UNIVERSITY OF GHANA ASSESSMENT OF COMPUTERIZED SCHOOL SELECTION AND PLACEMENT SYSTEM IN GHANA: A FIT AND VIABILITY THEORY APPROACH BY JOSHUA NII AKAI NETTEY 10803978 A THESIS SUBMITTED TO THE DEPARTMENT OF OPERATIONS AND MANAGEMENT INFORMATION SYSTEMS, UNIVERSITY OF GHANA BUSINESS SCHOOL, UNIVERSITY OF GHANA, LEGON IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF AN MPHIL IN MANAGEMENT INFORMATION SYSTEMS DEGREE MAY, 2022 DECLARATION I do hereby declare that this work is the result of my own research and has not been presented by anyone for any academic award in this or any other university. All references used in this work have been fully acknowledged. I therefore bear responsibility for any shortcomings. 19/05/2022 _________________________ _________________________ Joshua Nii Akai Nettey Date (10803978) i CERTIFICATION I hereby certify that this thesis was supervised in accordance with procedures laid down by the University. 19/05/2022 _________________________ _________________________ Dr. Acheampong Owusu Date (Supervisor) 19/05/2022 _________________________ _________________________ Dr. Emmanuel Awuni Kolog Date (Co-Supervisor) ii DEDICATION I dedicate this to God Almighty, and my lovely wife Winnifred Boakye Nettey, who helped to make this work possible. God bless you love. iii ACKNOWLEDGEMENT My utmost appreciation goes to God almighty for his grace, provisions and strength to complete this work. Secondly to my lovely wife, Winnifred Boakye Yiadom. Thank you for your immense contributions; I will never forget what you did for me particularly this work. May God bless you and grant all your heart desires. To my supervisor, Dr. Acheampong Owusu and my co-supervisor Dr. Emmanuel Awuni Kolog. Thank you all for your guidance and contributions to the success of this work. God richly bless you for the time. Also to all the lectures in the Management and Information Systems Department of the University of Ghana Business School, Legon. God bless you all for being there for me whenever I approached you for help. To all my predecessors who contributed to the success of this work, I say God bless them all. Finally, to all my colleagues, my coursemates and friends, you were amazing. God bless us all. iv TABLE OF CONTENTS DECLARATION ............................................................................................................................. i CERTIFICATION .......................................................................................................................... ii DEDICATION ............................................................................................................................... iii ACKNOWLEDGEMENT ............................................................................................................. iv TABLE OF CONTENTS ................................................................................................................ v LIST OF TABLES ......................................................................................................................... xi LIST OF FIGURES ...................................................................................................................... xii LIST OF ACRONYMS AND ABBREVIATIONS .................................................................... xiii ABSTRACT ................................................................................................................................ xvii CHAPTER ONE ............................................................................................................................. 1 INTRODUCTION .......................................................................................................................... 1 1.1 Background ........................................................................................................................... 1 1.2 Research Problem ................................................................................................................. 5 1.3 Research purpose .................................................................................................................. 9 1.4 Research Objectives ............................................................................................................ 10 1.5 Research Questions ............................................................................................................. 10 1.6 Significance of the study ..................................................................................................... 10 1.7 Chapter Synopsis ................................................................................................................ 11 CHAPTER TWO .......................................................................................................................... 13 LITERATURE REVIEW ............................................................................................................. 13 2.1 Introduction ......................................................................................................................... 13 2.2 The Concept of Selection and Placement ........................................................................... 13 2.2.1 Selection Defined ............................................................................................................. 14 2.2.2 Placement Defined ........................................................................................................... 15 v 2.3 School Placement Systems in Some Countries ................................................................... 16 2.3.1 School Selection and Placement Systems in England ..................................................... 17 2.3.1.1 State or Public schools in England................................................................................ 19 2.3.1.2 Independent or Private Schools in England .................................................................. 21 2.3.1.3 Secondary School Placement Priorities .................................................................. 22 2.3.2 School Selection and Placement Systems in Japan.......................................................... 22 2.3.3 School Selection and Placement System in India ............................................................ 24 2.3.4 School Selection and Placement System in South Africa ................................................ 25 2.3.5 School Selection and Placement System in Ethiopia ....................................................... 27 2.3.5.1 Placement for Secondary Education ............................................................................. 27 2.3.5.2 Placement for Vocational Education ............................................................................ 28 2.3.5.3 Placement for Higher Education ................................................................................... 29 2.3.6 School Selection and Placement System in Zimbabwe ................................................... 29 2.3.7 Yugoslavia School Selection and Placement ................................................................... 30 2.3.8 School Selection and Placement Systems in Ghana before the CSSPS........................... 31 2.4 The Computerized Selection and Placement Systems in Ghana ........................................ 33 2.4.1 How the CSSPS Works .................................................................................................... 35 2.4.2 Automatic Placement ....................................................................................................... 36 2.4.3 Functions of Self-Placement ............................................................................................ 37 2.4.4 Self-Placement Procedure ................................................................................................ 38 2.4.5 Benefits of Computerized Selection and Placement Systems.......................................... 38 2.4.6 Implementation Challenges of Computerized School Selection and Placement System 40 2.5 Related Studies on Computerized Selection and Placement System .................................. 41 2.6 Discussion of issues and evidence ...................................................................................... 47 2.7 Conceptual approaches in Computerized Selection and Placement System Research ....... 49 2.7.1 Intersectional Framework ................................................................................................ 50 2.8 Research Gaps and Future Research Directions ................................................................. 51 2.9 Chapter Summary ............................................................................................................... 53 CHAPTER THREE ...................................................................................................................... 54 RESEARCH FRAMEWORK ....................................................................................................... 54 vi 3.1 Introduction ......................................................................................................................... 54 3.2 Fit-Viability Theory foundation .......................................................................................... 54 3.2.1 Overview of Task Technology Fit ................................................................................... 54 3.2.2 Fit Viability Theory ......................................................................................................... 55 3.3 Research Theory ................................................................................................................. 57 3.4 Definition of Constructs ...................................................................................................... 58 3.4.1 Environment, Task-Technology Fit Dimension .............................................................. 58 3.4.2 Task and Technology ....................................................................................................... 59 3.4.3 Viability Dimension ......................................................................................................... 59 3.5 Choice of theory justification .............................................................................................. 61 3.6 Fit-Viability Theory Limitations......................................................................................... 62 3.7 Chapter summary ................................................................................................................ 63 CHAPTER FOUR ......................................................................................................................... 