000 teachers monthly at all 28 000 schools across the nation.

•

66% Primary and Secondary Schools

•

66% Urban Areas

•

34% Rural Areas

•

34% Matric / Further Education 49

Therefore this medium would present the best opportunity to attain effective reach, as it delivers directly to the primary and secondary target markets. The print placement would be a one-page insert that forms a piece of the time line, which over the period of four months would form the completed timeline. b) Digital Media Placement Facebook would act as the primary online social media platform that aligns with the campaign competition. It’s an inexpensive way for the participants to interact with SAHO and upload their executions in order to enter the competition. Facebook also acts as a platform for viewers to engage with other entries from around the country. The Facebook page will be updated as the different inserts are sent out each month in The Teacher, reposting the imagery that is received in print inserts. A video would be made that comprises of the various schools assembling their time lines together with the actual painting of the mural in the winning city. The video would then be put on SAHO’s YouTube channel and social media platforms, Twitter and Facebook, as a campaign-marketing tool. c) Alternative Media Placement - Outdoor In order to connect the SAHO campaign with our primary target market in a space that is not solely connected to the classroom, a public art piece as an alternative placement is proposed. This art piece, as a prize for the most creative photo taken with the inserts in the print media placements, would be in the form of an outdoor mural that links the print and digital media placements. The mural will be created in one of three cities Johannesburg, Durban or Cape Town. These three cities where specifically chosen seeing as these are the geographic locations where majority of SAHO’s website hits are coming from. The mural would be painted in a designated area as approved by each city’s separate council, complying with the necessary laws. The organisation thereof would be facilitated with the help of Art54.

Art54 is a pilot project for Ward 54 in Cape Town that is supported by Beverley Schafer who sits on the city’s Tourism, Events and Marketing Directorate. The project has been initiated to support the buy-in of all city departments in ensuring that temporary public artwork and creativity is allowed to happen without red tape in parts of the city. -Stickers A series of stickers have been designed as an alternative marketing medium that can be used to spread awareness of the campaign. This alternative contact point would be implemented when the mural is revealed and handed out on site creating a connection between the recognizable timeline icons and the historic figure’s life that they connect with. - Classroom Wallpaper The prize for having the second most creative photo on Facebook is the classroom wallpaper, the wallpaper consists of all the icons that feature in the timelines of the competition. This will bring SAHO to life inside the classroom and to keep the brand top of mind with the students and teacher. Once the campaign is over, the wallpaper will act as a constant reminder of what SAHO stands for and the relevance of the brand to the students learning experience. d) PR strategy The PR strategy would entail collaborating with The Teacher to capitalise on their relationships with key journalists and personally contacting editors of other local newspapers and broadcast stations. They will report on the actions and developments throughout the duration of the competition, as well as being invited to the final exhibition of the winning schools art mural. e) Internal Brand Communication - Corporate Mailer After speaking to our client it was noted that they do not have a standard information pack available to send to potential funders. We intend to create a summary of SAHO that is visually appealing, and has all the necessary information that a potential funder may require. This one page marketing tool

can be sent out directly from SAHO to any person showing interest in investment immediately, showing the efficiency of the organization and to leave SAHO top of mind to the investor. - Website Redesign As a result of our research findings, we aim to create a new layout for the SAHO home page, which removes clutter and helps users to navigate through the site more comfortably. Some considerations for the homepage would be:

•

Make the site visually appealing to ensure it catches the attention of our target market.

•

Make sure the lay out of the home page links in with the brand’s essence therefore clearly communicating what the brand stands for as a whole. i.e. There should be a clear narrative on the website that resonates the tone of the content.

•

Ensure navigation and tabs are clear and direct, making searching for information an easy task.

•

Make the site interactive allowing students to engage successfully with the information on offer.

