Costs for learning opportunities involving new technologies are considered in light of the values underlying spending decisions and of who picks up the tab. The rapidly changing environment of funding for education and training in Canada affects provision of services. An important consideration is how costs and services for new technology compare with that for "old" technology. A useful way to consider costs is by comparative value: what other kinds of equipment or services could be purchased for the same amount, or what costs are associated with other ways of reaching the same goal?

There are a range of prevailing beliefs about who should pay for education and training beyond the traditional "school age" or how these costs should be shared among the individual and the government, and/or the private sector where training is related to employment.

While basic funding for continuing education, adult education and training has been reduced, there is an increasing emphasis on financial support for new learning technologies. Often this is without regard to the advantages or disadvantages or to what programs are offered and to whom. For women, this can mean that the previously accessible part-time, flexible or distance programs, on which they have relied, get replaced by programs dependent on new technologies.

New technologies create categories of educational costs in addition to maintaining an educational institution, material costs, fees, personnel and time. Some of these additional costs are: investment in electronic communications and transmission systems, equipment, software, staff training, course development and line charges. As yet, there is very little evidence that new technologies are any more cost effective than methods that have been used for decades such as print, audio and video tape, local tutorial sessions or telephone tutoring.

Infrastructure costs: Costs for communications technology have historically been averaged throughout the system so that remote and rural areas do not bear the full cost of service to their communities. However, new CRTC policy stipulates that services be provided on a cost recovery basis. This means that enhanced technology and service will be provided first to those populations that can cover the cost, ie. more densely populated urban centers. In most cases, the public will pay for the development of advanced communications systems, through phone bills, cable bills and taxes, but there is little public debate about such development.

Institutional costs: Equipment costs to support new technology tend to be higher than for distance, open or flexible programs. Costs to maintain long distance lines are high, especially for broadband lines or satellite communications. Costs for non "real time" transmissions, such as internet communications, can be lower in the long run than "real time" transmissions involving multiple or broadband lines, cable or satellite systems. Investment is also necessary in staff time and training, and in staff support to learners and for coordination of programs.

Technology costs can affect the viability of agencies that don't have technology and increase cost recovery pressure for those that do. Higher enrolments or the sale of developed programs to other institutions (for whose population they were not intended) to recover costs of technological investment reduce program effectiveness. Also, the high cost of equipment, software and infrastructure can overshadow the human interaction in tutoring and advising which is then in danger of being deemed expendable.

Community Costs: In many regions of Canada, governments and agencies external to the community have provided funding for community facilities but, currently, community access is depending to a greater extent on community initiative and funding. This may mean that the equipment available at a community site may not match that required to receive programs. Communities can access up to $30,000 under CAP to develop internet access but this is primarily for business, rather than educational, needs.

Individual Costs: Costs to learners include travel costs to a technically equipped site, equipment and software costs, phone lines, electricity, and time investment particularly where new technologies allow for less flexibility. Costs for equipment are increased by the need for a modem, internet hook-up, a dedicated line, and hardware with sufficient memory for Web access and to download course materials.

Where responsibility for access to so much equipment and software lies with the learner, educational costs are significantly shifted to the learner which may prohibit participation in programs. In this case, achieving goals such as increased interactivity may be better served by older technologies.

Questions:

What does the new technology cost and who is paying for it?

What is the purpose of this investment: to provide better access, more successful learning outcomes, or to achieve some other goal?

What value is returned for the expenditure and how is this value measured?

How can it be demonstrated that new technologies perform more effectively than the alternatives?

Are the costs of new technologies justified in the case of specific populations who have previously been under served?

Is the investment in new technologies the "best use" of funds rather than, for example, subsidizing childcare so more women can participate in education and training?

Notes