This chapter looks into the background of the study. It also discusses the statement of the problem, significance of the study, delimitation, research purposes, and research questions, as well as definition of some key terms.
Background of the Study
In order to gain a competitive edge in the TVET market of the 21st century in spite of the Gambia’s economic and cultural diversity, it has many common prospects and challenging issues just like any other African nation that are crucial to improving the quality and relevance of its TVET system.
Striving towards attaining this competitiveness whilst bearing in mind that the success of TVET in any country can be considered a key indicator of the country‘s advancement in development, the Gambia has put in place coherent strategies for human capital development through TVET which are undoubtedly serving as a real catalyst for national development. Evident of this is the Gambia’s provision of occupational skills to its youthful population for the past decades. For example, National Youth Services Scheme (NYSS) has been providing training for about 200 youths on annual bases (Lahire, Johanson, & Wilcox, 2011).
However, efforts are still needed to improve the TVET system of the country because many of the TVET institutions are yet to embrace modernized TVET delivery methods. This makes it prudent to come up with technological innovations such as integration of Information Communication Technology (ICT) in order to make the field more relevant and lucrative. In reality, innovative practices into TVET system have been emphasized by UNESCO, as ICT tools are becoming inexpensive, accessible and interactive, thus making their applications into all levels of education imperative in producing educational results that are more labor-market oriented with increased information literacy, which is predicted as a basic to human survival (African Development Bank [ADB], 2009). However, with numerous researches conducted on the Gambia education system, none has ever studied the prospects and challenges of integrating ICT into the TVET system of the Gambia. Consequently, this study is designed to bring into the Gambia’s academic spot light the prospects and challenges of ICT integration into the TVET system of the country.
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Statement of the Problem
In compliance with the new ideology of sustainable development, the main challenge to education is to provide people with a combination of knowledge, skills and attitudes that are relevant to the societal needs (Kotsik, Tokareva, Boutin, & Chinien, 2009). TVET being one of those types of education that faces the challenge of providing relevant combined knowledge, skills and attitudes makes it a multidisciplinary field where application of ICT is expected to have inherent challenges just like any other form of innovative practices (Pavlova, 2007).
On the contrary, So many evidences have also shown the benefits of ICT application in educating disadvantageous communities in the third world countries especially in Africa and Asia.
It is advocated that the development of any modern society is characterized by different factors which include a global information space where Information Communication Technology (ICT) forms a larger share of gross domestic products (Hafkin, 2002). Furthermore, with Information Communication Technology (ICT) in the TVET system, the promise of international competitiveness by attracting much-needed investment opportunities in the country may be held thus, providing the base for employment creation and human resources development.
However, effective integration of ICT into the TVET system is expected to have several problems ranging from material to human; for example, lack of time in the preparation of teaching materials and lack of knowledge and skills for the presentation of advanced ICT teaching materials which were proven by a study conducted on VTET Institutions in Malaysia (Saud, Shu'aibu, Yahaya, &
Yasin, 2011). Access to adequate technical and administrative staff, needed time to plan teaching and learning instruction and cost of software and maintenance are potential problems that this project may likely encounter (Collins & Halverson, 2009). Saud et al., further identified some probable problems to be faced by integrating ICT in education system such as: readiness of ICT components, lack of training, instability of electric power supply and lack of ICT awareness among principals. Finally, some burning challenges to the effective integration of ICT as an instructional tool are the content and curriculum; the appropriateness and the efficiency as well as the quality and branding of ICT-mediated learning (Kotsik et al., 2009).
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Significance of the Study
Although researchers have dilated on the prospects and challenges of integrating ICT into education; but there is none conducted on the TVET system of the Gambia. This study therefore unraveled the prospects and challenges of integrating ICT into the Gambia’s TVET system thus, providing information and knowledge that can be verified, and applied to the pragmatic needs of National Training Authority (NTA) in order to carry out its mandate effectively and efficiently.
