1. 0 Cost Benefit Analysis of ICT deployment models aimed at teachers in Africa global e-schools and communities initiative transforming education, empowering communities, promoting development www.gesci.org Alex Twinomugisha CAL’07 Conference, Dublin, Ireland 26 – 28 March 2007

2. 1 Deployment Approaches targeted at teachers Model 1. Teacher/admin office use Not used by students Used for administrative purposes and for teacher professional development, lesson planning Model 2. Mobile device assigned to teacher Teacher can use device in office, or in classroom with students (with display device) Device can be brought home Model 3. In-classroom single device mainly used by teacher Fixed device used to aid teaching (with display device) Students can access when not in use

3. 2 Cost and Benefit Assessment Total Cost of Ownership (TCO) –Assess all short and long term costs of deploying ICTs from “cradle to grave” Benefits Assessment –Extent and Feasibility of achieving given education objectives –Frequency of teacher ICT-interaction – Maximum amount of teacher-ICT contact time possible (in a given school week) –Proportion of classes where ICTs can be used as learning resource Scenario –Secondary School in Namibia with 800 students, 40 teachers and 20 classrooms

4. 3 Total Cost of Ownership (TCO calculation) Benefits Analysis

5. 4 TOTAL COSTS OF OWNERSHIP (TCO) CONSIDERATIONS Deployment of ICT platform Technical support (HW & SW) Content User training and support Monitoring and reporting Setup of support infrastructure (if not outsourced) – Maintenance – Technical support call center – Etc. End-to-end system Off-the-shelf content Custom-developed content – Development/ customization – Distribution Initial administrator, teacher and student training Setup of organization (e.g., PMO) Initial purchase, delivery and setup of equipment – Access device – Display device – Connectivity – Software OS and apps – Peripherals – Physical infrastructure – Electrical system Upfront/capex Ongoing/opex To-school connectivity Electricity Security Insurance Upgrades in content Recurring training for select admin and teachers ICT training for students Pedagogical support Maintenance and upgrades of all components of ICT platform Technical support Insurance Ongoing personnel for monitoring, evaluating and reporting Access Device Display Device Peripheral Device = + + Physical and power infrastructure modifications In-School connectivity + ICT Platform In-School connectivity + +

6. 5 WE RAN THE TCO MODEL USING THE FOLLOWING ASSUMPTIONS GENERAL ASSUMPTIONS School context Number of students: 800 Number of teachers: 40 Number of classrooms: 20 Number of teacher/admin offices: 4 Number of computer labs: 1 Number of school weeks: 35 Total number of devices Teacher/admin office use Mobile devices assigned to teacher In-class single device use Device specific Life cycle of all new hardware: 5 years Life cycle of all refurbished hardware: 3 years Life cycle of all software: 5 years CONTEXT SPECIFIC ASSUMPTIONS Computers in Teacher Offices Laptop per Teacher 1 Computer per classroom Security modification to rooms Electrical generator/ power backup Electrical system modification USAGE APPROACH SPECIFIC ASSUMPTIONS Printers**Server 10 Desktop PCs (2 per office, no projectors) 40 Laptops (sharing 20 Projectors)* 20 Desktop PCs (with 20 Projectors, 1 per room, 10 rooms) * Since only half of the teachers will be teaching at one time ** No other peripherals other than printers assumed 1 per school Yes LAN Wireless

7. 6 Assumptions made for Content, Training, Support and Maintenance 2 ICT teachers trained to provide first line user and technical support NETSS Center provides second and third level support and maintenance at N$90 per month CONTEXT SPECIFIC ASSUMPTIONS Computers in Teacher Offices Laptop per Teacher 1 Computer per classroom Microsoft office (annual licenses ICT foundation course (locally developed) Content Learn Things content Training (provided by out of schools youth for 3 months initially and refresher training 1 month every year) Basic ICT skills- No of teachers 40 ICDL certification- No of teachers 40 User and Technical Support

8. 7 THE FOLLOWING COST ASSUMPTIONS ARE USED ICT Platform New Laptop- N$ 9,000 New Desktop PC- N$5,100 Printer- N$ 2,000 Projector- N$ 9,000, projector lamp (replaced every 2 years)- N$ 2,000, Interactive White Board (IWB)- N$ 20,000 New Server- N$ 17,000 Operating System- Linux- US$0 or Windows- N$ 18 per device per year LAN wired points- N$450 per point (covers equipment and installation), WIFI- N$276 per connected device Electricity modification- N$150 per device plugged into electric system (covers new plug points, modifications to CB and installation) UPS for each server- N$1,000 Security modifications per office or classroom ( cover door and window grills) - N$1,000 per room Logistics- cost of delivery per device- N$93 and cost of installation per device- N$130 except for server and projector lamps- N$260 Furniture- Chairs- N$100, Desks N$100, Stands for Projector- N$100 Content Microsoft Office- N$18 per device per year Development of local ICT foundation course- N$150,000 onetime or N$261 per institutions Development of local ICT for Pedagogy course – N$150,000 onetime or N$ 261 per institution Development of local ICT for Tech Support course- N$150,000 onetime or N$261 per institution ICDL- Onetime national license of N$5,000 Learn Things content- N$1.2 m over 5 years or N$421 per institution per year EMIS from Agile- N$6,000 per school per year User training Using out of school youths based at school for basic training for 3 months initially and 1 month refresher every year thereafter Each out of school trainer costs N$2,000 per month and will provide ICT foundation course training for all teachers Also will provide ICT for tech Support training to 2 teachers per institution ICT for pedagogy to be provided to all teachers by advanced trainer (from TRC or MoE office)- N$5,000 per month ICDL certificates for each teacher will cost N$180 each ICDL- all teachers trained in year 1 Technical support and maintenance First level support provided by 2 specially trained teachers who spend 30% of their time (15% each) NETSS Center support -5% of cost of equipment per year Inflation rate- 4% Exchange Rate: 1 Euro = N$ 9.6

