The Prospects and Challenges of Integrating Information Communication Technology into the Technical and Vocational Education and Training System of the Gambia

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(1)The Prospects and Challenges of Integrating Information Communication Technology into the Technical and Vocational Education and Training System of the Gambia. by Yankuba E. Manneh. A Thesis Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of. MASTER OF BUSINESS ADMINISTRATION. Major: International Human Resource Development. Advisors: Pai-Po Lee, Ph. D. National Taiwan Normal University Taipei, Taiwan June, 2014.

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(3) The Prospects and Challenges of Integrating Information Communication and Technology into the Technical and Vocational Education and Training System of the Gambia by Yankuba E. Manneh. A Thesis Submitted to the Graduate Faculty in Partial Fulfilment of the Requirement for the Degree to MASTER OF BUSINESS ADMINISTRATION. Approved: ___________________________________________ Dr. Pai-Po Lee, In Charge of Major Work ___________________________________________ Dr. Wei-Wen Chang, Committee Member ___________________________________________ Dr. Ted Tsai Committee Member __________________________________________ Dr. Wei-Wen Chang Director of the Graduate Program. Graduate Institute of International Human Resource Development National Taiwan Normal University Taipei, Taiwan May 12th, 2014.

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(5) ACKNOWLEDGEMENT This study is made possible through the help of God whom I cannot find enough words to thank. I would seize this opportunity to dedicate my acknowledgment of gratitude to my hardworking and selfless advisors and contributors. First and foremost, I would like to thank Dr. Pai-Po Lee for accepting to serve as my thesis advisor. Dr. Lee’s support in all forms has not gone unnoticed; I cannot gather enough words to thank him for sparing his busy schedule to read my thesis and give valuable advises. It will be remiss on me not to point out the crucial role Dr. WeiWen Chang played to make this thesis a resounding success. Dr. Chang has been encouraging me after reviewing every draft of this thesis to read far and wide and continued the hard work which has really paid dividend as hard work can never go unnoticed. I definitely cannot forget Dr. Ted Tsai’s moral support to me throughout my academic career in IHRD. He always give me a tap at the back after every presentation of mine to say good job, this was truly an encouragement that I cannot forget. My heartfelt thanks and appreciations go to Taiwan ICDF for providing me scholarship, and the entire people of Taiwan for their openness which have created conducive learning environment for me. Please allow me to thank my parents whose relentless support, time and space may not be to express well, especially my mother Mariam Saidy and co mother Sona Saidy and my dear father Essa Manneh. They have all stood by me since day one of my academic career until they have finally brought up a proud son who is much more proud of them as parents. Special thanks to my wife, Mama Saho alias Saho B, my lovely daughter Hafsah Yankuba Manneh and her brother Shaykh Umar Yankuba Manneh for exercising patient during my two year stay in Taiwan which in no small measures enabled me to focus well on my study. Alhaji Jabbi’s contributions in shaping this thesis at the proposal stage cannot be forgotten. I would want to extend my heartfelt gratitude to the staff of the Gambia Ministry of Higher Education, Research Science and Technology for accepting to participate in this study. Special dedication to the National Training Authority, from the senior management to the auxiliary staff most especially the technical department for volunteering valuable information required for this study. I was accorded a selfless assistance by Mr Amadou Touray of National Training Authority who served not only as my host while in Gambia for data collection, but also as a lead facilitator.

(6) to establish contacts for the interviewees. As saying goes, a friend in need is a friend indeed; I would therefore like to thank Saikou Sanneh for taken care of my family for the past two years. Finally, I sincerely thank Fatou A. Jallow, Mariam Jaye Sowe and Awa Sillah, colleagues, classmates but true sisters as well, who have shown real sisterly care and support to me for the past two years..

(7) ABSTRACT The Gambia being a Least Developing Country (LDC) that aims at reaching the international set standards for development such as Millennium Developing Goals (MDGs) through different strategies one of which is human resource development; the country has put in place coherent strategies for human capital development through improved Technical and Vocational Education and Training (TVET) system, which are undoubtedly serving as a catalyst for national development. In spite of this commendable move, efforts are still needed to better shape the TVET system in accordance with international standards which could be done by integrating Information Communication Technology (ICT) the prospects and challenges of which this research examined. In this study, technology integration is thus viewed as the use of computing devices such as desktop computers, laptops, handheld computers, software, or internet in TVET system for instructional purposes. The main method of data inquiry for this study was qualitative research technique. Besides document review, semi-structured interviews were administered in MoHERST, NTA, TVET institutions, GAMTEL and Taiwan ICDF. Triangulation was used as the 20 participants were drawn from different levels based on information reached. Results showed that both government and TVET institutions were ready to an extent on all the four aspects of the study but, technical and financial challenges override all the other challenges. Interestingly, GAMTEL was found to have enough BROADBAND capacity and Taiwan ICDF was also found ready to the teeth to handle most of the challenges identified.. Key words: technical and vocational education and training, information and communication technology, integration. I.

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(9) TABLE OF CONTENTS ABSTRACT ............................................................................................................... I TABLE OF CONTENTS ....................................................................................... IIV LIST OF TABLES .................................................................................................. IV LIST OF FIGURES .................................................................................................. V CHAPTER I INTRODUCTION ...............................................................................1 Background of the Study .................................................................................................... 1 Statement of the Problem .................................................................................................... 2 Significance of the Study .................................................................................................... 3 Research Purpose ................................................................................................................ 3 Research Questions ............................................................................................................. 4 Delimitations of the Study .................................................................................................. 5 Definition of Terms ............................................................................................................ 5. CHAPTER II LITERAURE REVIEW ............................................................................... 6 Planning Model for ICT Integration ................................................................................... 7 Important Aspects for Integrating ICT ............................................................................. 11 The Gambia Scenario of Human Resources Development through TVET ...................... 17 National Training Authority ............................................................................................. 20. CHAPTER III RESEARCH METHODS ......................................................................... 23 Research Approach ........................................................................................................... 23 Research Framework ........................................................................................................ 23 Research Procedure ........................................................................................................... 25 Sampling Process .............................................................................................................. 27 Participants ........................................................................................................................ 28 Data Collection ................................................................................................................. 29 Background of the Researcher ....................................................................................................... 32. CHAPTER IV FINDINGS AND DISCUSSIONS ....................................................... 38 II.

