CONCLUSIONS AND SUGGESTIONS - The Prospects and Challenges of Integrating Information Communica

The conclusions of this study are wholly dependent on the findings discussed herein. In order to facilitate successful integration of ICT, this section will briefly feature out the implications and suggestions for each participating institutional category except the case of NTA where detail suggestions will be given since it is the institution directly responsible of the TVET institutions.

However, a qualitative research technique was used as the method for data inquiry. Other than document review, 17 semi-structured interview questions were administered in MoHERST, NTA and TVET institutions through in depth interview and 13 for ICDF and GAMTEL respectively. A total number of 20 participants were interviewed thus proving collection of adequate data; as stated by Neuman (2011, p. 508) in a quotation which he made reference to Morse 1994 that, “adequacy refers to the amount of data collected, rather than to the number of subjects as in quantitative research. Adequacy is attained when sufficient data has been collected that saturation occurs”. Upon successful data collection and analysis, the results for MoHERST, NTA and TVET institutions are sorted out into four main research dimensions: organizational readiness, strategy readiness, pedagogical readiness and technical readiness each of which was further divided into opportunities and challenges; whiles result for GAMTEL was based on technical readiness; result for ICDF on the other hands was sorted out into two main research areas, technical and financial readiness.

Conclusions

Since the onset of the study, theoretical alongside with practical reasons were presented to justify the necessity of understanding of the importance of the relationship among organizational, strategy, pedagogical and technical readiness in order to successfully integrate ICT into the TVET system. Although some studies have given an insight into these four aspects, yet the researcher further investigated every bit of the four aspects of the study.

Whiles organizational readiness has been conceptualized as favorable mission and vision to the use of ICT supported by the management, and the availability of potential human and financial resources; the researcher conceptualizes strategic readiness as establishment of a broad master plan with clear objectives, timeframe as well as the scheme for evaluation. Furthermore, pedagogical readiness in this research has been conceptualized as teacher assessment and

compatibility assessment of using ICT as an instructional tool to the current teaching methods, and technical readiness has been conceptualized as matters related to technical requirements for successful integration of ICT into TVET system (Kotsik et al., 2009). Based on the above conceptualizations, a comprehensive and integrative framework has been developed for better understanding of the consequences of the individual research aspects in relations to opportunities and challenges.

The proposition of this study therefore is that, the four aspects of the study are integral part of ICT integration readiness of which offer a great deal of opportunities for integrating ICT into any form of education and vice versa.

Readiness of Government Institutions Organizational Readiness

As earlier stated on, there are two government institutions in the Gambia responsible of TVET; National Training Authority (NTA) being the institution mandated by an act of parliament to take charge of the affairs of TVET is affiliated to the Ministry of Higher Education Research Science and Technology. However, both of these institutions were studied based on the four aspects of this research; and conclusions and suggestions were given accordingly but focused mainly on NTA since it is directly responsible of TVET in the Gambia.

MoHERST.

The yardsticks used in this study to determine the organizational readiness of the participating institutions include mission and vision, leadership support, organizational structures, and human resource as well as the financial ability of the two institutions to coordinate ICT integration. The most important an interesting finding in terms of organizational readiness of MoHERST is that, the ministry is found to have a well stated mission and visions which undoubtedly promote the use of ICT in higher education. The leadership support and the structure of the organization which are both crucial to facilitating ICT integration were found intact.

According to this research, MoHERST human resource capacity is quite stable as well since all those in key positions have obtained higher qualifications in their respective fields of specializations. Financially, MoHERST receives annual budgetary allocations from central government part of which is used to finance matters related to tertiary education in general.

Despite, the Ministry still seeks funding from donor partners especially when it comes to TVET

issues which are always expensive. As such, sponsorship is needed for the successful implementation of this project.

NTA.

The National Training Authority Act (2002) which gave birth to NTA has mandated it to promote market driven approach to the development of technical and vocational education and training. This mandate of NTA clearly proved the Authority’s support for standardization of the TVET system. Leadership support alongside with standard organizational structure which facilitates hierarchical decision making, the authority has created a database that is being currently used to partially monitor the TVET system. On the other hands, some NTA personnel may need further training if ICT is to be successfully integrated under the stewardship of the Authority.

However, NTA is found to have not established any reliable partnership with any sponsor in order to ensure sustainable financial assistance. The Authority remains entirely dependent on “industry levy” which could limit its interventions as mandated by NTA Act, 2002.

Strategic Readiness

MoHERST.

The ministry according to this study is found to have established or on the verge of completing an establishment of a policy that has clearly stated the usage and the objectives of ICT into TVET; for example, “to facilitate the use of ICT as a tool for training in Science and Technical disciplines” (R1) is one of the objectives of ICT integration. Although the researcher could not lay hands on the document; yet from what have been collected, the objectives and the strategies of using ICT into TVET are stated even though some strategies need to be explained further.

NTA.

The authority on the other hands is found to be bit lagging behind strategically. The GSQ that some respondents made reference to as a strategy has no specific details about using ICT as an instructional tool in TVET; instead, ICT was referred to as a key skill for the learners in order to obtain qualification for a specific level. As lack of strategy is quite imminent, NTA still faces the daunting task of drawing a comprehensive synergy among different stakeholders.