Furthermore, the findings from the study are not only significant to National Training Authority but, to a host of different audience such as Heads of TVET Institutions, the Gambia Ministry of Higher Education, Research Science and Technology, the section of the Gambian population in internet business and their customers as well as other relevant authorities. This study is hope to be helpful to the Authority in determining its organizational, strategic, pedagogical and technical readiness opportunities and challenges and readiness of other relevant institutions based on the aforementioned four aspects of integration.
It provided dependable outcome regarding the compatibility of ICT with the current philosophy of learning within the Gambia TVET system and has revealed from a detailed examination various opportunities for integration of ICT into the TVET system. The study has also provided dependable results to NTA concerning the technological proficiency requirements for teachers and learners, and also whether using ICT as an instructional tool will meet learners’
educational needs (Kotsik et al., 2009).
Research Purpose
In recent past, The Gambia has experienced an increasing rise of Technical and Vocational Education and Training (TVET) Centers. In order to grow competitively both in quantity and quality, the need has been created for technological innovation so as to make the system more relevant to meeting and maintaining internationally recognized TVET standard. As for effective participation in the world of work, the use of technologies and related sciences are of paramount importance which can be achieved with appropriate ICT integration into TVET institutions (Saud et al., 2011). Davis and Shade (1999) stretched out an interesting parallel line between technology and language contending that, like literacy, “technological fluency” can be achieved if technology is “integrated into the classroom environment”.
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Furthermore, practical skills can now a days, be delivered virtually through a well-organized ICT set up; gone are the days where those skills are taught through hands-on learning only. Instructions that are programmed in software form and interactive videos made it easier for practical skills to be taught today more conveniently (Saud et al., 2011).
Therefore, the purpose of this research is to study the prospects and challenges of effective integration of ICT into the Gambia’s TVET system by looking at Saud et als’., four aspects of ICT integration (organizational, strategic, pedagogical and technical), and Chinien and Kotsik (2003) Model of ICT Integration, i.e. factors that influence (opportunities) the effective integration of ICT into the TVET system of the Gambia, as well as challenges that can hinder successful integration of ICT into the TVET system.
Research Questions
Based on Chinien and Kotsik’s Model of ICT Integration and Saud et al’s., four aspects of ICT integration, some major questions were identified to address the research topic. The study therefore focused on four main aspects of integration: Organizational Readiness, Strategic Readiness, and Pedagogical Readiness, as well as Technical Readiness of MoHERST, NTA and TVET institutions. Financial and Technical Readiness of Taiwan ICDF and Technical Readiness of GAMTEL are also captured. The research is guided by the following questions:
1. What are organizational readiness opportunities and challenges of integrating ICT into the Gambia’s TVET system?
2. What are strategic readiness opportunities and challenges of integrating ICT into the Gambia’s TVET system?
3. What are pedagogical readiness opportunities and challenges of integrating ICT into the Gambia’s TVET system?
4. What are technical readiness opportunities and challenges of integrating ICT into the Gambia’s TVET system?
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Delimitations of the Study
This study is limited to TVET institutions within Greater Banjul Area (the city and its surrounding environs) where most of the institutions are concentrated. Furthermore, the researcher is aware of the existence of the differences in delivering TVET and differences among the learning centers such as “the training centre, the formal work place and the informal work place”. This study therefore focused on ICT integration into “the training centers” where the opportunity avails for the introduction of new techniques and innovation in general. The study has adopted purposeful sampling thus limiting the participation of wide range of the sample population.
Definition of Terms
Technical and Vocational Education and Training (TVET)
According to Union (2007), TVET may be defined as education and training which aims to provide practical skills, know-how and understanding necessary for employment in a particular occupation or group of occupations or trades.
Information and Communication Technology (ICT)
The concept is alternatively referred to as information and communications technology.
The differing number of the word “communication” is significant because the singular form is concerned with human interaction while the plural is generally taken to refer to the whole field of data communications infrastructure. At its simplest, the former (singular form) is the process or outcome while the latter (plural) is about the technology itself. The acronym ICT can also take a plural form (technologies) where it is understood to entail the specific devices or processes which collectively make up the “Technology.” This pluralized form (particularly in Queensland) is sometimes written as ICTs. The term ICT must be seen as an evolution from the antecedent and more narrowly defined term IT (information technology) (Lloyd, 2005).
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