The economics of the University of the Air of Japan revisited
In 1988 UAJ completed the first phase of its initial plan, thus enabling an assessment of the cost-effectiveness of UAJ and a forecast of its future based on available data. The cost per student at UAJ is 2/5, 1/2, and 3/4 of that at national, public, and day programs of private universities, and 1.1 times and 6.7 times of that at evening and correspondence programs of private universities repectively. The projected cost per graduate is slightly lower than that at national universities and 1.1, 1.9 and 2.3 times of that at public, correspondence and day, and evening programs of private universities respectively. The cost per credit is 1.3, 1.5, 2.2, 2.4 and 4.6 times of national and public universities, day, evening, and correspondence programs of private universities respectively.The simulations indicate that the cost per credit can be decreased by expanding the operation of UAJ to a nationwide scale, employing a surface circuit or satellite system; however, it is necessary that the number of students be doubled in order to make the cost per credit equivalent to that at public universities. However, even when the number of students is four times, the cost per credit is not equivalent to that at day programs of private universities regardless of what method is used. Although the current cost per credit is higher than that of conventional universities, changes in cummunication technology and student characteristics could alter the cost-effectiveness of UAJ.
Why distance education can be cheaper than conventional education
In conventional universities geared to the lecture, seminar, and tutorial, there is a clear and almost linear relationship between staff and student numbers, and it is this relationship that is the primary determinant of cost. Media‐based distance education, however, changes the production function of higher education. This change occurs not where media is used to supplement the teachers’ role — this merely increases total costs, but where it is used as a substitute for teachers. In essence, capital replaces labour, offering to the educationalist what Leslie Wagner {1982: ix) has described as ‘a mass production alternative to the traditional craft approach’.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.