64 RESEARCH METHODOLOGY.................................................................................................. 64 4.1 Introduction ......................................................................................................................... 64 4.2 Research Paradigm.............................................................................................................. 64 4.2.1 Interpretive Paradigm....................................................................................................... 66 4.2.2 Positivist Paradigm .......................................................................................................... 67 4.2.3 Critical Realis Paradigm .................................................................................................. 67 4.3 Research Design and Methodology .................................................................................... 68 4.4 Research Strategy and Selection of Case ............................................................................ 69 4.5 Sampling Method ................................................................................................................ 70 4.6 Data Collection Technique ................................................................................................. 71 4.6.1 Interview of Twenty-Five Respondents ........................................................................... 72 4.6.2 Documents and Archival Records Examined .................................................................. 73 4.7 Data Analysis ...................................................................................................................... 74 4.7.1 Data Collection ................................................................................................................ 75 4.7.2 Data Condensation ........................................................................................................... 76 4.7.3 Data Display..................................................................................................................... 76 4.7.4 Conclusion Drawing and Verification ............................................................................. 77 vii 4.8. Ethical Considerations ....................................................................................................... 77 4.9 Summary ............................................................................................................................. 78 CHAPTER FIVE .......................................................................................................................... 79 RESEARCH FINDINGS .............................................................................................................. 79 5.1 Introduction ......................................................................................................................... 79 5.2 Selection and Placement – Overview ................................................................................. 79 5.3 Selection and Placement in Ghana ...................................................................................... 80 5.4 Findings from Computerized School Selection and Placement System ............................. 82 5.4.1 The Task, Technology and Environmental Fit on CSSPS ............................................... 82 5.4.1.1 Task Requirement Fit on the Implementation of CSSPS.............................................. 82 5.4.1.2 School Selection and Placement Exercise .................................................................... 83 5.4.1.3 The Placement Process ................................................................................................. 85 5.4.1.4 Self-Placement Procedures ........................................................................................... 88 5.4.2 Environmental Requirements Fit on CSSPS.................................................................... 90 5.4.2.1 CSSPS Stakeholders ..................................................................................................... 91 5.4.2.2 The Structure of CSSPS ................................................................................................ 91 5.4.2.3 CSSPS Ecosystem ......................................................................................................... 92 5.4.3 Technical Requirements Fit on CSSPS............................................................................ 95 5.4.3.1 Technical Competence .................................................................................................. 96 5.4.3.2 Functional Requirements .............................................................................................. 98 5.4.3.3 Information Quality ...................................................................................................... 99 5.4.3.4 Publishing Standards ................................................................................................... 100 5.4.3.5 Training ....................................................................................................................... 101 5.4.4 The Economic, IT Infrastructure and Organizational Viability of the CSSPS .............. 103 5.4.4.1 CSSPS's Economic Viability ...................................................................................... 103 5.4.4.2 Infrastructural Viability of the CSSPS ........................................................................ 105 5.4.4.3 Resource Maturity ....................................................................................................... 105 5.4.4.4 Resource Allocation .................................................................................................... 106 5.4.5 Organizational Viability of CSSPS ................................................................................ 107 5.4.5.1 Organizational Structure of the CSSPS ...................................................................... 108 viii 5.4.5.2 Organizational Maturity of the CSSPS ....................................................................... 108 5.4.5.3 Funding ....................................................................................................................... 110 5.5 Chapter Summary ............................................................................................................. 110 CHAPTER SIX ........................................................................................................................... 111 ANALYSIS AND DISCUSSIONS OF FINDINGS .................................................................. 111 6.1 Introduction ....................................................................................................................... 111 6.2 Analysis of Findings ......................................................................................................... 111 6.2.1 Task-Technology Fit and Environmental Fit on the Implementation of CSSPS ........... 112 6.2.1.1 CSSPS Environmental Requirements Fit Analysis..................................................... 112 6.2.1.2 CSSP Technical Requirement Fit Analysis ................................................................ 114 6.2.2 CSSPS Economic Viability, IT Infrastructure Viability and Organisational Viability . 118 6.2.2.1 CSSPS Economic Viability Analysis ......................................................................... 118 6.2.2.2 CSSPS IT Infrastructural Viability Analysis .............................................................. 119 6.2.2.3 CSSPS Organisational Viability Analysis .................................................................. 121 6.3 Discussions of Findings .................................................................................................... 122 6.3.1 The Task, Technology and the Environmental fit of CSSPS Implementation .............. 123 6.3.1.1 Environmental Task Fit............................................................................................... 124 6.3.1.2 Technology Task Fit ................................................................................................... 125 6.3.2 CSSPS Economic, IT Infrastructure and Organisational Viability ................................ 127 6.3.2.1. Economic Viability .................................................................................................... 127 6.3.2.2 IT Infrastructure Viability ........................................................................................... 129 6.3.2.3. Organizational Viability ............................................................................................. 130 6.3.3 The Performance of CSSPS in its Implementation ........................................................ 131 6.4 Chapter Summary ............................................................................................................. 133 CHAPTER SEVEN .................................................................................................................... 134 SUMMARY, CONCLUSION AND RECOMMENDATIONS ................................................. 134 7.1 Introduction ....................................................................................................................... 134 7.2 Summary of the Research Process .................................................................................... 134 7.3 Mapping Objectives of the Study to Findings and Contributions..................................... 135 7.3.1 The CSSPS Fit Requirements ........................................................................................ 142 ix 7.3.2 The Viability of CSSPS ................................................................................................. 143 7.3.3 The CSSPS Performance Level ..................................................................................... 144 7.4 Implication to Research, Practice and Policy ................................................................... 145 7.4.1 Implication to Research ................................................................................................. 145 7.4.2 Implication to Practice ................................................................................................... 146 7.4.3 Implication to Policy ...................................................................................................... 146 7.5 Research Limitations ........................................................................................................ 148 7.6 Future Research Directions ............................................................................................... 148 REFERENCES ........................................................................................................................... 