Device lifecycle, finance and procurement

Any robust device program is founded on an educational purpose that is well defined and reflective of the school’s community, its teachers and its students.

We work with leaders to put aside considerations of product or finance for a moment, and address the questions that will determine the program’s form:

The answers to these are what drive the commercial choices down the line. They have a bearing on everything from the support model and replacement cycle to the number and kind of devices put into service and whether a lease or other funding arrangement makes more sense than an outright purchase. It is in this way that device planning is brought into alignment with leadership; the budget is dictated by the learning model.

Of course, any forecast has its share of uncertainty. The model is there to provide ICT leaders, business managers and principals with a common perspective on the likely course of events, the pressure points and the options open to them should things shift.

Before funds are put on the table, one can run through a number of scenarios. A school may want to see how a whole-school refresh stacks up against a phased approach, or whether to opt for leasing over outright purchase, or even extend the cycle on certain devices beyond three years. In the end, it means coming to a decision with a better sense of what lies ahead and without as many surprises.

A well run procurement is what holds the commercial, operational and learning sides of a program in balance.

The device needs to be right for the task at hand. The procurement process should reflect that, with due consideration given to supply timing, enrolment and configuration, as well as warranty and repair terms. One must also factor in accessories, spares, asset records, delivery and what will be asked of school staff. Where there is a family contribution, the design has to allow for affordability and proper communication.

Education Advantage is on hand to assist a school in setting out its requirements and weighing up the options. We can put together quotes or oversee a more formal process and plan the transition to suit term dates and technical readiness. Our work spans leadership, learning and technical delivery, which means we are able to spot the costs and dependencies that tend to be overlooked when one looks at the hardware in isolation.

How much value one can put toward the next refresh is in part a matter of timing, preparation and the state of the devices being retired.

EA is there to see the end-of-life process through with some coordination. We will assess the fleet, grade and check the hardware, make arrangements for any repairs that are in order and put together an inventory we can stand behind. All the while we are looking at what market options are suitable for testing. Before the equipment is out of the school’s hands, we also factor in data-handling needs, device condition, payment and collection.

There is no set price in the market, so EA takes care in how the school’s assets are readied. The aim is to give the school better commercial insight, sidestep unnecessary disputes and recoup as much of the usable value as is reasonable for the coming cycle.

In a sense it ties the whole program together. With finance putting the school on sound footing and good stewardship of the asset over its life, a properly managed end-of-life procedure ensures that value is carried forward when it is time for the next refresh.

The most useful outcome is an informed sense of control.

Leaders can see when expenditure is likely to rise, understand why a recommendation has been made and compare alternatives before they are locked in. ICT teams gain clearer expectations around deployment, repairs and retirement. Finance teams can see the connection between this year’s commitment and the next cycle. Teachers and students are less likely to carry the consequences of rushed replacement or inconsistent equipment.