FINANCING OPEN AND DISTANCE LEARNING Dr. Jessica N. Aguti
Dec 23, 2015
Structure of presentation
Introduction Setting in which ODL operatesWhy is ODL assumed to be cheaperCost elements in ODLFunding ODLFinancing for quality ODL
Introduction
One of the major attractions for ODL is its potential to be more cost effective
Most institutions adopt ODL because it is assumed that it is a cheaper option of providing education
To discuss financing of ODL, we need to understand the stage in which ODL is being acted out
We also need to understand WHAT is being financed
Setting in which ODL operates
State funding of
higher education is diminished
Demand for higher education is growing & UPE
& USE are creating a huge
bulge
35% of Ugandans live
below the poverty line –
affordability of higher
education therefore a challenge
ODL is relatively young in Uganda
& is not very well understood,
very little political will to
support it
Why is ODL assumed to be cheaper?
No need for all the physical infrastructure a traditional University needs -classrooms, halls of residenceThe institution does not need a full academic staff establishmentPotential for sharing of resources – staff, classroomsStudy materials developed can be used again and again
Cost elements in ODL
According to Rumble (2001:73) the following affect cost of ODLThe number of students enrolled
The number of courses presented
The frequency with which course materials are remade
Cost elements in ODL…
The media (text, audio, video, computer-based, face-to-face) and technology employed
The cost structure of the chosen media/technology
The quality of the materials produced (print quality, video formats, etc.)
The number of students enrolled
ODL can be used to reach huge student numbers – Sir Daniel talks about mega UniversitiesRunning ODL programmes with very small numbers is likely to be more costly
Cost of study materials productionSome staff costsAdministrative costs…
However, for certain services, more students might imply higher the costs
Mega UniversitiesRank Institution Location Founded Affiliation Enrollment
1Indira Gandhi National Open University
New Delhi, India
1985 Public 3,500,000
2Allama Iqbal Open University
Islamabad, Pakistan
1974 Public 1,806,214
3Islamic Azad University
Tehran, Iran 1982 Private 1,500,000
4Anadolu University
Eskisehir, Turkey
1958 Public 1,041,180
5Bangladesh National University
Gazipur, Bangladesh
1992 Public 800,000
Mega UniversitiesRank Institution Location Founded Affiliation Enrollment
6Universitas Terbuka
Jakarta, Indonesia
1984 Public 646,467
7Bangladesh Open University
Gazipur, Bangladesh
1992 Public 600,000
8Ramkhamhaeng University
Bangkok, Thailand
1971 Public 525,000
9Tribhuvan University
Kirtipur, Nepal
1959 Public 500,000
10University of Pune
Pune, India 1948 Public 496,531
26 University of South Africa
Pretoria, South Africa 1873 Public 250,000
The number of courses presented
In every programme, each course would require study materials, student support, administration, assessmentThe more courses being run, the more costs to be metThe situation is made worse if the options are many and student numbers in each option small
Study materials being used
How are the study materials being produced?
Use of teams Vs editor/authorFull time staff/ hired staff developing the materials or is used
Type of study materials Guidelines wrapped around a text bookSelf contained especially designed materialsPublished/UnpublishedWays of distribution of study materials
Media & technology
Choice of technology being usedRole it plays in provision of study materials, learner support & administrationHow often the technology will need to be replacedStaff required to run, maintain and service the technologySupport infrastructure for the technology
Media & technology
“Although there are those who believe that it takes less hours on average to
support an online student, the consensus seems to be that online
teaching is more labour intensive…” (Rumble 2001:177)
HIGH COST
LOW COST
HIGH TECHNOLOGY
LOW TECHNOLOGY
HIGH INTERACTION
LOW INTERACTION
Media, technology & Costs
Source: Aguti 2003:48
Cost elements in ODL…
ODL can be cheaper BUT IN THE LONG RUN
ODL demands upfront investment in:Study materialsLearner supportManagement & administrationTechnology & other basic infrastructure
How can ODL be funded?
“The major crisis of public universities is lack of sufficient funds to finance their activities
… (Kasozi 2009:200)
How can ODL be funded?
“… in underdeveloped countries, the market can only supplement but not replace government subventions” (Kasozi 2009:2001)
How can ODL be funded?
At Makerere University, ODL has been funded from two main sources:
State – through salaries ..Tuition fees - All investments in ODL are from tuition fees Day to day running of the programmes from tuitionCEES receives 66% of tuition fee paidBulk of the money goes to staff costs
Sources of funding higher education
Kasozi (2009:2006) recommends:Government – Ghana levies an Education tax as part of VATEducation insurance fund (by parents)National education lottery Philanthropic organizationsIncome generating activities EndowmentsHouseholdsPrivate sector
Funding ODL at Makerere
GovernmentTuition fees – but the percentage remitted to CEES would have to change drasticallyLobby government for tax exemptionResearch funds Donations – alumniCEES would also need to revisit how funds generated is spent – continuous focus on staff costs will mean poor ODL model
Financing for Quality ODL
Poor & inadequate learning materials means dependence on face to face
‘… quality of the course is related to the level of investment in its design”
Poor learner support is likely to compromise quality of ODL programme
Financing for Quality ODL
“Distance education institutions can be more cost-effective than conventional institutions when they offer high-quality learning materials and tutorial support for students..”
Food for thought
Education is the investment our generation makes in the
future. Mitt Romney (Presidential candidate)
References
Kasozi ABK (2009) Financing Uganda’s Public Universities: An Obstacle to Serving the Public Good. Fountain Publishers KampalaRumble G. (Ed) (2004) Papers and Debates on the Economics and Costs of Distance and Online Learning. BIS OldenburgUganda: Country Profile http://www.tulane.edu/~internut/Countries/Uganda/ugandaxx.htmlSAIDE (2004) Financing Distance Education in south African Higher Education