150 APPENDICES ............................................................................................................................ 167 x LIST OF TABLES Table 2. 1: The Levels of Education System in India ................................................................... 24 Table 2. 2: Articles on Computerized School Selection and Placement System .......................... 43 Table 4. 1: Archival Records and Documents .............................................................................. 73 Table 5. 1: Environmental Fit on CSSPS Implementation ........................................................... 94 Table 5. 2: Technical Requirements Fit on CSSPS Implementation ............................................ 95 Table 5. 3: Economic Viability effect on CSSPS implementation ............................................. 104 Table 5. 4: Summary of CSSPS's Infrastructural Effect ............................................................. 105 Table 5. 5: CSSPS Organizational Viability ............................................................................... 107 Table 6. 1: Summary of CSSPS Environmental Fit Factor ........................................................ 114 Table 6. 2: CSSPS Technical Requirement Fit Summary .......................................................... 118 Table 6. 3: CSSPS Economic Viability Summary ...................................................................... 119 Table 6. 4 IT Infrastructure Viability Summary of CSSPS ........................................................ 120 Table 6. 5: Summary of Organisational Viability of CSSPS ...................................................... 122 Table 6. 6: CSSPS Performance Summary ................................................................................. 132 Table 7. 1: Mapping Research Objectives to Findings and Contributions (Metrix) ................... 136 xi LIST OF FIGURES Figure 3. 1: Fit Viability Theory ................................................................................................... 56 Figure 3. 2: Conceptual Model for Computerized School Selection and Placement System ....... 57 Figure 4. 1: Underlying philosophical assumptions ..................................................................... 66 Figure 4. 2: Miles and Huberman’s Data Analysis Approach ...................................................... 75 Figure 5. 1: School Selection and Placement Process .................................................................. 88 Figure 5. 2: Snapshots of the CSSPS Homepage .......................................................................... 89 Figure 5. 3: Snapshots of the CSSPS Placement Checker ............................................................ 90 Figure 5. 4: The Organogram of the CSSPS Secretariat ............................................................... 92 Figure 5. 5: CSSPS Ecosystem ..................................................................................................... 93 Figure 7. 1: Refined Research Framework for CSSPS ............................................................... 141 xii LIST OF ACRONYMS AND ABBREVIATIONS ANN: Artificial Neural Network APS: Automatic Placement System BECE: Basic Education Certificate Examination BTEC: Business and Technology Education Council CEE: Common Entrance Examination CSPS: Computerized Selection and Placement System CSPS: Computerized Selection and Placement Systems CSSPS: Computerized School Selection and Placement System DECMAK: An expert system design for decision making DED: District Education Directors DL: Dynamic Learning DoE: Director of Education DOI: Diffusion of Innovations EGSLCE: Ethiopian General School Leaving Certificate Examination EHEEE: Ethiopian Higher Education Entrance Examination ESLC: Ethiopian School Leaving Certificate EUEE: Ethiopian University Entrance Examination xiii FSP: Free SHS Policy FVM: Fit-Viability Model FVT: Fit Viability Theory GCSE: General Certificate of Secondary Education GES: Ghana Education Service GSE: General Secondary Education HSCE: Higher Secondary Certificate Examination ICT: Information and Communication Technology IS: Information System ISI: Independent School Inspectorate IT: Information Technology JHS: Junior High School JSS: Junior Secondary School KNN: K-Nearest Neighbors MoE: Ministry of Education MPS: Manual Placement System MSPS: Manual Selection and Placement System xiv MSSPS: Manual School Selection and Placement System NAAA: National Assessment of Academic Ability NCEE: National Council on Economic Education NITA: National Information Technology Agency NVQ: National Vocational Qualification OFSTED: Office for Standards in Education, Children’s Service and Skills PAN: Published Admission Number PIN: Personal Identification Number PRESEC: Presbyterian Boys' Secondary School PTA: Parent Teacher Association RBF: Radial Basis Function SCS: Second-Cycle School SCSs: Second-Cycle Schools SED: Secondary Education Division SHS: Senior High School SIF: Supplementary Information Form SMS: Short Message Service xv SP: Selection and Placement SPS: School Placement Systems SSC: Secondary School Certificate SSS: Senior Secondary School SVM: Support Vector Machine TAM: Technology Acceptance Model TOE: Technology Organization Environment TTF: Task-Technology Fit TVET: Technical and Vocational Education and Training TVI: Technical and Vocational Institutes WAEC: West African Examinations Council xvi ABSTRACT Information and Communication Technology (ICT) advancement has led to the digitization of selection and placement systems in a developing economy such as Ghana. As a result, the Ghana Education Service (GES) 2005 introduce the Computerized School Selection and Placement System (CSSPS) to improve selection and placement transparency and equity of Basic Education Certificate Examination (BECE) candidates into Second-Cycle Schools (SCSs), and to reduce the number of human errors connected with the manual system of BECE candidate selection and placement. Nevertheless, there exist limited studies in this area of Information systems (IS) research in developing economies despite the numerous merits of this technological advancement. The attention of extant research has largely been placed on a predictive model, logistic regression model and machine-learning model as a tool to predict the students' placement with little consideration for the use of IS Theories such as Fit Viability Theory. Other studies have also discussed various concepts, stakeholders' opinions, and journals among others on the subject and have reflected on the relevance and transformation of the CSSPS and how it is helping shape the technological facets of developing economies’ educational system as a whole. To fill the gap, this study, therefore, seeks to evaluate the CSSPS implementation in a developing economy particularly Ghana since its commencement. This study also aims to determine how well the task and technology match (fit) the demand of CSSPS in addition to its economic factors, IT Infrastructure and organizational viability have impacted its general performance. xvii The CSSPS ecosystem's core stakeholders (the Implementation Agency, SCSs Heads, BECE Candidate, JHS Heads and parents/guardians of the BECE Candidates) are the focus of this study, which employs a critical realism paradigm and a qualitative research approach. The study interviewed twenty-five (25) respondents (two from the CSSPS Secretariat, two heads of SHSs, three deputy heads of SCSs, fifteen (15) candidates and three parents/guardians). The respondents for this study were chosen via purposeful sampling, which was based on their level of involvement and the various roles they play in the CSSPS implementation. The results indicate that, while the CSSPS was a good fit for the reason for which it was implemented, its viability goals were not fully met. The findings also indicated that CSSPS performance level when introduced was below expectation but has improved over time, hence satisfactory performance. The findings of this study essentially encouraged researchers to focus on the task, technological, and environmental aspects of the CSSPS implementation and performance rather than solely on whether or not the CSSPS is a better alternative to the manual Selection and Placement System (SP). The study also extends the fit viability theory beyond IS adoption and implementation to pinpoint the CSSPS's required task and environmental needs, as well as its implementation performance. According to the report of this study, future studies should use additional approaches to evaluate the CSSPS's fitness in developing nations. Future studies combining the FVT with other theories for both public and private SCSs are needed to replicate this study to evaluate the CSSPS' fitness and performance level. Future research should look into the effectiveness of the CSSPS's various fit and viability factors to see how they affect its implementation. xviii CHAPTER ONE INTRODUCTION 1.1 Background Technological advancement is critical in business, education, and health care (Blantari, 2020). The global accelerated process of technical adaption by individuals, corporations, societies, and governments as a result of digitization is referred to as digital transformation (Anghel, 2015; Deshwal, 2021; Tekic & Koroteev, 2019). It's not only about technology when it comes to digital transformation; it's also about people. Digitization reframes how institutions use existing and future technologies to improve process efficiency and individual productivity on both a personal and professional level. Digital transformation is the integration of digital technology into all aspects of a company, substantially altering how it operates and provides value to consumers (Blantari, 2020). The rapid and continuing introduction of computers and data communications technologies has generated significant changes in enterprises' computerization processes, creating a virtual Tower of Babel that IT managers are trying to decipher (Gyane & Atta, 2022). The computerized selection system (CSS) is a collection of various hardware and software that requires disparate supporting infrastructures and offers little in the way of integration in most organizations. Admission to Second Cycle Schools is no exception, but it is handled extremely differently around the world. In contrast to undergrads in the United Kingdom, who apply to a Universities and Colleges Admission Service central authority and just declare their university preferences, prospective students in the United States apply directly to their chosen colleges (Gyane & Atta, 2022). 