(10) Findings on Readiness of Government Institutions .......................................................... 39 Findings on Readiness of TVET Institutions .................................................................... 58 Findings on Readiness of Service providers ..................................................................... 71 Discussions ....................................................................................................................... 75. CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................................. 78 Conclusions ....................................................................................................................... 78 Limitations ........................................................................................................................ 85 Suggestions ....................................................................................................................... 85 References ......................................................................................................................... 90. APPENDIX A: INTERVIEW QUESTIONS ..........................................................97 APPENDIX B: SAMPLE OPEN CODING PROCESS ........................................103 APPENDIX C: SAMPLE CATEGORIZATION PROCESS ...............................104. III.

(11) LIST OF TABLES Table 3.1. Profile of the Participants ........................................................................................... 28 Table 3.2. The Example of Coding Process ................................................................................. 35 Table 3.3. The Example of Theiming Process...……………………………………………........36. IV.

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(13) LIST OF FIGURES Figure 2.1. Planning Model of Integrating ICT into TVET System .............................................. 8 Figure 3.1. Theoretical Framework ……. ............................................................................... …24 Figure 3.2. Research Procedure ……. ..................................................................................... …26 Figure 3.3. Analytical Process ……. ....................................................................................... …33 Figure 4.1. Findings on Organizational Readiness of Government Institutions ……. ............. …39 Figure 4.2. Findings on Strategic Readiness of Government Institutions ……. ...................... …48 Figure 4.3. Findings on Pedagogical Readiness of Government Institutions ……. ................. …52 Figure 4.4. Findings on Technical Readiness of Government Institutions ……. ..................... …55 Figure 4.5. Findings on Organizational Readiness of TVET Institutions ……........................ …58 Figure 4.6. Findings on Strategic Readiness of TVET Institutions ……. ................................ …62 Figure 4.7. Findings on Pedagogical Readiness of TVET Institutions ……. ........................... …64 Figure 4.8. Findings on Technical Readiness of TVET Institutions ……................................ …67 Figure 4.9. Findings on Readiness of Service Providers ……. ............................................... …71. V.

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(15) CHAPTER I INTRODUCTION 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.. 1.

(16) 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).. 2.

(17) 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”.. 3.

(18) Furthermore, practical skills can now a days, be delivered virtually through a wellorganized 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?. 4.

(19) 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).. 5.

(20) CHAPTER II LITERAURE REVIEW Since the theme of this research is to investigate the anticipated prospects and challenges of integrating ICT into the TVET system of the Gambia, this chapter outlines key issues that are fundamental to the study: Literature review on the definition of ICT integration, Planning Model for ICT integration, Current Status of ICT in Sub-Saharan Africa, ICT in the Gambia, the Gambia National Training Authority, Taiwan ICDF, and the Gambia scenario of Human Resource Development through TVET.. Integration of ICT into TVET System Defining ICT Integration Though not impossible, but difficult to give a direct and consistently applied definition of ICT integration in spite of been an aim of educational systems and one of the increasing contemporary interests for a while. The integration of the term ICT covers a range of learning situations from a stand-alone computer in a classroom to a situation where the teaching is done by the computer through pre-packaged teacher-proof courseware (Lloyd, 2005). Literature has revealed that the term integration is often anciently interchanged with use. In this context, it may generally refer to or reflect a change in pedagogical approach to make ICT less related to schooling and more focus on student learning. In some situations, it is considered to be one of a set of typologies referring to how ICT can be integrated in TVET system (Lloyd, 2005). The popularity of the term “integration” in relation to ICT in education is explained by two influential U.S. teacher education texts. One of which is, Integrating Educational Technology into Teaching (Roblyer, 2004), and the other one, Integrating Technology for Meaningful Learning (Grabe & Grabe, 2004). Although none of these texts gave a concise definition of the term “integration” but both of them had a lengthy discussion on the term. For instance Roblyer (2004, p. vi) globally offered that “like teaching itself, integrating technology into educational practice is a challenging work, full of exciting possibilities and complex problems”. People tend to be divided regarding integration; others view it as critical, challenging and exciting while others view it as confronting or illconceived terms. Finally, to integrate is not to loosely combine components, parts or elements into a complex but into a harmonious whole (Lloyd, 2005).. 6.

(21) Planning Model for ICT Integration Effective integration of ICT into TVET system as ICT-mediated learning needs a careful planning since there are many ditches to fall into such as:  Allowing decisions to be driven by technology;  Jumping into the “everybody’s doing it” bandwagon;  Overlooking existing educational and ICT systems;  Underestimating the front-end and ongoing funding requirements;  Unclear statements of objectives to be achieved;  Raising unrealistic expectations;  Failing to keep stakeholders briefed and involved in the decision process (Farrell, 2001, p. 152). According to Chinien and Kotsik (2003), The Conference Board of Canada has developed an all-inclusive planning model for the integration of ICT as a tool for e-learning in workforce development that covers up the ditches stated above. The model includes four distinct phases: Planning, Building, Improvement, and Integration each one of which is reviewed in this section based on the explanation of Chinien and Kotsik (2003).. 7.