Contact Points and Plan A brand touch point matrix is used to show the desired contact path of a consumer throughout the service journey. The following touch points with the desired contact point journey, was noted:

Media Mix and Selection

•

Press Inserts – Timeline

•

Completed Time Line of Nelson Mandela

•

Completed Time Line of Desmund Tutu

•

Completed Time Line of Mamphele Rhampele

Examples of single inserts in The Teacher

•

Wall mural of the Timeline

Stickers

•

Facebook Profile Example

•

Classroom Wallpaper

•

Corporate Marketing Mailer

• • • • • • • • • • • • • • •

Website Wireframe 57

Budget Summary The tables below represent the budget outline of the various costs of the media executions. With a budget of R250 000, we have used four mediums to execute the proposed campaign with a final cost of R 233 190, 00. Print: Publication

Orientation

Cost

Features

Total Cost

The Teacher

Full Page

R 36 000

R 180 000 R 180 000.00

Digital:

58 Â

Internal

Duration

Quantity

Cost

Total Cost

AVA Film Crew

4 months

R10 000.00

R20 000.00 R20 000.00

Alternative: Product

Cost

Quantity

Features

Total Cost

Wall Art

R25 000.00

Classroom

R4 200.00

Stickers

R1.99 each

2000

R3 990.00 R33 190.00

Summary: TOTAL COSTS PRINT

R 180 000.00

DIGITAL

R 20 000.00

ALTERNATIVE

R 33 190.00 R 233 190.00

Reference List

Aaker, A.D. & Joachimsthaler .E. (2009) Brand Leadership. London: Pocket Books. Act.org.za, (2014). Welcome to the Arts & Culture Trust. [online] Available at: http://www.act.org.za/ [Accessed 24 Aug. 2014]. BusinessDictionary.com, (2014). What are SMART objectives? definition and meaning. [online] Available at: http://www.businessdictionary.com/definition/SMARTobjectives.html#ixzz3BQx7XuJ9 [Accessed 23 Aug. 2014]. Education USA (2014). The Eductaion System of South Africa. 1st ed. [ebook] pp.1-2. Available at: http://www.educationusa.info/ [Accessed 19 Aug. 2014]. Enca.com, (2014). Thousands of unqualified teachers are teaching SA children. [online] Available at: http://www.enca.com/southafrica/thousands-unqualified-teachers-sa-schools [Accessed 15 Aug. 2014]. Enslin, C. 2006. The Company, the Brand, the Contact Council. [online] Available at: www.brandandbranding.co.za [August 20, 2014 Foundation, A. (2014). 2005 Clio Awards - Print Campaign. [online] Aef.com. Available at: http://www.aef.com/exhibits/awards/clio_awards/2005/03 [Accessed 20 Aug. 2014]. Gov.za, (2014). Key issues - Education. [online] Available at: http://www.gov.za/issues/education/index.html [Accessed 19 Aug. 2014]. Hellenberg, R. (2014) Interview with R. Hellenberg on 19 August 2014. Vega. [Recording possession of authors]. Inglis, R. (2014 Opinion of SAHO and teaching history in secondary schools. [Interview].

Jones, J. (2014). Interview with J. Jones on 19 August 2014. Vega. [Recording in possession of authors]. Lepi, K. (2013). How (And Why) Digital Learning Is Growing - Edudemic. [online] Edudemic. Available at: http://www.edudemic.com/digitallearning-growth/ [Accessed 15 Aug. 2014]. Lynch, E. (2013). Famous Historical Photos Transformed into Selfies for South African Newspaper Ad Campaign. [online] Laughing Squid. Available at: http://laughingsquid.com/famous-historical-photostransformed-into-selfies-for-south-african-newspaper-ad-campaign/ [Accessed 19 Aug. 2014]. May, R., Cox, V., Kroder, S. and Franklin, G. (2011). The Overlooked Dimension of Sustainable Education. 1st ed. [ebook] Dave Publishing, pp.961-973. Available at: http://files.eric.ed.gov [Accessed 22 Aug. 2014]. Nsibirwa, Z., Hoskins, R., and Stilwell, C. (2014). Building the South African Nation through Legal Deposit: The Impact of Legislation on Preservation of Digital Materials. African Journal of Library, Archives & Information Science, [Online] 24 (1). Available at: http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=af4c3cfcb717-4387-b8ea-db0ed185f10d%40sessionmgr111&vid=0&hid=114. [Accessed 23 Aug 2014]. Revisions.co.za, (2014). Revisions - Expanding the Narrative of South African Art. [online] Available at: http://www.revisions.co.za/ [Accessed 24 Aug. 2014]. Saep.org, (2014). Welcome to the South African Education and Environment Project (SAEP). [online] Available at: http://www.saep.org [Accessed 22 Aug. 2014]. Saha.org.za, (2014). SAHA - South African History ArchiveHome. [online] Available at: http://www.saha.org.za/ [Accessed 24 Aug. 2014]. Sahistory.org.za, (2014). South African History Online. [online] Available at: http://www.sahistory.org.za/ [Accessed 24 Aug. 2014].