1 Selecting the right students and placing them in appropriate schools, or selecting the right personnel and placing them in appropriate positions within the organization, is a key function that is critical to the success of educational institutions as well as businesses. The process of selecting the best candidate for a vacant position in an organization is known as selection. Applicants/students are selected based on the documents submitted, prior courses and grades, and possibly interviews with the applicants (Amrit, 2015). Placement, on the other hand, is the process of assigning a person to a desirable position, such as a job or a school class, based on a set of criteria. Placing qualified candidates in institutions follows certain laid down criteria as much as data management is concerned (Blantari, 2020). In Ghana, the selection and placing of qualified candidates from the basic schools into SCSs was done manually before the introduction of the CSSPS in 2005 by the GES to improve the SP processes. The SP process is primarily concerned with the students' knowledge, competencies, and capacities. Selection is influenced by test scores and entails screening and choosing among competing programs, alternatives, or applicants. In Ghana, applicants for admission to SCSs are chosen according to their BECE test scores, which are ranked. Similarly, the Teacher Training College entrance examination and SCSs entrance examination also use student tests for SP. School administrators and teachers also organize entrance examinations and sometimes interview applicants for SP purposes aside from the national selection process which uses the test scores (Babah, Frimpong, Mensah, & Acquah, 2020) 2 The Ghanaian government created an education system in 1987 that included six years of elementary school, three years of junior secondary school (JHS), three years of senior secondary school (SSS), now Senior High School (SHS), and four years of university education. This was done to attain universal primary education and expand access to secondary and university education (Babah et al., 2020). Before the introduction of the BECE, which is now the criteria for placing final year JHS students (BECE candidates) to supplant the Common Entrance Examination (CEE), the result of the CEE was the criteria for the selection and placement (SP) of BECE candidates into SHS, Technical and Vocational institutions also known as SCSs (Babah, 2011). In 2005, the CSSPS (a centralized merit-based admission system) was introduced by the Ghana Education Service (GES) to increase transparency, equity and fairness of the SP of BECE candidates in the SCSs (Ajayi, 2015; Blantari, 2020; Nkrumah, 2020). The CSSPS allocates JHS students to SHS based on their performance on the BECE (a standardized exam), ranking students on their preferred school and choice of program. Aggregate 6 to 30 have been the parameters for the SP of BECE candidates into the SCSs which serve as a cutoff point for BECE candidates to qualify for placement (Babah et al., 2020). Before the CSSPS initiation, the SP of BECE candidates into the SCSs was done manually. This was time-consuming and laborious. The manual system again comes with numerous challenges which include: registration form misplacement, wrong spelling of student names, and improper shading of index numbers, excessive placement delays, and misplacement of admission letters. The manual system was also vulnerable to human error, such as bribery and corruption. With their monetary power, well-to-do and wealthy parents/guardians secure placement for their children at endowed schools, to the detriment of outstanding pupils from disadvantaged families. Other influences from PTA officials, protocol 3 placement, alumina, and voracity on the part of some SHS principals afflicted the manual system placement processes. Furthermore, before the implementation of the CSSPS, heads of well- endowed SHSs set a cut-off grade point and criterion for admission indiscriminately to select clever students at the expense of less brilliant kids and students from rural areas. Furthermore, in the manual system era, parents/guardians had to visit the schools they had chosen to find out about their children's admission status. To assure their ward's admission, parents/guardians must pay the admission fees on time (Babah et al., 2020; Blantari, 2020). The aforementioned, selection and placement were done manually through the picking of cards. Before allowing their wards to write the West African Examinations Council's (WAEC) BECE parents/guardians must purchase and fill out an entry form. Following the BECE, the aggregated results and entry forms are forwarded to a centralized place for the manual selection of qualifying candidates (Babah, 2011; Gyaase & Gyamfi, 2012). The central location contains appropriate facilities to accommodate the selection officials. These officials are made up of heads of SHSs, their deputies, and employees from the MoE regional offices. These officials group the entry cards and the examination scores of students according to the existing schools (SHSs). All candidates who select a school as their first preference are given entry cards to that school's principal. The heads of the school and their deputies manually have to scan through these numerous cards to select the candidate whose aggregate meets the standards set by these schools and the vacancies available. After selecting the first choice entry cards, the leftover cards are sent to the candidates’ second choice of schools. If a candidate's aggregate does not meet the second-choice school requirement, the entry cards are returned to a designated "pool" for heads of SHSs who were unable to obtain the required candidates from their first, second, or third choice of school to scan through 4 to fill vacant positions in their schools. Within three days, all of these activities were supposed to take effect. After the three-day selection process, some heads of less endowed SHSs return to the MoE regional offices, where the leftover cards are held, to look through the leftover cards to fill vacant posts that other candidates did not respond to when given. The manual selection and placement process with its difficulties continued for many years being stressful and frustrating to parents/guardians, heads of SHSs, the candidates and other stakeholders in the educational discipline (Babah, 2011). Misplaced cards, incorrect program choices, denial of applicants' second and third choices of schools by SHS heads, and candidates' inability to select schools from various regions were all challenges related to the manual system that prevented many candidates from getting admission to SHS (Babah et al., 2020). These numerous problems stemming from the manual SP system compelled the GES and the MoE to computerize the SP of candidates into the SCSs (Gyaase & Gyamfi, 2012). 1.2 Research Problem Computerized Placement Systems (CPSs) is one of the educational innovations that have been introduced to relieve the burden of parents in getting their children placed in their selected Senior High Schools across the country. When compared to the traditional manual placement system, this technology appeared to be providing better results (Wesley-Otoo & Anokye, 2016). The widespread use of technology has a positive impact on society in a variety of ways, including in the field of education. Students today have access to not only computers to assist them with their schoolwork, but also to research tools, and teachers use technology to increase the impact of their lessons (McCoy, 2019). McCoy (2019), asserted that research, globalization, instructional games, distant education, and web seminars are all examples of how technology has influenced education. 5 IS theories have been used to explain the adoption of Information Technologies within organizations. These include; the Fit-Viability Model (FVM) (Tripathi & Nasina, 2017b), Technology acceptance model (TAM) (Brandon-Jones & Kauppi, 2018; Yeboah et al., 2020), Diffusion of innovations (DOI) (Owusu et al., 2017a; Wang et al., 2018), task-technology fit (TTF) (Ratna et al., 2018), and Technology Organization Environment (TOE) (Awa et al., 2017; Owusu et al., 2017b). These theories have been very useful in many adoption settings such as e-learning and e-commerce, E-Counseling, healthcare, business intelligence, digital entrepreneurship, and tourism (Acheampong & Moyaid, 2016; Al-Nuaimi & Al-Emran, 2021; Anim-Yeboah et al., 2020; Awuni et al., 2015; Baig et al., 2019; Boateng et al., 2016; Chandra & Kumar, 2018; Fan et al., 2018; Narh et al., 2019; Mittal, 2018; Owusu et al., 2017a; Owusu et al., 2017b; Owusu, 2017; Owusu, 2019). Evidence from literature has shown a few gaps that need attention. In the literature, there are not many studies that have used theories to get insights about the CSSPS which aimed to increase transparency and equity of SP of BECE candidates into SCSs. Largely, the literature reviewed in this study adopted a predictive model, logistic regression model and machine-learning model as a tool to predict the students' placement (Kumar et al., 2019; Rao et al., 2019; Rawat, 2019; Thangavel et al., 2017). The use of these tools to predict the placement of students' into SCSs comes with its challenges. For instance, some limitations of the predictive model include incompleteness (where the accuracy of predictive analytics models is limited by the completeness and accuracy of the data being used), data myopia (Limitations in the range of different demographic variables), narrowization (creating artificial boundaries that limit the spectrum of expected consumer behaviors) among others (Loshin, 2021). The limitation of logistic regression 6 is the assumption of linearity between the dependent and independent variables is a key constraint of logistic regression (Amiya, 2020). Overconfidence is a risk with logistic regression, which seeks to predict outcomes based on a set of independent factors. As a result of sample bias, the models may appear to have greater predictive power than they do (Robinson, 2018). The most obvious limitation with machine learning is that if you feed a model bad data, it will only produce bad outcomes. This might take two forms: a lack of data or a lack of good data. Before they can provide usable results, many machine learning algorithms require a vast amount of data (Stewart, 2019). A neural network is a good example of this. Neural networks are data-hungry machines that require a lot of data to train. To get viable findings, the greater the design, the more data is required. There is, therefore, the need to consider a theoretical model such as FVT to identify how the task, technology and environment fit the requirement of the CSSPS at the second-cycle school level in a developing