Pedagogical Readiness

MoHERST.

Regarding teacher involvement strategy, MoHERST plans to use education sector strategic plan which caters for teacher training on ICT, a training that according to the respondents is expected to be extended to TVET teachers during the policy period. Additionally, e learning has already been introduced at lower level. But MoHERST has not conducted any research on compatibility assessment of ICT with current thinking of learning, in order to ascertain that ICT will meet the educational needs of learners, and teachers are capable enough to facilitate ICT-mediated learning.

NTA.

The gigantic step taken by NTA in this regard was the creation of a database that is currently being used to partially monitor TVET teachers. On the other hands, the Authority being a young institution as described by the participants, it is yet to conduct any assessment to determine whether ICT usage as an instructional tool will match with the current philosophy of learning and whether teachers are competent enough to handle it. NTA teacher registration and accreditation has been found one of the best tools that could facilitate and ensure the sustainability of this project provided it is maximally used. Though retaining teachers is the responsibility of the TVET institutions, but the training of these teachers if ICT is to be integrated rest with NTA; as such teacher retention becomes an alarming concern for both NTA the TVET institutions.

Technical Readiness

MoHERST.

The ministry is found to have established two main technical directorates which are very crucial to successful ICT integration, directorate of higher education which is responsible of TVET issues and directorate of science, technology and innovations responsible of ICT issues. Above all, MoHERST is found to be working on creation of a database that would be used across the TVET system, and MoHERST is believed to have at the ministerial level some ICT facilities at its disposals. However, the ministry lacks enough technical personnel to successfully coordinate ICT integrate. Furthermore, it would be difficult to use database across the TVET system while the ministry itself struggles with its internet connection.

NTA.

The National Training Authority is equally blessed with large availability of internet connection and computer materials as all its offices have IT and internet connection; of course, not

without the same weak connection which findings from GAMTEL describe as “last mile” problem.

Conversely, NTA being the body directly responsible for TVET issues is found to be lagging behind technically. Educational software which is very fundamental to this project has not been created. As revealed by the findings, the technical capacity of NTA in terms of human resource is in short for the creation of such educational software and also successful coordination of ICT integration without further capacity boosting.

Readiness of Technical and Vocational Education and Training Institutions (TVET)

Organizational Readiness

Unlike government institutions, the TVET institutions were collectively analyzed. The analysis was based on the four aspects of this study upon which conclusions and suggestions were given.

All the institutions are found with very encouraging visions and missions. The necessary leadership support to facilitate the realization of the future directions which include maximal use of ICT are being provided; even though most of that leadership supports are more of mere words which unfortunately could not have ever been translated into any pragmatism. Standard management procedures and systems are established in all the institutions thus facilitating hierarchical administrative decision making. The interviewees made mentioned of the type of available “qualified personnel” who are easily trainable to facilitate the integration process. For example, almost all the institutions have staff with well-equipped IT background which is very crucial to any ICT project as human resource in John L. Thompson’s opinion is believed to be everything in the organization. However, among host of challenges, financing the project remains imminent daunting for the TVET institutions.

Strategically Readiness

As perceptions of opportunity to a very large extent depend on peoples’ optimistic belief about the situation, the only strategic opportunity in the TVET institutions is the optimistic nature of the centers. Though in a very incomplete manner, some institutions use ICT to deliver lectures.

Despite, none of the institutions has made any “strategic intent” to fully integrate ICT as an instructional tool since none has any plan as such. And Hamel and Prahalad (1989, 1994) always argue that for the organizations to effect change, they should show a degree of “strategic intent”

towards new opportunities. In doing so, the TVET institutions need to identify their “core competencies” which will help them to formulate a coherent strategic intent (plan) to explore and guide future strategic action of ICT integration.

Pedagogical Readiness

As stated earlier on in this study, the most important resource to a project is its people, the project team. Every project needs specific expertise at specific moment in its schedule. As such, this study discovered some competent teachers who could be very instrumental in developing ICT based curriculum. Conversely, many of the teachers of the methods courses are yet to develop expertise in technology. In another word, the absence of technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills are identified as major barriers to technology integration which is quite imminent in the case of the Gambia TVET teachers.

Technical Readiness

Most of the TVET institutions are found to have set up up-to-date computer labs with internet connectivity that could be used to facilitate the integration of ICT into classrooms.

Although in short supply, ICT technicians are available in all the institutions and some institutions have network engineers. Furthermore, Automated Computer Aided Design (AUTOCAD) and computerized accounting system SAGE both of which are computer softwares helpful to the use of ICT as an instructional tool have been introduced in some TVET institutions. It is discovered that TVET institutions are at different levels in terms of general readiness. For example, whiles some institutions have state-of-earth structures in place like “a computer tutorial room well equipped with modern computers, business studies room equipped with modern technology and business materials, and Civil engineering room with modern tools like concrete making machines, block making machines, vibrator, etc.” (R8), the physical structures in some institutions are not encouraging. Despite, all the institutions involve in hard skill areas have established practical workshops as complementary to training centers.