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Sanews.gov.za, (2014). Mining strikes: The costs to SA’s economy | SA News. [online] Available at: http://www.sanews.gov.za/features/miningstrikes-costs-sa’s-economy [Accessed 19 Aug. 2014]. Shreffler, M. (2014). Five Trends For 2014 (And Beyond) 11/21/2013. [online] Mediapost.com. Available at: http://www.mediapost.com/publications/article/213979/five-trends-for2014-and-beyond.html [Accessed 25 Aug. 2014]. Southafrica.info, (2014). Budget 2014 spending at a glance. [online] Available at: http://www.southafrica.info/business/economy/policies/budget2014b.htm# .U-yorag5TJw [Accessed 20 Aug. 2014] Sace (2011). Teacher Migration in South Africa.1st ed. [ebook] pp.1-30. Available at: http://www.sace.org.za/ [Accessed 27 Aug. 2014]. Un.org, (2014). Africa’s mobile youth drive change | Africa Renewal Online. [online] Available at: http://www.un.org/africarenewal/magazine/may2013/africa%E2%80%99s-mobile-youth-drive-change [Accessed 25 Aug. 2014]. Universitat Wien, (2014). History as a School Subject. [online] Available at: http://www.univie.ac.at/fdzgeschichte/itt/uploads/media/History_as_a_School_Subject [Accessed 17 Aug. 2014]. Vansa.co.za, (2014). VANSA. [online] Available at: http://www.vansa.co.za/ [Accessed 24 Aug. 2014]. Werbung, G. (2012). History Channel Campaign "Know Where You Stand" Gute Werbung. [online] Gute Werbung. Available at: http://www.gutewerbung.net/history-channel-campaign-know-where-youstand/ [Accessed 19 Aug. 2014]. Willis, D. (2014) Interview with D. Willis on 4 September 2014. Pepper Street, Cape Town. [Recording in the possession of the authors].

Appendices

Appendix A – Funder Contact Journey

Appendix B – Teacher Contact Journey

Appendix C – Online Survey

Appendix D – Printed Survey

Appendix E - Terms and Conditions for Competition Terms and Conditions General 2. These terms and conditions, together with the terms and conditions that are specific to any Competition (as defined below) (the 'Competition Terms') are known as the 'Rules'. Words used in the Competition Terms shall have the same meaning when used here. In the event of any conflict between the Competition Terms and the Standard Terms, the Competition Terms shall prevail. 3. The Rules apply to any competition (the 'Competition') that is promoted on the SAHO website (www.sahistory.com) and by entering the Competition, you agree to be bound by the Rules. 4. SAHO reserve the right to cancel or amend all or any part of the Competition and/or the Rules without notice for any event that is outside of SAHO's reasonable control. Any changes to the Rules, or cancellation of the Competition, will be posted on the SAHO website. It is the responsibility of entrants to keep themselves informed as to any changes to the Rules. 5. In the event of any dispute regarding the Rules, the conduct, or results of the Competition, or any other matter relating to a Competition, the decision of SAHO shall be final and unchallengeable and no correspondence or discussion shall be entered into, comment issued, or reason given in respect of any decision made by SAHO. Competition Entrants 6. By entering the Competition, you hereby warrant that all information submitted by you in your Entry is true, accurate, and complete in every respect. SAHO reserves the right to verify any information contained in your Entry and/or your eligibility to enter the Competition. 7. Unless otherwise stated in the Competition Terms, the Competition is only open to persons who are in a South African school and persons who are not in a South African school may not apply. 8. Unless otherwise stated in the Competition Terms, the Competition is open to persons of any age. 9. SAHO reserve the right in its absolute discretion to disqualify any entrant if it has reasonable grounds to believe that an entrant has breached any of the Rules, any applicable law (including copyright law) or has otherwise infringed the intellectual property of any other person. Each entrant acknowledges and agrees that any failure to comply with the Rules could lead to SAHO disqualifying that person, without SAHO giving any reason for such disqualification or granting any opportunity

68 Â

for challenge. 10.