economy. Additionally, the CSSPS economic, infrastructural and organizational viability also need to be examined. Thus, evaluating the fit and viability of CSSPS at the second- cycle school level in a developing economy such as Ghana using FVT as a theoretical foundation. Furthermore, Babah et al. (2020), used a quantitative method approach together with self- perception theory in Ghana to investigate whether or not the CSSPS provides a better alternative to the manual system of SP of qualified BECE candidates into SCSs. Blantari (2020), on the other hand, used attribution theory and a quantitative method approach to investigate stakeholders’ satisfaction with the CSSPS in the Ghanaian context. Achonu (2015), discussed the various concepts, opinions, journals and others, on the subject and reflect on the relevance and transformation of the CSSPS and how it is helping shape the technological facets of the Ghanaian educational system and the economy as a whole. However, in Ethiopia, Rao et al. (2019), used a 7 data mining approach to predict student placement. Srinivas et al. (2020), also used a machine learning approach to collect historical data of previous year’s students from an Indian institution and investigated the probability of the current year students’ whether or not they will be placed. Finally, research revealed that a significant number of CSPSs studies have mostly concentrated on quantitative methods (Babah et al., 2020; Blantari, 2020; Ishizue et al., 2018; Norwich & Black, 2015; Rathore & Jayanthi, 2017; Rizvi, 2018; Srinivas et al., 2020; Thangavel et al., 2017). Norwich and Black (2015), conducted a study in England with the title “The placement of secondary school students with Statements of special educational needs in the more diversified system in England secondary school” with the quantitative method and proposed that future studies need to use national data sources to examine the ethos, policies and practices in new types of schools, which might provide one approach to more inclusive education. Again, as stated earlier, Srinivas et al. (2020), used a machine learning approach together with a quantitative method to on the topic by investigating the probability of the current year students’ will be placed in SCSs. Ishizue et al. (2018), also conducted a study on the topic in Japan using a quantitative method and demonstrate the need to enhance the algorithms of a placement system to improve the prediction performance of the method. Thangavel et al. (2017), also used a quantitative method together with a predictive model to investigate the topic and argued that there is a need to improve the methodology used in the system implementation to improve the classification technique employed in the placement prediction field. Rathore and Jayanthi (2017), conducted a study on the topic in India with the quantitative method together with a fuzzy reference system and concluded that schools and institutions need to revise and update the curriculum. Finally, in South Africa, Mathiba et al. (2018), used the mixed-method approach to investigate the topic and urged organizations to 8 embrace the use of technology for selection and placement. As a result, future studies can be conducted using a qualitative method approach to evaluate the CSPSs at the second-cycle school level in a developing economy. Despite the insights from the foregoing studies, there seem to be the following gaps in the information systems literature: Theory Gap: FVT has been used widely in Information System studies, however, the focus has largely been on technology adoption (Tripathi & Nasina, 2017b; Woodside et al., 2017). In the literature, there are not many studies that have used theories to get insights into the evaluation of CSPSs at the second-cycle school level in a developing economy. Issue Gap: In literature, many studies have not been conducted on the performance of CSPSs at the SCS level in a developing economy. This supports the necessity for more research into the evaluation of CSPSs performance at the SCS level in a developing country like Ghana focusing on the CSSPS implemented by the GES. Method Gap: The quantitative method has been used in a large number of CSPSs investigations. This paper demonstrates another study of CSPSs at the SCSs level in a developing economy like Ghana where the qualitative method approach can be applied. 1.3 Research purpose The purpose of the study is to evaluate the fitness of CSPSs in the second cycle of education in a developing economy like Ghana, with a particular focus on the CSSPS implemented by the GES, 9 to propose better policies to enhance the outcome. The study also seeks to assess how task and technology fit the requirement of CSSPS in addition to its economic factors, IT Infrastructure and organizational viability have impacted its general performance. The study focuses on the CSSPS ecosystem's key stakeholders: the Implementation Agency, SCSs Heads, BECE Candidate, WAEC, JHS Heads and parents/guardians of the BECE Candidates. 1.4 Research Objectives The study aims to do the following, in accordance with the research purpose: 1. Evaluate the fitness of CSPSs in the second cycle of education in a developing economy like Ghana, with a focus on the CSSPS. 2. Evaluate the viability of the Computerized Selection and Placement System (CSPS) implemented by the GES since its commencement. 3. Evaluate the performance level of the CSPS implemented by the GES over the period. 1.5 Research Questions 1. How fit is the CSPS implementation in the second-cycle educational level in Ghana? 2. How viable is the CSPS since its commencement? 3. What is the performance level of the CSPS initiative over the period? 1.6 Significance of the study The importance of the study can be evaluated from three perspectives: research, practice, and policy. In terms of research value, the study will add to current CSPSs knowledge and act as a resource for CSPSs stakeholders. 10 For practice significance, the study will provide thorough instructions to improve decision-making based on the findings of the CSPSs implementation across developing economies. For policy significance, the conclusions of the CSPSs fit and viability analysis will be used as a framework or underlying structure by government agencies and other organizations implementing such innovation. 1.7 Chapter Synopsis The first chapter (chapter one) covers the study's introduction, background, research problem, research purpose, research objectives, questions underpinning the research, research importance, and how the research is organized. The second chapter offers a comprehensive assessment (detailed review) of the CSPSs literature. This ensures that the study is familiar with an existing body of knowledge on CSPSs, identifies contributions that need to be made to existing knowledge, and aids in the identification of the several gaps in the information systems literature that necessitated this study. The study's theoretical background is discussed in Chapter three. The chapter began by establishing the rationale for adopting the theory, followed by a discussion of the theory and its applicability to the study. 11 Chapter four discusses the method used to carry out the study and further discusses the paradigms as well as the strategy for the research, and the sampling procedure employed. In this chapter, data gathering methodologies and analytic approaches were also discussed. Chapter five presents an overview of selection and placement followed by SP in Ghana as well as the CSSPS, the case of Ghana and further presented the findings of the case based on the adapted framework, FVT. Chapter Six elaborated on the study's analysis to uncover dominating themes that emerged from the findings, as well as the discussion of findings to address the research questions. The study's summary and conclusion are presented in Chapter seven. The chapter also covers the study's contribution to knowledge, which includes detailed information on CSPSs implementation in developing economies, as well as the implications for research, practice, and policy. The chapter concludes with recommendations for further research and the study's overall conclusion. 12 CHAPTER TWO LITERATURE REVIEW 2.1 Introduction The first chapter covered the study's overview, background, and problem statement, as well as the research purpose and significance. This chapter begins with the concept that relates to this study, followed by the definition of selection and placement. This chapter also discussed School Placement Systems (SPS) in some countries including the School Selection and Placement Systems (SSPS) in Ghana before the CSSPS, followed by the CSPSs used in Ghana to select and placed qualified students from the basic educational level to the second cycle educational level. This chapter continued to review pertinent literature on CSPSs, their implementation and their challenges. This chapter further discussed the issues that pertain to the literature reviewed to identify present knowledge gaps to guide future research. This chapter reviewed the theories that were employed in the CSSPS studies and then identified research gaps in the literature as well as potential research goals. 2.2 The Concept of Selection and Placement The SP process is primarily concerned with the students' knowledge, competencies, and capacities. Selection is influenced by test scores and entails screening and choosing among competing programs, alternatives, or applicants. In Ghana, applicants for admission to SCSs are chosen according to their BECE test scores, which are ranked. Similarly, the Teacher Training College entrance examination and SCSs entrance examination also uses students' test for SP. School administrators and teachers also organize entrance examinations and sometimes interview 13 applicants for SP purposes aside from the national selection process which uses the test scores (Babah et al., 2020). Also, apart from SP activities in educational institutions, companies and businesses use SP exercises for their competitive employment and promotional policies (Babah, 2011). In contrast to a policy of employing and promoting candidates who satisfy the requisite skill set, applicants vying for open positions are forced to compete against one another for employment and advancement. A comprehensive selection exercise is done to select a suitable applicant. Depending on the size of an organization, its nature and the vacant position that needs to be filled, variations occur in the basic processes of the selection. Most businesses employ electronic technology processes such as the use of computer and web applications to scan applications submitted in their selection processes (Babah et al., 2020). Other businesses also use Artificial Intelligence feature (text searching) to scan and track numerous applications for SP and sometimes appointments. The purpose of selection is to place candidates or applicants into an appropriate school, institution, job, or program. Therefore, placement is an essential constituent or characteristic part of the selection that implicates putting students or candidates into the appropriate school and program after a thorough screening process. Placement activities are guided by the vacancies available and the qualification required (Babah et al., 2020). 