In Activity 4.1, one of the factors to consider in TPD@Scale is available finance.
Efficiency is a foundational aspect in the TPD@Scale ‘triangle’ of Equity, Quality and Efficiency.
Consider these definitions:
Cost-efficiency refers to the extent to which an institution or program maintains a particular level of production with fewer resources or increases the level of products or services it produces with a less than proportionate increase in the resources
used. It thus refers to the ‘cheapness’ of educational provision.
Cost-effectiveness refers to the extent to which an institution or program produces outputs (which are concrete and measurable) or outcomes (which may not always be measurable). It represents striking the optimal balance between cost, student [teacher]
numbers and educational quality, a balance that changes according to educational context.
Value for money refers to maximizing the impact of each unit of currency spent in order to develop a better understanding of costs and results so that choices of programs can be informed by evidence. This requires an understanding of the expected
costs of a program and of its expected results.
Watch a short animation about balancing cost, quality and equity in planning TPD@Scale.
As the animation points out, there is a balancing act between economy, efficiency, and effectiveness of TPD programs which aim for equity. This involves trade-offs when scaling. As an example, when teachers are working with marginalized or disadvantaged
groups to ensure greater equity, this may require additional time and higher cost interventions (e.g., translating materials into local languages) to ensure the same quality, but this is less economical in order to remain effective. This highlights
the need to design for scale but localize for inclusion.
When considering the use of digital learning to support TPD, Trucano (2005, p. 22) posed a fundamental question: “Can you reach the same education goals and objectives in a different manner at less cost without using ICT?” In ICT-mediated TPD, several
factors can drive costs up or down. These include:
The amount of time that is face-to-face time, blended, or fully online.
The need for physical space, such as buildings, and associated travel and residential costs, and what might be substituted with virtual space through technology.
How much the programme is adapting existing materials or developing materials from scratch.
How the programme is organized: activities, inputs, types of staff.
How much public investment is needed in digital infrastructure (telecommunication antennae, cabling, network hardware).
How much access teachers have to existing technological and digital infrastructure and devices, in schools or personally, and if they need to purchase any equipment or connectivity.
How technology could automate some tasks and replace high-cost human labour (e.g., online modules, self-paced learning, automated grading).
Decisions on these factors need to be made in a way that is rooted in the local context and does not reduce the quality of learning outcomes in an attempt to drive down costs. The next section will present examples from Brazil, South Africa, and the
Philippines.