(22) Model of Integrating ICT into TVET System Phase 2: Building. E – Learning Planning Process.  Assess vendors and products  Research options by content, technology and service  Develop measures  Involve employees in content development  Response content with caution  Leverage equipment supplier training  Partner with other organizations  Don’t bite of more than you can chew. Phase 1: Planning         . Develop team Assess organizational need Define learner’s needs and expectations Understand how e – learning is difficult Define work process to be involved Assess and leverage existing ICTs Define budget Get set at IT systems table Define e – learning model. Plannin g. Building. Phase 3: Integration. Improvement. Integration. Phase 4: Improvement  Click and evaluate  Determines improvements  Assess/integrate new technologies  Scale up or out.       . Integrate, don’t implement Develop e-literacy Provide adequate ICTs Train the trainers Track, link and measure Provide time to learn Develop mechanism for content management and up dating  Communicate  Build communities. Figure 2.1. Planning model of integrating ICT into TVET system. Adopted from “Analytical survey”, by C. Chinien, and B. Kotsik. 2003, The Use of ICTs In Technical And Vocational Education And Training, p. 134. Copyright 2003 published by The Russian Federation. 8.

(23) Planning. At this stage, the needs of the organization as well as learners’ needs are assessed in relation to the capacity of learning through technologies. The planning phase includes the following steps:  Development of a team: This requires bringing together all relevant stakeholders to ensure effective decision-making.  Assessment of organizational needs: Review experiences of previous e-learning and the support available, and determine the anticipated benefits.  Definition of learners’ needs and expectations: Set a target regarding computer literacy, language skills, access to information and communication technologies, and learning needs.  Understanding of how e-learning is different: Scrutinize and analyze the differences between e-learning and other traditional delivery approaches such as classroom-based, instructor-led training.  Definition of the work processes to be involved in e-learning: Clearly state the work processes, programme, or courses in which e-learning will be integrated and how technology will be used.  Assessment and leveraging of existing ICT: Assess existing infrastructure, equipment, courseware, e-learning experience, and trainers and employee ICT literacy.  Definition of the budget: determine the cost as well as source of funding.  Get seated at the center of information technology system table: Build excellent rapport and good working relationship with IT colleagues.  Build or buy? State clearly Your Model of e-learning: Be clear if you are going to buy services, content, and technology externally, or else develop them internally, or use combination of both. Building. The ultimate aim of this phase is to develop complete e-learning model in consultation with external vendors and suppliers, and outcome measures to assess programme success as describe:  Assess the vendor market and products: Put in place criteria for assessing vendors of elearning products. 9.

(24)  Research e-learning options by content, technology, and service: Carefully review proposal of content providers, technology providers, and service providers. Study the requirements of the program to ascertain if content should be developed internally or externally.  Develop measurement: Map out key success factors and build up an evaluation plan  Involve employee in content development: It is important to engage employees in the content development. They can be provided with a model that they can enhance their knowledge.  Repurpose content with caution: Read through existing instructional materials that can be used and kept in records in order to fully benefit from the interactive possibilities of elearning delivery.  Leverage equipment supplier training: Build partnership with equipment supplier to gain access to existing e-learning packages.  Partner with other organizations: Don’t operate in isolation be partnered with other institutions/organizations to gain access to existing e-learning packages.  Don’t bite off more than you can chew: Cut your coat according to cloths; don’t be over ambitious. Start in accordance with your ability and expand as you move on. Integration. The integration phase of the model is designed to promote e-learning to administrators, instructors, and learners, by providing professional development as required and collecting data as the process evolves.  Integrate, do not implement: Because there is a big difference between the two. As implementation is said to be a top-down approach, integration is a more collaborative approach with wider involvement that can assist in building a successful e-learning community.  Develop e-literacy: E-literacy programme should be developed to assist learners in becoming conversant with ICT.  Provide adequate ICT: Make sure that there is accessible sufficient quantity of ICT  Train the trainers: ICT integration process requires a unique set of skills; therefore, the instructors need to be provided with adequate training.. 10.

(25)  Track, link and measure: Put into use all data collected to monitor the success of ICT integration.  Provide time to learn: Time is a barrier to ICT integration. It is an indisputable fact that sufficient time is needed for successful ICT integration.  Develop mechanisms for content management and upgrading: Establish a system for managing and updating content.  Communicate: Communicate the importance of ICT integration to all stakeholders.  Build communities: Build ICT communities on the basis of specific knowledge or content areas to solve problems, learn together, and construct and share knowledge. Improvement. This phase of ICT integration Model concentrates on improvement by discovering new technologies, strategies, approaches, and techniques.  Check and evaluate: Use the data collected to conduct SWOT Analyses of the integration process.  Determine improvements: Map out areas of ICT that need improvement.  Assess and integrate new technologies: Keep abreast of technological development in elearning and integrate technologies that facilitate and enhance learning..  Scale up or out: Successful organizations or institutions can at this point build up external relationships to sell their training programs in order to recover their e-learning investments.. Important Aspects for Integrating ICT It is a consensus among scholars that there are different factors which influence the effective integration of ICT into education (Saud et al., 2011). It is almost impossible to successfully integrate ICT into TVET system without assessing and determining the following readiness: organizational readiness, pedagogical readiness, strategic readiness, and technical readiness. Kotsik et al. (2009) further argued that, each and every aspect stated above has a great significance for effectively integrating ICT into TVET system. The four aspects were further described by the authors as presented below. Organizational readiness refers to taking steps that are required to implement the integration of ICT which among many other things include: ensuring that TVET stakeholders possess the necessary ICT competencies. However, this study went further to include the current existing organizational structures of the concern organizations as well as their human resource 11.