2.2.1 Selection Defined Selection is defined as the process of identifying individuals to fulfill the requirements of an organization or institution (Aminchi et al., 2014). Selection is also a process of screening candidates by going through their records or curricula vitae to examine the quality of human 14 resources relevant to performing available jobs or tasks. . Megha (2016), also defines selection as the procedure for choosing the appropriate applicant or candidate for the vacant position in an organization or institution. Selection also entails weeding out unsuitable candidates in favor of those with the required qualifications and competencies to fill vacant positions in the organization. According to Ekwoaba et al. (2015), selection is choosing the best applicant from numerous applicants employed to fill a job vacancy. Selection is the use of instruments to choose the suitable individual for the available task. Selection comprises the use of single or multiple approaches to assess the fitness of applicants or candidates to inform precise selection decisions. Alternatively, selection can be seen as rejecting numerous applicants and selecting limited applicants to occupy vacancies. Selection functions can therefore be negative rather than positive functions (Gamage, 2014). Amrit (2015), also see selection as an exercise that involves a sequence of events for screening candidates to choose the most suitable to fill the vacancy of an organization. Selection of applicants/students are evaluated or determined based on their documents, previous studies and grades, and sometimes interviews with the applicants/students. On the other hand, Babah (2011), defines selection as the procedure used by SHSs heads to scan through candidates' entry cards to pick the eligible candidates out of the many. 2.2.2 Placement Defined Placement is the process of putting people, candidates or students into a certain position or suitable place such as a job or school (Aminchi et al., 2014). Gembu et al. (2019), also define placement as the process of placing qualified applicants selected for a job to their various positions. Placement 15 is the posting of the actual candidates/students to a specific job (Piplani, 2019) or school. Piplani (2019), added that placement involves the assigning of a specific rank (or class) and responsibilities to that candidate about the job or school. Placement is described as the assignment of candidates to specific SCSs. The assignment or re-assignment of an employee or candidate to a new or different position is known as placement. The initial assignment of new workers/candidates, as well as the transfer, promotion, or demotion of current employees, are all included in placement. Blantari (2020), also defines placement as the assignment of a candidate to a suitable place such as a job or a class in a school based on specific criteria. As much as data management is concerned, placing qualified candidates in institutions follows certain laid down criteria (Blantari, 2020). Finally, Babah (2011), sees placement as offering an admission place for qualified BECE candidates into SCSs in Ghana. 2.3 School Placement Systems in Some Countries The continuous increase of candidates seeking admission to the SCSs from their progress levels has been a phenomenon. Even though the number of candidates being admitted into the SCSs keeps increasing progressively, the available infrastructure to accommodate these candidates is little. Also, candidates striving to gain admission to well-endowed schools have been a competition among candidates leading to excessive demand for placement in well-endowed schools. However, the strive for well-endowed schools together with an excess of qualified candidates over the existing vacancies has led to the formation of a competitive examination carried out on candidates and the results of the exams are used to place candidates into the school they choose and their choice of programs. Aside from the competitive examination, several countries combine other measures and criteria for the SP systems. Therefore, the school SP processes in some countries are examined in the preceding sections. These countries selected (England, Japan, India, South Africa, 16 Ethiopia, Zimbabwe, and Yugoslavia) were chosen because they all had a comparable placement system for students transitioning from basic to SCS. Furthermore, similar to the Ghanaian educational system, which was used as the case in the study, these countries' educational systems allow students to sit for competitive examinations, and the results are used as criteria for progressing these students to the next level in their educational journey. 2.3.1 School Selection and Placement Systems in England According to Education in England (2019), the education system in England is widely known and esteemed. As a result, it has become the most widely used curriculum in English-medium foreign schools worldwide. Consequently, there is fierce competition for admissions at the country's premier schools. England, Scotland, Wales, and Northern Ireland have all continued to diversify their educational institutions in recent years. While the educational systems of England, Wales, and Northern Ireland have certain parallels, each has its own set of differences, Scotland has its educational framework. The English educational system offers a wide range of schools from which to choose. Different methods of funding and management are used to run these institutions. In England, children begin school at the age of five, while the majority of children begin at the age of four. In England, more children attend state (public) schools, and only approximately 7% of parents pay for their children to attend an independent school (also known as private school). Children in England must either continue their education full-time, engage in an apprenticeship, or work while enrolled in part-time education or training until they reach the age of 18. There are exceptions to this rule in various cases. Children attend primary schools (up to the age of nine), middle schools (ages nine to thirteen), and high schools (ages fourteen and up) (ages 13 and above). 17 Because many local governments using this system aim to conform their age ranges to the new "key stage" system launched in 1998, this three-tier system is being phased out gradually. Securing a place at state primary and secondary schools has proven stressful to parents because sometimes it is very difficult to secure. In most cases, places at non-grammar (selective) state schools are awarded on whether a student has a sibling in the said school, already has a sibling at the said school, how far away from the school the student lives, or a combination of both. Parents move from school to school to secure what they believe to be a good school for their children. The factors parents consider for their choice of school are what they want the child to learn, how the child will be examined and the qualifications that will be awarded at the end of school. The examinations and qualifications system in England is organized by levels of learning. Within these levels of learning, many recognized qualifications and different schools support different systems. The England government backs numerous systems within the state schools. However, although there are many options (General Certificate of Secondary Education (GCSE), A-Levels, BTEC Diploma, NVQ, International Baccalaureate Diploma), usually a student in an English school will study for GCSEs. GCSE ranges between the ages of 14 and 16 and the A-Levels between the ages of 16 and 19. Applicants must apply through their local authority for a place at a secondary school. Applications open on different days in each local council area. For most selective schools, applicants will need to register for the entrance exams. In the case of selective and faith schools, applicants need to apply to the individual school of choice, either to register for entrance exams or provide evidence of religious membership. Faith schools, in particular, require a Supplementary Information Form (SIF) to be sent directly to them. This SIF has a different application deadline which goes to the 18 local authority. Applicants’ chances of placement are jeopardized when fail to supply accurate or the right information. Most local authorities request applicants' list of schools (three or four) in order of preference. In most cases, only local authorities know which schools applicants have applied to. In the case where the applicant qualifies for more than one school, the local authority offers the applicant a place higher on his/her list. All schools in England's admission processes are regulated by their school admission code which ensures that their admissions policy is fair and transparent. Both school and parents must play fair during the admission process. The following are the various types of secondary schools in England and their SP processes. 