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Article Title: A Comparative Cost Analysis of Face-To-Face and Distance Learning Modes: The Case of the University of Swaziland
by C. W. S. Sukati, N.T. Vilakati, C.J.H. Fowler and D. F. Dlamini

Abstract:
Problems of quality and lack of resources in developing countries are compounded by a new reality faced by higher education institutions, which of ever-increasing demand for access to university education. Whereas educational planners, policymakers and administrators have to be responsive to the demand for widening access to higher education, they face a challenge of finding cost-effective ways not only to widen such access but also to ensure that the quality of education is not compromised. Yet little is known about the cost-effectiveness of widening access through quality distance education (DE) to complement conventional face-to-face education (CF2F). Particularly there is need to determine the financing patterns and unit costs associated with the two learning delivery modalities. This study reports on a comparative analysis of the unit costs of CF2F and DE in the University of Swaziland (UNISWA). The analysis was done by finding out which mode tended to have relatively lower average costs per student and ultimately had lower cost efficiency ratio. The study made use of secondary data, for the academic year 2006/07 to 2010/11, which was collected from relevant University offices (for both student enrolments and a breakdown of programme costs). The main study conclusion drawn is that IDE�s average costs per student were lower than in its conventional counterpart. Such a finding implies that many students can be educated through the IDE than through conventional educational means at UNISWA, utilising a fixed amount of resources, particularly within a context of dwindling resource allocation towards education. As such, it can be recommended that access to education can be increased at UNISWA by allocating more funds to distance learning programmes alongside conventional educational programmes. Therefore, the significance of this research study is that it provides a basis for new policy directions in funding allocation towards both higher education sub-systems. The impact of the study lies in its contribution towards challenging existing deeply entrenched education financing patterns in a developing country context.

Keywords: distance education, conventional face-to-face education, costs, cost efficiency, cost effectiveness, comparison

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