(26) capacity as part of organizational readiness. Furthermore, financial cost related to hardware and software, connectivity, maintenance as well as staff training, missions and visions were moved from strategic readiness as stated by Kotsik et al. to organizational readiness. Strategic readiness is a preparatory phase achieved by establishing a broad master plan for the integration of ICT into TVET system. At this stage, the strategies, objectives, timeframe and the evaluation scheme for ICT initiatives should be stated. The plan should clearly describe the objective of ICT-mediated learning with respect to current practices. The process would be a great success if it has been widely disseminated amongst all the relevant stakeholders. Pedagogical readiness concentrates on the connection between ICT and current state of imparting and acquisition of practices of knowledge. It further includes steps like assessing the training needs of teachers to ascertain their ICT comfort level, implement minimum training standards, put in place training plans and establish necessary mechanisms for effective monitoring of training results. For the institutions to be ready pedagogically, they must finish compatibility assessment of ICT with the current philosophy of learning, a proper scrutiny of different opportunities of including ICT into TVET system, an assessment of the technological proficiency requirements for teachers and learners, making sure that ICT meets the educational needs of learners, and assurance that teachers are competent to facilitate ICT-mediated learning. On the other hands, Technical readiness focuses on matters related to infrastructural requirements for effective ICT integration into TVET. To determine the technical readiness of an organization, the following questions should be answered; “Has an overview of existing technologies been established? How well does the current technological infrastructure meet the basic requirements for coordinating ICT integration in terms of connectivity, educational software, systems maintenance and staff training? Is it necessary to develop a plan for a new technological infrastructure? Has the existence of technological support systems been communicated to all key stakeholders” (Kotsik et al., 2009, pp. 180-181).. Prospects and Challenges of ICT Integration The importance of integrating ICT into various fields of education and training has been a point of discussion by educational researchers (Gulbahar, 2007), because different sectors of the economy such as finance, and other professional development sectors have been benefiting from it for decades. As Know-how and education have a great influence on the development of the country, integration of ICT into education system holds a lot of benefits for a nation. The 12.

(27) authors emphasized that ICT in education will undoubtedly help to reduce poverty as it aims to provide skilled and qualified workers who are well prepared to meet the needs of the labor market thus improving their earning capacities which without iota of doubt, will impact positively on their living standards. The advent of broadband communication services; the telecommunications with the use of computer and current advancement in the field of communication protocol through World Wide Web (WWW) have drastically changed the world scenario of business, commerce, education, research, governance, entertainment and various aspect of economic activity (Basu & Majumdar, 2009). UNESCO also continues to put more emphasizes on integration of ICT into TVET system. This is premised on the opinion that technology does not only help learners learn things better, but also to learn better things (Roschelle, Pea, Hoadley, Gordin, & Means, 2000), and that better learning will not only come from finding better ways for teachers to instruct but, from giving the learners better opportunities to construct (Harel & Papert, 1990). Furthermore, in an increasing world of technology, ICT makes individuals in all walks of life to look for, evaluate, use and create information effectively and efficiently to achieve their personal, social, occupational and educational goals (UNESCO, 2008). Furthermore, Information and Communication Technology is making meaningful changes in society; it is influencing all aspects of life including school system. This is because it provides both students and teachers with relevant skills as well as opportunities in adapting different learning and teaching methods which in fact makes it more prospective thus forcing schools to competently respond (Mikre, 2011); “emerging technologies have brought about innovation and flexibility in instructional delivery systems resulting in improved online and distributed learning, mobile computing and learning, engagement in multimedia instruction, use of wireless communication, and an increase in interactive and collaborative instructional tools” (Nworie & Haughton, 2008, p. 53). According to Tinio (2002), integrating ICT into education system will yield benefits such as greater access and improved quality education especially in developing countries. Tinio further states the potentials of ICT in education as follows: ICT greatly facilitates the process of acquiring knowledge and its absorption, providing developing countries new opportunities to enhance educational systems, improves policy formulation and execution, and broaden the range of opportunities for business and the poor. Among the difficulties face by the poor and so many other 13.

(28) people who live in the developing countries is the isolation from education which with successful integration of ICT into TVET system can become a history within a short while (Mikre, 2011). ICT has modernized the way people work today and is now on the transformation process of the education systems (Watson, 2001). Consequently, products of educational systems that are glued on the seats of yesterday’s training methods may not be effective and productive in this modern generation. This indeed is enough a justification for ICT integration into TVET system to gain a global recognition and deserved attention. The reason being, ICT’s roles in attaining some of the Millennium Development Goals (MDGs) such as achievement of universal primary education by the year 2015 as well as eradication of extreme hunger and poverty are indisputable facts. Kofi Anan, the former United Nations Secretary General, one of his speeches says, for the world to attain the goal of Universal Primary Education by the year 2015; we must ensure that information and communication technologies open up the door of education systems across the globe (Mikre, 2011). This shows an unabated demand and important roles of ICT in today’s education system. “Even though ICT plays significant roles in representing equalization strategy for developing countries, the reality of the digital divide- the gap between those who have access to, and control technology and those who do not, make a huge difference in the use of ICT. This means, the introduction and integration of ICT at different levels and into various types of education is the most challenging undertaking. Failure to meet the challenges would mean a further widening of the knowledge gap and deepening of existing economic and social inequalities among the developed and the developing countries” (Mikre, 2011,p. 2). Another notable challenge for integrating ICT into TVET system is the differences of views between academics and the students.. Experience has shown that teachers’ intention for. introducing ICT into TVET is to further student’s education and get them well prepared for workforce readiness; On the contrary, students view technology as a source of entertainment. Together with this and other factors make the use of ICT as an effective instructional tool to a diverse group of students a night mere. Young (2005) argues that, the true question that business educators face is not the question about whether to integrate ICT, but how can ICT be integrated in the most possible effective manner. In the opinion of Ertmer (1999), there are two basic barriers to integrating ICT into TVET system, which he describes as first-order and second-order barriers:. 14.