2.3.1.1 State or Public schools in England Some state schools in England follow their national curriculum and are inspected by Office for Standards in Education, Children’s Service and Skills (OFSTED). Community schools (Controlled by the local council); Academies (run by a governing body, or local council, and can follow a different curriculum); Grammar schools (run by the local council, a foundation body, or a trust); and Foundation and voluntary schools (have the freedom to do things on their own) are the most common state schools in England inspected by Ofsted. These schools select their students based on academic ability. Since state schools select and place students based on eligibility, these schools will not admit students who do not pass selection even if insufficient applicants are reaching the required standard of these schools. Although increasing numbers of these schools are choosing to do so, where places are offered in strict points order, priorities are not given to students. If the selection arrangements are not based on the highest scores in the selection test then all the students who pass the selection test are considered. There are some state schools (super-selective) with no distance criteria. These schools allow applicants to take their entrance test before their main 19 entrance exams. This allows parents of these applicants to know whether their child did well enough to qualify for a place before picking the secondary schools' application form. A number of these secondary schools also admit students by aptitude or talent (eg. for sport, music, or technology) (Education-in-England, 2019; Relocate-Editorial, 2019). There are other state schools in England, but not all have to follow the national curriculum: Faith schools; Free schools; City technology colleges; Special schools and Boarding schools. Faith schools: - These schools follow the national curriculum but are associated with a particular religion (eg. A Roman Catholic Church or church in England). These schools may consider supplementary admissions criteria, where an applicant has to provide proof of regular church attendance as evidence. However, these schools admit applicants from non-faith backgrounds if these applicants do not fill their Published Admission Number (PAN) (Relocate-Editorial, 2019). Free schools: - as the name implies, are not-for-profit businesses. These schools can be set up by charities, universities, other independent schools, community and faith groups, teachers, parents, or businesses. Free schools are funded by the England government but are not run by the local council. As a result, these schools have more control over their staff wages, the welfare of staff and the length of school terms and school breaks. Again these schools are not obliged to follow the national curriculum (Relocate-Editorial, 2019). City Technology Colleges: - These schools are mostly found in urban areas and are free to attend. These schools normally emphasize technological and practical skills (Relocate-Editorial, 2019). 20 Special schools: - Special schools are mainly founded for children with special or distinct educational needs, such as physical disabilities or learning difficulties. Some of these schools are funded by the England local council, whereas others can be fee-paying schools (Relocate-Editorial, 2019). Boarding schools: - These schools offer free education, on the contrary, charge a fee for the students to board. The England local council runs some of these state boarding schools, while others are run as academies or free schools (Relocate-Editorial, 2019). 2.3.1.2 Independent or Private Schools in England Independent schools are not funded by the England government but rather charge fees. These independent schools are not obliged to follow the national curriculum, rather these schools register with the government and are inspected regularly, either by the Ofsted or by the Independent Schools Inspectorate (ISI). The independent schools are made up of elite schools, such as Eton College, and down to more independent schools that charge lower fees. Many believe that independent education is worth the expense as compared to the state education in England which is free. The independent school has a smaller class size which allows students to have one-to-one contact with a teacher and this helps students to potentially achieve higher grades than they would at a state school. Since the independent schools are fee-paying as compared to the state schools, they can provide other extracurricular activities that encourage students to discover new talents. Many independent schools also provide ‘before- and after-school’ childcare for working parents with younger children (Relocate-Editorial, 2019). 21 Relocate-Editorial (2019), asserted that most independent schools in England set exams for their applicants and divide these applicants into groups based on their abilities and select an equal number from each group. This selection method ensures that the school admits children from the full spread of abilities. In the case where the school set and mark their exam, they can organize the grouping so that they select a high percentage of able and talented applicants. 2.3.1.3 Secondary School Placement Priorities According to Relocate-Editorial (2019), most non-selective and non-faith state secondary schools have admissions priorities in the case where more applicants exist than the school available places similar to the following: 1) Statement of special education need or education, health and social care plan naming the school. These students need to be considered first for placement. 2) The next to consider for placement is looked or previously looked after students (children). 3) Applicants with exceptional medical or social needs. This involves a letter from a doctor or social worker explaining why a particular secondary school is the only school that will cope with a said applicant. This priority is only given to a few applicants. 2.3.2 School Selection and Placement Systems in Japan According to NCEE (2020), the school system in Japan consists of three (3) years of kindergarten (optional), six (6) years of primary school, three (3) years of lower secondary school and three (3) years of upper secondary school. Japanese children are to attend school for a minimum of nine (9) years (6 years for primary education and 3 years for lower secondary education). Students who graduated from lower secondary school may choose to apply for upper secondary school at age 22 sixteen (16). There are three types of upper secondary schools (SHSs, colleges of technology and specialized training colleges) in Japan. The entrance to upper secondary school is the first major entry point in Japanese schools when they take entrance exams for admission. In Japan, SHSs placement is very competitive. Students’ academic work, their behavior and attitude, and record of participation in their community are taken into account in addition to the entrance examinations. SHSs are ranked in each locality. Students in Japan consider the senior high school where they matriculated to be a determining factor in later success. Japanese students are also placed into university based on their performance on the National Center Test (Center Test) for University Admissions, and individual examination performance administered by the various universities. The Center Test which comprises Japanese language, foreign language, math, science and social studies is used to access the candidates. The entrance exams for upper secondary school and university are the determining factor for placement and are the sole educational concern of students in the years leading up to the exams (NCEE, 2020). Japan has a national assessments scheme (these assessments are in mathematics, Japanese, and science) known as the National Assessment of Academic Ability (NAAA) in grades 6 and 9. The NAAA was first administered in 2007 to a sample of students at the two grade levels (grade 6 and 9) to inform curriculum and policy planning. Since 2013, these assessments have been administered annually to all the sixth and ninth-grade students, to improve the performance of schools by providing data to districts and schools. Simultaneously these same items are administered to all students and are made available after the exam has been administered. 23 Annually, mean NAAA subject scores for each region are declared publicly for schools and municipal boards of education used to identify areas where teaching and learning could be improved (NCEE, 2020). 2.3.3 School Selection and Placement System in India Scholaro (2021) explains that secondary education in India begins in grade 9 and continues until grade 12. The secondary education system in India is segmented into two-year cycles referred to as general/lower secondary School (Standard X) and upper/senior secondary school (Standard XII). Although private schools are more common at the secondary level, secondary education in India is funded by the Indian government. At the end of each of these two-year cycles (Standard X or Standard XII), students must take exams (public examination) which serve as criteria to grant access to the next level (grade 11) and/or university level of education respectively. Table 2.1 summarizes the levels of the education system in India. Table 2. 1: The Levels of Education System in India Education School/Level Grade Age Years Primary Elementary School 1 – 8 6 – 14 8 Secondary Secondary School 9 – 12 15 – 18 4 Tertiary First University Degree (Bachhelor’s) 12 – 15 3 Tertiary First University Degree (Eng. & Tec.) 12 – 16 4 Tertiary Secon University Degree (Master’s) 15 – 17 2 Tertiar Doctorate Degree 17 – 22 5 Source: Scholaro (2021) 24 The general curriculum for Indian lower secondary schools comprises three languages (regional language (Indian local dialect), English language and an elective). Other courses include Mathematics, Science and Technology, Social Sciences, Work/Pre-Vocational Education, Art and Physical Education. Secondary schools in India are affiliated with a state board. This board is responsible for administering Secondary School Certificate (SSC) at the end of grade 1o education. Based on the SSC results and the performance in the first two years of secondary school, a student may be placed at Standard XII. Standard XII allows students to select their choice of a program of study (science, commerce, and arts/humanities). Securing placement in Standard XII is very competitive. It is a must for students to perform well academically through Standard X to secure placement in the Standard XII of their choice. To graduate, students need to pass the Higher Secondary Certificate Examination (HSCE). The Curriculum for the HSCE is determined by the secondary education boards. Even though the HSCE is the most common Standard XII examination, the all India Senior School Certificate, Indian School Certificate, Certificate of Vocational Education, Senior Secondary Certification, Intermediate Certificate and the Pre- University Certificate are also offered (Scholaro, 2021). 