Any person that is an employee of any company involved in the Competition (including SAHO, is not eligible to enter the Competition. SAHO reserves the right to disqualify any person that it knows is, or has reasonable grounds to believe is, ineligible for the Competition as a result of this Rule.

11.

In the event that a Prize-winner is disqualified from the Competition, SAHO will, unless otherwise stated in the Competition Terms, select an alternative Prize-winner in the same manner as the original Prizewinner and such selection will be subject to the Rules.

Competition Entries 12.

Entries must be made by the Closing Date and in the manner set out in the Competition Terms. Failure to do so will result in disqualification.

13.

There is no requirement to make any purchase in order to enter the Competition or access the website.

14.

Unless otherwise stated in the Competition Terms, only one Entry per class is permitted. In the event that SAHO discovers or has reasonable grounds to believe that the same person has made multiple Entries, such person and any Entries made by them shall be disqualified and, if such Entrant has already been selected as a Prize-winner, an alternative Prize-winner will be selected in accordance with Rule 10 above.

15.

Unless otherwise set out in the Competition Terms, SAHO accepts no responsibility for the return of any Entries.

Prize-winners 16.

Prize-winners will be selected and notified in the manner set out in the Competition Terms. No prize will be awarded where any entrant has committed any form of misconduct (as determined by SAHO in its sole discretion).

17.

Where Entries are judged on artistic or other subjective criteria, SAHO reserves the rights to set amend the criteria used to judge Entries.

18.

Prizes are non-transferable and there is no cash alternative. In the event of a prize being unavailable for any reason SAHO reserve the right to substitute prizes of equal or greater value at any time.

19.

Prizes must be accepted in the manner set out in the Prize Notification. In the event that any Prize Notification is returned as undeliverable or any Prize-winner fails to validly reply to a Prize Notification within 28 days, SAHO reserves the right to disqualify the Prize-winner and select an alternative Prize-winner in accordance with Rule 10 above.

Liability Â

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20.

SAHO accepts no responsibility for any damage, loss, injury (other than our liability for personal injury or death as a result of our negligence) or disappointment of any kind suffered by any entrant in entering the Competition, including as a result of any entrant winning or not winning any prize.

21.

SAHO accepts no responsibility for Entries lost, damaged, or delayed in the post, or due to computer error in transit. Entries made online using methods generated by a script, macro, or the use of automated devices will be void.

Intellectual Property Rights and Data Protection 22.

You agree that SAHO (and any third party authorised by SAHO) may use your Entry (whether or not it wins the Competition) for any promotional purpose (for example, placing it on the SAHO website or on any poster, leaflet or other advertising media). You confirm that your Entry is original that you own and have the right to license to SAHO the copyright and other intellectual property rights in the Entry for the purposes referred to in these Rules. You will retain ownership of copyright in your Entry, but you give SAHO (and any third party authorised by SAHO) your irrevocable permission to use, reproduce, publish, display, transmit, copy, amend, store, sell and sub-licence your Entry worldwide for such promotional purposes and for the purposes of the Competition.

23.

SAHO will use any personal information that you provide with your Entry for the purposes of the Competition and, where you have given your consent, for marketing purposes including the distribution of regular email updates or newsletters. Any personal information relating to entrants will be used solely by us in accordance with applicable data protection legislation.

24.

All Prize-winners unconditionally agree (as a condition of accepting any prize) to: (a) the use of their name, one or more photographs of themselves b) co-operate with or participate in any other reasonable post-Competition publicity.

Governing Law and Jurisdiction 25.

The Rules and any dispute or claim arising out of or in connection with them or their subject matter (including the Competition), existence, negotiation, validity, termination or enforceability (including noncontractual disputes or claims) shall be governed by and construed in accordance with South African law.

26.

The Courts of South Africa shall have exclusive jurisdiction in relation to any dispute or claim arising out of or in connection with the Rules or their subject matter, existence, negotiation, validity, termination or enforceability (including non-contractual disputes or claims).

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Copies of these Rules A copy of these Rules may be obtained by sending a stamped addressed envelope to: 349 Albert Road Woodstock 7925 Cape Town South Africa