Abstract:

The Gambia was a recipient of the World Bank’s World Links for Development (WorLD) pilot programme (1997-2001) which is part of the bank’s educational projects in developing countries which focused on the promotion of new and better ways of achieving effective learning through the use of technology. This study investigated whether concerns of the WorLD Programme teachers in The Gambia, regarding the non-effective utilisation of ICT in education in achieving professional teacher development, prevailed in other WorLD schools throughout Africa. The framework was to conduct a focus study interview with project teachers, administer questionnaires to determine teachers’ concerns regarding the WorLD Programme and other factors contributing to the success or failure of the Programme in their schools. An evaluative research method was used to investigate benchmarks developed as possible indicators to achieve project objectives. The study found out that despite the key role of ICT in improving the quality and delivery of education globally, imperatives to achieving educational outcomes, such as access to computers and Internet networking, training of educators and a supportive working environment were still unavailable to education role players in The Gambia. The study revealed that though educators in WorLD schools have been equipped with new skills and modern insights into education. However, the project failed to achieve a great proportion of its outcomes and impact. It was strongly recommended that the issues that have impeded achieving the objectives of the WorLD project be addressed through a national ICT education policy to achieve future outcomes and impact.

Keywords:

ICT in Education, World Links for Development, eLearning, Teacher Professional Development, Learning, Teaching, Research, Education Development.