(29) First-order barriers to technology integration are described as being extrinsic to teachers and include lack of access to computers and software, insufficient time to plan instruction, and inadequate technical and administrative support. Second-order barriers are intrinsic to teachers and include beliefs about teaching, beliefs about computers, established classroom practices, and unwillingness to change (Ertmer, 1999, p.48). Zirkle (2002) shares a similar concept but with focus on institutional challenges to ICT integration which have been documented in literature. Zirkle identified the following as some of the institutional barriers:  Lack of equipment and support  Difficulties in scheduling  Lack of adequate resources  High cost of programme development  Instructional difficulties  Difficulties in recruiting qualified instructors  Difficulties in maintaining reliable technical assistance and support Finally, the process of coming up with ICT-mediated learning materials for TVET has been slowed compared to that of the general education sector cause of which may be attributed to lack of wide variety of occupational specific software in TVET. “Specifically, technology applications used in various occupational fields are not available to educators” (Allen, Walker, & Morehead 1999, p. 6).. ICT as an Instructional Tool in TVET Information Communication Technology in these modern times is revolutionizing education by bringing it ever closer and making it more accessible. Despite this significant role ICT plays in girding TVET, yet there is paucity of literature and research regarding its integration into the TVET system. According to Ime (1998), there are different purposes for using ICT application in adult education some of which are discussed below:. Technology as Curriculum The focus of using technology as curriculum is to build ICT literacy skills for learners, which is divided into two sets: The first is common ICT literacy skills such as keyboarding, word processing, using databases, using spreadsheets, desktop publishing and using the Internet for 15.

(30) research and communication. The second ICT skill sets include possession of occupationally precise ICT literacy skills such as: the ability to use a machine tool that uses programs to automatically execute a series of machining operations otherwise referred to as (CNC) equipment and operate them with digital system controls (Wohleb, 2011).. Technology as a Complement to Instruction Using ICT to complement instruction would mean, creating opportunities to put into practice, skills taught and intensify learning by working with specific software applications (Kasworm & Londoner, 2000). Mostly in TVET, at the beginning stage of training, simulators are used for safety purpose.. Technology as an Instructional Tool Despite years of research on education, getting clear picture to determine how people learn in the most effective way which is a very complex process remains an obstacle. As a result, educators use the limited available literature known about human learning in the process of imparting and acquiring knowledge. Kupsh and Mason (1986) divided the learning process into two broad categories. The first of which is the learning conditions that are internal to the learners. The internal condition to learners is very difficult to control, yet technology as an instructional tool improves the learning potential outcomes. The second condition of learning is external to the learners. Human beings learn through the five senses and the contribution of each to the amount that we learn varies. Following is estimated amount of learning from the five senses  Taste: 1%  Touch: 1.5%  Smell: 3.5%  Hearing: 11%  Seeing: 83% So we must not lose sight of the amount of information that people can retain within a specific period of time which can be controlled by technology as an instructional tool (Chinien & Kotsik, 2003).. 16.

(31) Current Status of TVET in Sub-Saharan Africa Sub-Saharan Africa is geographically, the part of the continent of Africa that can be found on the south of the Sahara, which comprises all African countries that are fully or partially located south of the Sahara with the exception of Sudan and some which also fall within the Arab World ( Wikipedia, the free encyclopedia; Sub-Saharan Africa, 2009). United Nations Educational, Scientific, and Cultural Organization (UNESCO) has published so many reports assessing the impact of introducing vocational education in SubSaharan Africa (SSA) focusing on the structure of the curriculum in which students should dedicate a little part of their class time to vocational or practical subjects, without compromising prospects for higher education (Lauglo & Maclean, 2005). However, UNESCO Institute of Statistics (UIS) in 2006 conducted a worldwide survey on accessibility of formal TVET education. Of recent, UNESCO/UIS (2009) published latest and more precise statistics on TVET enrolment as a percentage of total secondary school enrolment. The statistics indicate a partial picture of a whole since enrolment in formal TVET covers only a small percentage of the total participation in training, ignoring other TVET areas. Therefore, comparative data on TVET systems are hard to put together (UNESCO / UIS, 2006), which affects proper analysis of participation, graduation and labor-market outcomes of TVET in Sub-Saharan Africa where The Gambia is be found (UNESCO/UIS, 2009). However Africa in general, TVET systems differ from country to country and the delivery methods also differ in different levels and in different type of institutions, including technical and vocational schools (both public and private), polytechnics, enterprises, and apprenticeship training centers. Literatures reveal that West Africa in particular, traditional apprenticeship remains the most famous method of acquiring employable skills in the informal sector.. The Gambia Scenario of Human Resources Development through TVET As the success of TVET in any country can be considered a key indicator of the country‘s advancement in development, the Gambia has taken measures in providing opportunities for youthful population to access occupational skills outside the formal education system; for example, the Gambia National Youth Services Scheme (NYSS) provides training for about 200 youths on an annual basis (Lahire et al., 201). Historically, most of the countries if not all that have evolved into a technological advanced ones, TVET played a very pivotal role. And the 17.

(32) sustainability of technological advancement would not have been possible in the absence of skilled manpower (Mosoti, 2006). Cognizant of this crucial role of TVET in sustainable technological and human resource development, the Gambia prioritizes Science and Technology in education. This prioritization is based on identified targets which are in line with Millennium Development Goal (MDG) number one. This is expected to make the Education Sector Policy functional so as to assist reducing poverty in the Gambia while creating a foundation for the vision of economic development, based upon applications of technical skills and technology (Gambia Dept. of State for Finance & Economic Affairs 2007). As stated by Kuboni (2002), the provision of relevant and appropriate skills no doubt represents an important element of the overall development route of a country. In all sectors of every country, skills development takes on an increasingly important role, more so in the advent of globalization in an ever increasing knowledge economy. Undoubtedly, the capacity of any country to attract appropriate and relevant investment is also to a very large extent dependent on the pool of skills available which the Gambia is of no exception. Therefore, the role of integrated ICT in the TVET system for national development must not be underestimated (Zarini, Wilson, Mar, & Varis, 2009).. Methods of Delivering TVET in the Gambia TVET in the Gambia is delivered in different ways some of which are discussed here.. Formal TVET TVET at this level is an alternative to university education. Oftenly, many of those enrolled for this training are believed to be graduates of secondary level education. These trainings which include soft and hard skills are offered by both public and private institutions and sometimes required external examinations for obtaining a level qualification (Lahire et al., 2011).. Informal Apprenticeship Conventionally, in the Gambia just like any other Sub – Saharan African country, also TVET delivery is conducted in an informal way which focuses on “traditional productions such as metalwork, vehicle maintenance, carpentry, furniture making and so on” (Lahire et al., 2011, p xiv). This process involves apprentices (trainees) learning by observing the trainer locally referred to as boss, performing the job and try to imitate his or her behavior (Rothwell, 1990). Interestingly, this type of training program has no specific content and no prescribed time for completion. As. 18.

