Skills Development: Vocational Education
in the Islamic Countries
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CHAPTER 2: METHODOLOGY
This studywas exploratory in nature that focused on mixedmethod approach to address the
research questions. More specifically, this study has both quantitative and qualitative
approaches (See: Figure 2.1).
Figure 2.1: Methodological approaches
Research contexts
This studywas guided keeping three different contexts, as described below:
1. Firstly, it was conducted in the context of Bangladesh’s Technical and Vocational
Education and Training (TVET) sectors and related industries.
2. Secondly, study was conducted in context of Palestine’s ( Gaza Strip) Technical and
Vocational Education and Training (TVET) sectors and related industries.
3. And finally, study was conducted in the context of Uganda’s Technical and Vocational
Education and Training (TVET) sectors and related industries.
The above areaswere chosen because skilledworkers are employed in here.
Research sample
Participants in this research were drawn from three different sectors of Bangladesh , Palestine
and Uganda. Three questionnaires were developed for gaining quantitative evidence (Data)
from:
(i) Administrators
(ii) Teaches from TVET sectors
(iii) Experts from Industry
Quantitative design
Language of Questionnaires: Participants’ native languages were considered while the
questionnaires were constructed.
 In case of Bangladesh, the native language is Bangla. Therefore, in order to make the
participants understood fully, each question was constructed using Bangla along with
Methodology
Quantitative
Qualitative
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Analysis