Skills Development: Vocational Education
in the Islamic Countries
46
Table 2.5: Sample size (Palestine) for qualitative design and their responses
N
o
Target Type for Interview Desired Sample
Size
Collected
Responses
1 Administrators
(TVET sectors & related
Industry)
15 09
In Case of Uganda: 20 administratorswere invited toattend in interviews. Out of them, 12were
accepted to participate in this study. The response rates in Uganda were tabulated as bellow
(Table: 2.6)
Table 2.6: Sample size (Uganda) for qualitative design and their responses
No Target Type for Interview Desired
Sample Size
Collected
Responses
1 TVET Administrators 20 12
Site visits: In order to find out skills gap a check list was constructed following exiting
theoretical framework (see: Jayaram & Engmann, 2017) from both vocational institutions and
industries. In order to find out skills set for current and future employment, the following sample
size were selected in Bangladesh.
Table 2.7: Sample size (Bangladesh) for skills set (check list) and their responses
No Questionnaire Types Desired
Sample Size
Collected
Responses
1 TVET Administrators and
Teachers
100 64
2 Experts from Industry 40 27
In order to find out skills set for current and future employment, the following sample size were
selected from Uganda. In Uganda, skills set (check list) was distributed among administrators,
teachers and experts from industry.
Table 2.8: Sample size (Uganda) for skills set (check list) and their responses
No Questionnaire Types Sample Size Responses
1 TVET Administrators, Teachers
and Experts from Industry
70 47
Documentanalysis via literature
 Related literature: prior literature from top ranked SSCI indexed journals were accessed to
get recent information and to justify the recent trends in developed and OIC member
countries. Some journals are worth to cite here such as Journal of Vocational Education &
Training;
 Vocational behaviour; International Journal of Lifelong Education, and similar ranked
journals.