(33) such, it may take good number of years before an apprentice is declared qualified by the local boss without any certification.. TVET in Secondary School The Gambia Ministry of Basic and Secondary Education have synchronized TVET related courses into secondary school curriculum. As a result, TVET courses are taught almost in all schools in the Gambia. furthermore, there are some senior schools that focus mostly on TVET yet, below TVET subjects are taught in many schools in the Gambia: engineering science, home economics, arts and crafts, technical drawing, metalwork and woodwork and they are part of the subject choices for the Grade 12 final exams for West African Senior Secondary School Certificate Exams (WASSSCE) (Touray et al., 2011).. Approved Master Craft Persons Although, there are still so many informal apprenticeships in the Gambia with no guidelines or set standards for the content of the training of apprentices as stated earlier on. However, according to Touray et al. (2011) the situation is improving by the day since NTA came into being. The Authority has decided to restructure the informal apprenticeship system. NTA now identifies Master craft persons, persons with approved skills and educational records to offer both theoretical and practical training in a structured and organized manner, completion of which will lead to a formal certification at the end of the training.. I C T in the Gambia Status of ICT in Education sector of the Gambia The availability of computers in the general education sector of the Gambia is still below average. Student - computer ratio was 142:1 (142 students to a computer) (Government of The Gambia/UNECA SCAN-ICT Country Report, 2007). According to the same report, the situation has been worsened at Lower Basic Level due to increase in enrollment. In reality, a computer has to be shared by 256 students at Lower Basic Level whilst 10 students share a computer at tertiary/higher education level. In Senior Secondary Schools within the urban areas, one computer is allocated to about 29 students; whilst there are only 11 students per computer in the Vocational schools. Regarding training on ICT, there are disparities according to gender. Government of The Gambia/UNECA SCAN-ICT Country Report (2007) findings revealed that, at tertiary education. 19.

(34) level, only 18 percent of the female students are in ICT dominated field while there are about 60 percent of the male students in the same category who are in an ICT dominated field. On the contrary, the results concerning Vocational/Technical schools show a higher participation of female in ICT field than the male students. In this category, about 17 percent is said to be female students in ICT dominated field as opposed to 15 percent of male students in the same category (Government of the Gambia/UNECA SCAN-ICT Country Report (2007). However, according to Gambia Investment and Export Promotion Agency (GIEPA), in recent past, the Gambia has made remarkable achievements in Information Communication Technology (ICT) sector. As the government aims to introduce ICT in all its activities, the Ministry of Communications and Information Technology (MoCIT) has taken a giant stride to create an environment where all sector players can operate and share infrastructure policy which contains plans for e-government as well as strategies. In light of the above, the telecommunications bill is being developed to be enacted as the legal framework to further strengthen the creation of enabling regulatory environment for all the players in the sector. Furthermore, the Gambia small as it may be with an estimated population of 1,840,454 (July 2012 est.) has eight internet service providers (ISP) licensed by The Ministry of Communications and Information Technology though only six are currently operational; with this, internet access and other related services has improved, thus creating a booming market for internet cafe owners even in the rural areas even though in limited services yet manifesting the need to integrate ICT in all aspects of education.. National Training Authority Technical and Vocational Education and Training (TVET) is a concept that refers to education and training that prepares persons for gainful employment (Finch & Crunkilton, 1999). In other words, TVET can also mean an undertaking that aims to bring about learning which would make people more productive (simply and adequately productive) in specific areas of economic activity (economic sectors, occupations, specific work tasks) (Lauglo, 2009). Technical and Vocational Education and Training have the potential to improve human capabilities and increase peoples’ choices; as such, The benefits of it should be more equitably distributed between men and women, and between rural and urban areas (Hollander & Mar, 2009).. 20.

(35) The Gambia, as it strives towards attaining its development goals, has come to realize a very daring need to support its national development processes by providing a better skill acquisition strategy. Despite being a least developing country, the Government has put in enormous efforts in creating a favorable environment for ICT development by coming up with ICT Policy with a very clear strategy for its implementation. The country has also developed a policy which gave birth to National Training Authority Act 2002; the mandate of which became effective a year later. The said act mandated The National Training Authority (NTA) to provide a system that will regulate national vocational qualifications, coordinate the quality and delivery of technical and vocational education as well as other trainings, which the authority should make relevant to all occupations, skills, artisans, semi-skilled workers and to other occupations classified under unskilled category as well as encourage continuous learning for all Gambians (National Training Authority Act, 2002). Due to this, the Department of State for Education (DOSE) now refers to as Ministry of Basic and Secondary Education with the support of European Development Fund under the 3rd Education Project, developed a Private Sector led Skills Development Policy to Reform TVET system of the Gambia.. The Gambia Ministry of Higher Education, Research Science and Technology (MoHERST) The Ministry of Higher Education, Research, Science and Technology (MoHERST) was established in 2007. It has three directorates: Directorate of Higher Education, Directorate of Research and Planning and the Science and Technology Directorate. The mission of the ministry is:  Provide access to relevant and high quality education  Provide high quality higher education services  Make science & technology the engine of growth  Ensure gender equity in education  Promote the principle of lifelong learning  Promote innovation in science and technology  Promote research in science and technology  Ensure sustainable environmental growth (MoHERST, 2013).. 21.