9. 8 TCO RESULTS

10. 9 Total Cost of Ownership Benefits Analysis

11. 10 EDUCATIONAL OBJECTIVES ObjectivesDescription Enhancing school productivity Freeing up teacher and administrator time, and improving data storage and flow, through use of ICT for administrative tasks and communications Enhancing data flow for policy making Collecting and managing data for planning purposes (monitoring results, assessing needs, allocating resources, etc.) Improving teaching practice (developing teacher skills and knowledge Using ICTs to improve teacher’s subject knowledge, train in new pedagogical practices, and motivate and connect teachers Assisting effective lesson planning Assisting teachers with planning objectives, structure and content of lessons, especially for teaching unfamiliar subjects Improving conceptual understanding Explaining concepts and information to students through dynamic audio-visual representations Developing constructivist skills Actively constructing knowledge by searching for information, interacting with simulations, designing products, and presenting work Facilitating collaboration Using ICTs for group project work and communication between students in order to improve motivation and understanding Providing testing and feedback Opportunities to rapidly apply learning and get feedback through tests Developing basic ICT skills Familiarizing students with ICTs and developing basic usage skills Administration Teacher development Learning resources ICT skills Accessing information (by students) Students accessing local content, intranet, or internet for information beyond what is available in textbooks and library collection Developing advanced ICT skills Learning advanced ICT skills (e.g., programming) under teacher instruction For Students For Teachers

12. 11 EACH DEPLOYMENT MODEL HELPS ACHIEVE DIFFERENT OBJECTIVES Teacher and admin office use In-classroom single device mainly used by teacher Enhancing school productivity Mobile device assigned to teacher Interactive un- networked Interactive w/internet Interactive un- networked Interactive w/internet Interactive un- networked Interactive w/internet Non-interactive Enhancing data flow for policy making Improving teaching practice Assisting effective lesson planning Accessing information (by students) Improving conceptual understand- ing Developing constructiv- ist skills Facilitating collaborat-ion Providing testing and feedback Developing basic ICT skills Developing advanced ICT skills Administration Teacher development Learning development ICT skills 1 2 3 4 5 6 7 Deployment models Most suitable Least suitable

13. 12 Frequency and Intensity of usage Proportion of time per week each teacher can access ICTs for admin or professional purposes (out of total of 60 hours) Proportion of classes where ICTs are used as a learning resource (out of 40 hours of regular time) Proportion of time per week each student has to direct/ hands-on access to ICTs (out of 20 hours of after hours usage) Teacher/admin office use17%0% Mobile devices assigned to teacher67%100%0% In-class single device use17%100%3% Maximum no of hours per week each teacher has own access Maximum no of hours per week each student exposure to ICT Maximum no of hours per week each student has own hands on access Regular hoursAfter hoursRegular hoursAfter hours Teacher/admin office use55000 Mobile devices assigned to teacher20 4000 In-class single device use010400.5 No of hours Regular school hours per week40 After hours use of devices per week20

14. 13 Comparison of deployment models by cost and benefit Total Initial Costs (Euro) Proportion of time per week each teacher can access ICTs for admin or professional purposes (out of total of 60 hours) Proportion of classes where ICTs are used as a learning resource (out of 40 hours of regular time) Proportion of time per week each student has to direct/ hands-on access to ICTs (out of 20 hours of after hours usage) Extent to which deployment approach achieves educational objective (out of 4 corresponding to “balls” Model 1:Teacher/admin office use 210,19317%0% Enhancing school productivity Enhancing data flow for policymaking Improving teaching practice Assisting effective lesson planning Accessing information (by students) Improving conceptual understanding Developing constructivist skills Facilitating collaboration Providing testing and feedback Developing basic ICT skills Developing advanced ICT skills 4 0 Model 2: Mobile devices assigned to teacher 376,58367%100%0% Enhancing school productivity Enhancing data flow for policymaking Improving teaching practice Assisting effective lesson planning Accessing information (by students) Improving conceptual understanding Developing constructivist skills Facilitating collaboration Providing testing and feedback Developing basic ICT skills Developing advanced ICT skills 3 4 0 4 1 0 Model 3: In-class single device use 300,72817% 100% 3% Enhancing school productivity Enhancing data flow for policymaking Improving teaching practice Assisting effective lesson planning Accessing information (by students) Improving conceptual understanding Developing constructivist skills Facilitating collaboration Providing testing and feedback Developing basic ICT skills Developing advanced ICT skills 2 0 3 1 0

15. 14 Conclusion Selection of deployment approaches can not rely on COST alone but rather on costs, benefits and suitability for achieving education al objectives Most Expensive Solution (Model 2- Mobile devices assigned to teacher ) also has the most benefits