Findings from a Comparative Cost Analysis of Blended CPD Interventions in South Africa and Vietnam

• In Event: Using Cost Measurement and Analysis For Continuous Learning and Improvement in the Education Sector

Proposal

Recently, there has been much attention on determining and comparing the effectiveness of Continuous Professional Development (CPD) interventions. Few rigorous cost studies on applications of technologies in education settings have been conducted in developing countries (Popova et al., 2022). A limitation of many studies is the absence of cost considerations. Particularly in the education sector, because of increased enrolment, there is a need for evidence of how efficiency in education spending can be improved.
These findings formed the basis for the BLEND project (2021-2023). BLEND is a multi-partner Covid-19 response program funded by the LEGO Foundation. The focus of BLEND was to distil lessons on how CPD of educators on Learning through Play (LtP) could be effectively organized through blended modalities. This included providing a costed estimation of various blended delivery modalities of LtP CPD programs for educators in Vietnam and South Africa.
In both countries, modalities involved a common orientation and training course for participants. Post-course, the synchronous modalities were more resource-intensive than the alternative. This extra resource included: teachers engaging in online chat-groups; direct VVOB support of those chat-groups, e-coaching and school visits; and district-level support to teachers via engagement, monitoring and feedback.
Cost estimates were derived as the expected cost per participating teacher using resource-based costing (Ingredients Method). Three cost perspectives were adopted: social; organizing agency (VVOB); and educational agency. Data came from interviews and documentary evidence for inputs and government databases for input prices. Sensitivity testing was conducted to calculate variations in estimated costs. From a social perspective, the key parameter is teacher time committed to online learning activities. From an agency perspective, costs are sensitive to the support needed to maintain teacher engagement within their PLCs.
Costing Analysis yields valid and relevant estimates of the cost per participant for each modality. Generalizing across both countries, we can draw several policy conclusions:
The programs are relatively low cost in absolute terms and when compared to alternatives. The synchronous modality is approximately twice as resource intensive as the asynchronous version.
The amount of time teachers can commit is critical for any CPD program. Without sufficient teacher time, blended CPD programs cannot be implemented with fidelity and at sufficient intensity. Also, teacher time is not free; and CPD programs require teachers to commit a moderate amount of time – both in-person and on-line.
Costs per teacher are low because of economies of scale. With participation rates at 500, the addition of extra participants does not increase the average cost significantly. If programs can be expanded, costs per participant will likely fall further.
Investing in blended CPD is challenging because resources come from multiple agencies. Funding through a coordinating agency is necessary to pay for training and support. Funding from schools is needed to free up teacher time. And funding from district officials is needed to monitor and administrate the CPD.
Insights into the costs of various modalities of CPD and the costs for various stakeholders are crucial for discussions on sustainability and scaling of CPD interventions.

Authors

• Stefaan Vande Walle, VVOB - education for development

• Jef Peeraer, VVOB - education for development