(36) The Contributions of Taiwan International Cooperation Development Fund (ICDF) to the Education Sector of the Gambia Taiwan, during its diplomatic relationship with the Gambia has been contributing through ICDF to the socio-economic development of the country in various sectors ranging from agriculture, health and education. Of recent, the Gambia benefited from Taiwan ICDF the construction of an ultra-modern Technical and Vocational Education and Training Centre at a tune of US$4,950,000 which Taiwan ICDF has contributed US$3,600,000. This project was at apex of completion before the diplomatic severance between the two former strong friendly nations. The project has six components: physical infrastructure (buildings, equipment and furniture), Development of curriculum, Training of staff, Consultancy services, the acclimatization of Sifoe which is now Ndemban Skills Training Center and the value of the TVET system. However, the project aimed at standardizing the technical and vocational education and training (TVET) available through public training institutes and to surrogate Banjul Skills Training Center. Upon successful completion, this project is expected to yield mainly economic benefit for the Gambia. There will be approximately 2,500 workers benefiting from one month of in-service training each year for five years, plus another 600 pre-service TVET student per year for four years (Taiwan ICDF, 2013). The approximate number of employment given above is undoubtedly significant and very relevant for the development of any nation as Seers (1979) argued by asking three questions which are still relevant to measure the development of a nation. According to him, the questions to ask about a country’s development include: What has been happening to poverty? What has been happening to unemployment? What has been happening to inequality? If all three of these have declined from high levels, then beyond doubt this has been a period of development for the country concerned. If one or two of these problems have been growing worse, especially if all three have, it would be strange to call the result ‘development’, even if per capita income had doubled.. 22.

(37) CHAPTER III RESEARCH METHODS As the research background together with research questions were discussed in chapter one, and Literature has been reviewed in chapter two, this chapter will address other research issues starting with the research approach, research framework, research procedure, population and sample, data collection and analysis and last though not the least, the validity and the reliability of the study.. Research Approach In this research, a qualitative approach, which is a flexible and iterative approach, an approach that consciousness and the objects of direct experience is its theoretical perspective Biklen (2004) has been chosen; because this will avail researcher the opportunity to have more thorough analysis of problem in policy and practice, and focus more on the description of the world as experienced by individuals in the analysis of issues in special education like TVET (Mertens, 2009; Rockhill et al., 2003; Smith, 2000). To ensure accuracy of the data and evidence gathered, the researcher used triangulation. For example, different methods such as interview and document review were used to collect the data. Furthermore, interviewees were drawn from cross section of all the participating institutions such as top level managers, middle level managers, principals and teachers). With the culmination of above reasons, qualitative research is preferred in this study. Therefore, the study utilized two main qualitative data gathering methods namely: individual interviews (face-to-face) and documents review.. Research Framework As stated earlier on, many scholars have agreed that so many factors influence effective integration of ICT into education (Saud et al., 2011). Among those factors as suggested by Kotsik et al. (2009) this researcher considered four of them in order to study the prospects and the challenges of effectively integrating ICT into TVET system: Organizational Readiness, Pedagogical Readiness, Strategic Readiness, and Technical Readiness. Below research framework is designed based on four aspects of ICT integration into education system all of which were drawn from literature review most notably the work of Saud et al. (2011). 23.

(38) As shown below, this research studied the prospects and challenges of ICT integration into the Gambia’s TVET system. Precisely, it looked into the influence of the four aspects (Organizational Readiness, Pedagogical Readiness, Strategic Readiness, and Technical Readiness) on effective integration of ICT into the TVET system. These four aspects are broken down into various interview questions some of which (the interview questions) were based on Chinien, and Kotsik’s ICT integration model adopted by this study; but the interview questions in general and the framework were carefully drawn in consideration of the research questions.. Strategic Readiness. Pedagogical Readiness. ICT Integration. Technical Readiness. Organizational Readiness. Figure 3.1. Theoretical framework.. 24.

(39) Research Procedure In this section, the different steps and stages of this research have been discussed. The first stage was the identification of the research topic which was done in collaboration with the thesis advisor. This was followed by review of previous academic works otherwise referred to as literature review on the integration of the ICT into Technical and Vocational Education and Training system (TVET). Based on this and the guidance of the thesis advisor, the frame work for this research and a very suitable research method that have led to the achievement of the research purpose were developed and identified respectively. However, after a thorough literature review, precisely on Saud et al.’s four aspects of ICT integration and Chinien, and Kotsik’s ICT integration model, the interview questions for this study have been designed in consideration of the research phenomenon. In the interest of validity and reliability, the questions went through an extensive peer and experts’ review as well as pilot testing. In order to diversify or strengthen the accuracy of the data, the researcher has reviewed the official documents of National Training Authority. However, the main method of collecting data was interview. After successful collection of data, the gathered data was synthesized, analyzed and interpreted. This has led the researcher to the results, findings, conclusions, and implications.. 25.

(40) Research Topic Research Framework Literature Review Methodology Interview Questions Pretest Interview Questions Adjust Interview Questions Conduct Interviews Data Analysis Research Findings. Conclusion Figure 3.2. Research procedure.. 26.

(41) Sampling Process According to NTA Act (2012), most of the Gambia’s TVET institutions are located within Greater Banjul Area (the capital and its surrounding) where this study is limited to. In order to get an accurate data regarding the research phenomenon, purposeful sampling technique was implored to identify participating TVET institutions. All types of sampling in qualitative may be classified under broad term of purposeful sampling (Patton, 1990). Patton further argues that qualitative inquiry typically focuses in depth on relatively small samples, even single cases, selected purposefully. Therefore, the following criteria were used to purposefully select 25 TVET institutions out of the targeted population:  Length of services 5 – 10 years  Number of TVET programs in the institution  Number of technology related programs The above three criteria were used further as determinant for the final 5 participating TVET institutions as subjects for this study; for example, institutions with or that have been operational for about 5 – 10 years were given preference to those that have fallen below the criterion. However, where there was tight up; those that have highest number of years of experience were prioritized. The same procedures were applied to the remaining criteria. All the above criteria were found in National Training Authority’s (NTA) records which the researcher used to carry out purposeful sampling. However, Purposeful Sampling has been used again to identify interviewees within the final 5 individual TVET institutions. This sampling technique helped the researcher to decide what needed to be known and find people who can and were willing to provide the information based on knowledge or experience (Lewis & Sheppard, 2006). The participants from TVET institutions were finally selected by virtue of position and experience. For example, principals, alternatively vice principals or senior teachers as well as administrative staff were targeted. Intensity sampling technique being a process of selecting or searching for rich or excellent samples for the phenomenon of interest was also used to select the three interviewees (officials) of NTA, three interviewees from MoHERST, and two from Taiwan ICDF. ICDF is captured in this study because Taiwan through ICDF has been an active donor agent for the Gambia’s TVET programs. As a result, it will be prudent to catch or include the version of their 27.