However, “lack of technology” which Hew and Brush (2007) referred to as insufficient computers, computer peripherals, and software is quite obvious in all the TVET institutions.

Successful ICT integration remains a daunting in the absence of guarantee to access to adequate computers, software, hardware, and related peripherals (Hew & Brush, 2007). Additionally,

interviewees have raised concerns about the Gambia’s electric city supply which they described as very unreliable. The participants have not lost sight of the need for regular maintenance which they believe could be expensive but, without it the project cannot be sustained.

Readiness of Service Providers GAMTEL, Enough Internet Capacity

This study has discovered that the telecom company has daily total capacity of 930 megabits per second out of which, only 197 megabits per second is consumed as daily average. The remaining 733 megabits is left unutilized. Furthermore, with the launching of ACE - African Cost to Europe cable, the internet Bandwidth strength has increased significantly. Undoubtedly, the availability of internet facility in the concern areas of this study is very high. What remains challenging is the quality of the internet connection which participants called on GAMTEL to work on. However, the findings obtained from GAMTEL proved this concern of the participants otherwise. The telecom company is a provider of two main types of internet services - wired and wireless. Most of the challenges raised by the participants are associated with wireless service. For the wired network, GAMTEL is found to have Lease Line or Lease Circuit, and Asynchronous Digital Subscriber Line (ADSL) that provide quality internet and voice services for the subscribers and are said to be the best services worldwide. Whiles Asynchronous Digital Subscriber Line (ADSL) is limited to Greater Banjul, Least Line is provided both on Fiber and copper mainly in 9 different localities within Greater Banjul and provincial towns across the Gambia.

The nationwide coverage of GAMTEL is relatively good especially wireless services. Some schools in the country sides get access to internet services through QCELL data card (a private cell phone company). The telecom company through its service expansion, it has built some internet cafés in different localities in the provincial Gambia. Furthermore, it is discovered that, country wide internet coverage will be boosted by 2015 through Islamic Development Bank (IDB) funded ECOWAN project.

The challenges raised above by the participants according to the findings from GAMTEL are issues that have to do with the last mile. For example, the problem with the Radio Access Network which is the wireless network is the age of the equipment used for final transmission (last mile).

This problem always leads to weak connectivity which respondents from GAMTEL disclaimed as their fault instead, the problem of the operators (either supplies between GAMTEL and the customers or those taking from ACEs to the customers) who need to work on their last miles.

Taiwan ICDF

Integrating ICT into the TVET system of the Gambia is attainable. The main challenges highlighted by the participants were technical and financial. Taiwan ICDF is found ready to the teeth both technically and financially to take care of these two challenges which participants described as the only impediments to successful integration of ICT. The findings indicated that Taiwan ICDF still has budget to provide assistance to their ally states both technically and financially. In fact Taiwan ICDF’s latest plan of providing aid especially in projects of this nature has changed for a better one. Instead of giving financial aid only, the cooperation provides support in operations (technical-material and human (experts) resources) and management of the project as well for the interest of sustainability. The only thing NTA needs to do is to work with the relevant authorities and make request through Taiwan embassy in the Gambia. This will then follow the due procedure for the disbursement of the funding.

Limitations

One of the most notable limitations of this study is that, initially it targeted 30 participants, due to logistic constrains, only 20 of them were captured; which may affect the total generalization of the inferences of this research. Although the findings could be a representation of the situation of all the training centers within Greater Banjul Area; however, it would be inappropriate to totally generalize the findings across the country due to the scope of the study. For example, the technological situations of TVET institutions at the country site cannot be of the same situation to TVET institutions within greater Banjul Area; thus limiting the generalizability of the findings to TVET institutions in rural Gambia.

Suggestions

The suggestions provided are based on the four aspects of the study, focusing mainly on NTA. However, MoHERST, TVET institutions, GAMTEL and Taiwan ICDF also have their fair share.

MoHERST

The ministry was about to complete a national policy which promotes the use of ICT in all the sector of the economy notably “as a tool for training in Science and Technical disciplines”

(R1). However, none of the respondents from the Authority has mentioned this, which gave the

researcher suspicion that the close collaboration between the two institutions is bit lagging.

According to National Training Authority Act (2002, pp. 10), the duties of the Department of the State currently known as MoHERST include, “(a) introduce policy for continuing professional development for occupations and professions where it is necessary in the public interest; and (b), monitor, evaluate and, in collaboration with the Authority, determine the strategies to be adopted in technical and vocational training and education”. The researcher therefore, suggests that the two institutions should optimally cherish the “collaboration” highlighted by the NTA Act.

Furthermore, the ministry should also improve its technical capacity both human and material so as to be able to coordinate successful ICT integration project.

NTA

Organizationally, the Authority should consider capacity building for its employees in their respective areas especially technical department. It would also be in the interest of the Authority to establish reliable partnership with sponsors in order to ensure effective and efficient execution of its mandate as tasked by NTA Act (2002, p.12) that the Authority should “promote the involvement of the community, employers, trade unions and international donors in technical and

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