(42) technical director in this project and his assistant. In plain English, the subjects in those institutions were selected based on their knowledge and understanding of the research phenomenon. Although Patton (2002) states that intensity sampling may need prior information and exploratory work to be able to identify intense samples, this researcher has used interviewees’ experiences and the relationship between their work and the research problem as yardstick for selection. For example, in each of the institutions, there is a unit responsible for TVET issues, the researcher therefore targeted those who work directly under units responsible for TVET and ICT related issues. The final Criteria for subject selection were based on positions and experiences.. Participants The sample population for this study was the tertiary institutions within the Greater Banjul Area, the Gambia National Training Authority, The Gambia Ministry of Higher Education, Research Science and Technology, and Taiwan ICDF. Basically, five out of 25 identified major TVET institutions within greater Banjul Area were covered. The identification of these 25 TVET institutions was based on Purposeful Sampling which was later condensed into five through same sampling technique. However, three interviewees were drawn from NTA, three from MoHERST, and two from Taiwan ICDF. Once again, Purposeful Sampling was administered since the case is information rich which helped the researcher to study the research phenomenon in in-depth level (Meriam, 2002). Table 3.1. Profile of the Participants Name. Current Position. Institution. Qualification Duration Stay in Position. A’idah. Dep. Director General. A. MSC. 1 year. Aaban. Senior Instructor. A. BSC Honors. 12 years. Habibou. Admin. Assistant. B. Microsoft Cer. System Adm. 5yeras. Baahir. Director Admin. B. BSC. 5 years. Burang. Director. C. MSC. 1 year. Cala. DPS (Third to Minister). C. MA. 3 years. Faakhir. Director. C. MA. 3years (continued). 28.

(43) Table 3.1. (continued) Name. Current Position. Institution. Qualification Duration Stay in Position. Fadeelah. Agt. Director. D. BA. 1yr almost. Baba. Agt. R & A Spe.. D. National Higher Diploma. N/A. Aba. Research Officer. D. BA. 7years. Badala. Director. E. ACCA Part B. 8years. Totaala. Senior Instructor. E. BSC/MCSA/MCSEIT. 4years. Boding. Senior Instru. /Admin Head F. MSC. 1year. Kunjang. Director. F. MSC. N/A. Faye-nyama. Engineer. G. Certificate CCNA. 3years. Sawdang. Director. G. MSC. 4years. Faheem. Consultant. H. PHD. 2years. Yaqoob. Admin Assistant. A. Diploma Management. 4years. Faizal. Senior Teacher. B. BSC. 6 years. Data Collection One of the most important considerations of using qualitative approach is that, it can be used to better understand any phenomenon about which little is yet to be known, or to gain more in-depth information that may be difficult to convey quantitatively (Strauss & Corbin, 1990); "If you want people to understand better than they otherwise might, provide them information in the form in which they usually experience it" (Lincoln & Guba, 1985, p. 120). Furthermore, “Qualitative research reports, typically rich with detail and insights into participants' experiences of the world, may be epistemologically in harmony with the reader's experience” (Stake, 1978, p. 5) thus making it more meaningful.. Document Review Wide range of documented materials may be used as a valuable source of data; the term documents may include but, not limited to institutional documents such as clinical, programmatic, or organizational records (Curry, Nembhard, & Bradley, 2009). As Curry et al., point, documents may be categorized into personal and public: personal documents may include diaries, letters,. 29.

(44) artistic expressions, while public historical documents may include legislative testimony, legal documents. One method to conduct systematic document review is analysis of the content, a strategy that draws conclusion through objective and systematic identification of core elements of written communication (Curry et al., 2009). This research therefore conducted content analysis of the Public Historic Documents of National Training Authority as the second method of collecting data in order to generate secondary data. This has helped the researcher to compare and contrast previous and the current situation of TVET in the Gambia, and finally generates inferences and recommendations about the research problem.. In-Depth Interviews The term interview itself in accordance with the philosophy of Kahn and Cannell (1957) may be described as a conversation that has a specific purpose. According to Merriam (2001) in most cases, interviews are more open-ended and less structured; whiles Patton (2002) divides it into three general categories: the informal conversational interview, the general interview guide approach; and the standardized open-ended interview. However, studies have revealed that the most common form of interview is person-to-person format; this may range from open-ended to the highly structured style and then to semi-structured one in which questions are written before the interview. For the purpose of this research, the researcher administered semi- structured interview which has actually helped to best answer the research questions by getting insightful stories from the interviewees about integrating ICT into the TVET system of the Gambia. With the permission of the interviewees, the interview process of this research was recorded. Furthermore, verbatim transcriptions of the recorded responses were made to avoid missing out any relevant part. The Gambia being an English speaking country, the interview has been conducted in English Language so as to give the interviewees the opportunity to freely express their opinions regarding the research phenomenon. From the literature review, it is found that most qualitative researchers use different data collection methods, sometimes combination of two or more. In a n exploratory study of this nature, in-depth- interviews can be very instrumental in finding out what is going on in order to seek new insights' (Robson, 2002). It will further allow the researcher to prepare ahead of time which in no doubt will help to cover all the important aspects of the research phenomenon before conducting the interview. Furthermore, in depth interview will allow the researcher to provide a 30.