2.3.4 School Selection and Placement System in South Africa According to Expatica (2021), education in South Africa is compulsory ranging from the age 7 (grade 1) to age 15 (grade 9). The education system runs from grade 0 (kindergarten) to grade 12 (high school). Education in South Africa is optional from grades 10 to grade 12. These optional grades (grades 10 to grade 12) of education are sometimes taught in technical colleges, community colleges, or private colleges, where students take a school-leaving exam (known as Matric). Three types of schools exist in South Africa (public schools, governing body-funded schools, and private 25 schools). The public schools are funded by the South African government and operated by the provincial authorities. The standard of education in these public schools is more advanced in the bigger cities. The governing body-funded schools receive partial funding from governing bodies and parents, leading to better educational facilities and higher educational standards. Private schools in South Africa have a good reputation as a result of their smaller class sizes and extracurricular activities. According to the Department of Education (1998), for an applicant to get placed into high school/college, the parent of the applicant must fill out an application form given by the principal of the school including admission policy and the code of conduct for students of the school for admission. An official birth certificate of the applicant must also be presented during the admission process to the principal of the said school. Failure to submit the birth certificate, the applicant may be admitted subject to a condition until a birth certificate is obtained. This conditional placement process must be finalized within three months. On application for placement, an applicant must show proof of immunization against these diseases: polio, measles, tuberculosis, diphtheria, tetanus and hepatitis B as part of the free primary health care program. In the case where a student is transferred from one public school to another, the student must have a transfer card from the previous school in addition to the application form and forward it to the principal of the receiving school for placement. In the case where the applicant does not have a transfer card, the applicant may be placed based on the following documentation: 1) Last report card issued by subsequent schools; 2) Other equivalent documents from the previous school; 3) A written affidavit of a parent of the applicant stating the grade the applicant attended at the previous school and the reason for not having the transfer card. 26 In South Africa, many senior preparatory schools act as affluent schools for high schools/colleges. In the final year of high school, students write the matric exams with 50-59% (normal), 60-89% (merit), and 90% or above (distinction) pass for all the subjects studied to attain the minimum requirement to get a place in a South African university. Students are awarded the National Senior Certificate defining their specific qualifications when graduated (Explorer Publishing, 2021). 2.3.5 School Selection and Placement System in Ethiopia The Ethiopian educational system consists of 8 years of primary education (ranging from 6 to 14 years) divided into two cycles (4 years each), grade 1 through grade 4 and grade 5 through grade 8. Students in grade 4 take a national examination at the end of the first four years cycle with a minimum of 50% pass to advance to grade 5. General Secondary Education (GSE) with a duration of two years is the initial stage of secondary education in Ethiopia (Trines, 2018). 2.3.5.1 Placement for Secondary Education At the end of these two years of secondary education, students must sit for a nationwide exam known as Ethiopian General School Leaving Certificate Examination (EGSLCE), administered by the National Educational Assessment and Examination Agency. The EGSLCE comprises nine subjects with an A-E letter grading scale. Students sitting for EGSLCE must pass at least five subjects with a grade of C or higher to qualify for progression into preparatory secondary education. (Trines, 2018) Depending on the student grade average, students who pass the exam can progress to the preparatory secondary education track, or enroll in vocational programs. According to Trines (2018), preparatory secondary education is two years (grades 11 and 12) open 27 to all EGSLCE holders with sufficient grades. Until 2003, students are awarded the Ethiopian School Leaving Certificate (ESLC) at the end of this period. This certificate has since been replaced by the Ethiopian Higher Education Entrance Examination (EHEEE). The second phase of preparatory secondary education has two tracks (natural science stream and a social science stream). The natural science stream includes specific subjects (biology, chemistry, mathematics and physics); general subjects (social studies, English and physical education); and optional subjects (foreign language, national language) and the social science stream also includes specific subjects (social studies, geography and history); general subjects (English, mathematics and physical education); optional subjects (foreign language, national language and natural sciences) (Trines, 2018). 2.3.5.2 Placement for Vocational Education After completion of lower secondary education (grade 10), students can enroll in the Technical and Vocational Education and Training (TVET) offered by both public and private institutions. The TVET programs last between one to three years. The TVET programs also range from short- term training courses to formal certificate that results in Level I and Level II Certificate, and three- year programs that result in Diploma. Common fields of study in TVET include agriculture, Information Technology, construction, manufacturing, business, hospitality, nursing, and midwifery. Students must obtain EGSCE to qualify for placement in TVET. The TVET training is free at the public institution the fresh secondary school graduates, but elderly students and students attending private institutions pay for their tuition fees The TVET programs are grouped into four categories (I-IV), based on the program duration and their complexity. Upon completion, students are awarded a certificate of middle-level technical and vocational education and training. 28 Nonetheless, students must pass an external vocational skills exam to earn a formal nationally recognized certificate of competency (Trines, 2018). 2.3.5.3 Placement for Higher Education After grade 12, students sit for a nationwide exam called Ethiopian University Entrance Examination (EUEE). These exams test students’ knowledge of seven subjects (Mathematics, English, civics, general academic aptitude, and three-stream related specialization subjects). The performance of the seven subjects’ exams is graded on a numerical 0–100 point scale with a total score of 700 combined (Trines, 2018). 2.3.6 School Selection and Placement System in Zimbabwe Babah et al. (2018) explain that the educational system in Zimbabwe comprises seven years of primary school and six years of secondary school. The primary school partakes in a nationally-set examination (grade 7) which consists of English language, Mathematics, Shona and the content of Social Sciences and Science combined. Students admitted into secondary school compete for placement in private schools; mission schools; day and boarding schools based on the grade 7 examination results, School-based interviews and placement tests. Zimbabwe’s secondary schools consist of three levels: forms 1 and 2 (Zimbabwe Junior Certificate); forms 3 and 4 ("O" level); and forms 5 and 6 ("A" level). In the year 2001, Zimbabwe phased out the Zimbabwe Junior Certificate and till now students are assigned to courses based on their form 1 and 2 reports, and classes are tracked for student’s "O" level studies. 29 2.3.7 Yugoslavia School Selection and Placement Yugoslavia uses an expert computer application system for the SP of pupils in nursery schools within the Ljubljana communities. The excess demand for enrollment in the nursery school led to the SP in the Ljubljana area. The SP process was always challenged with the selection of 300 children out of the 600 children who apply for admission. The committee responsible for admission to the school is most often unable to make known to parents the reasons why their children were not chosen for placement. To resolve this SP problem, the school authorities together with the committee for selection initiated a methodology to assist them in the accepted processes to utilize a computerized decision support system. To rate the applications for the nursery school, the DECMAK (an expert system design for decision making) was used as the key instrument for the decision support system. (Bohanec & Rajkovic, 1987). The DECMAK is an application program that supports decision-makers to cope with multi-decision making. The function of the program is to evaluate, categorize, and rank the applications. The DECMAK program has been employed in several decision-making situations which include computer systems enterprises evaluation, school computer system components selection, selection of trading partner, project feasibility evaluation, selection of job applicants and public enterprises performance evaluation among others. The expert system method employed by the school authorities to address the problems worked perfectly. The method was accepted, adopted, and suggested to the higher authorities of Ljubljana as well as the Republic of Slovenia, where it was implemented on a larger scale. The admission committee's work was made easier by the methodology's precision and clarity. Besides, the explicit method reduced deliberation time and allowed the admission committee to explain the results of the admission process without ambiguity. Lastly, it was observed that the work of the admission 30 committee and the school authorities was reduced and the consistencies of decisions were higher. Again the known conflicts between parents and nursery school authorities were minimized (Bohanec & Rajkovic, 1987). 2.3.8 School Selection and Placement Systems in Ghana before the CSSPS The Common Entrance Examination (CEE) was the means of assessment for choosing applicants for the SCSs before the introduction of BECE as the entry assessment process for the placement of qualified BECE candidates into SCSs. The CEE consisted of four topic examination papers are written in one day (i. English composition, ii. English comprehension, grammar, and summary, iii. Mathematics, and iv. General paper). The four topic examination papers were worth a total of 400 points. Some endowed schools have established standard cut-off points for qualification and placement in addition to the usual 50 percent pass a total of the two hundred (200) score. Out of a total of 400 marks, these cut-off marks were as high as 300 (300) and 350 (350) (CSSPS-Report, 2006). The educational reform in 1987 introduced the BECE as the entry requirement into SCSs. The BECE comprises nine (9) examination subjects conducted over five days. These nine subjects are grouped into core subjects (English, Mathematics, Integrated Science, and Social Studies) and elective subjects (Religious and Moral Education, Agricultural science, Pre-Technical Skills, Ghanaian Language ad French). The aggregate scores of the students were used to determine the admission requirements for placement. The aggregate scores were evaluated on a scale of 1 to 9, with 1 indicating exceptional performance and 9 indicating failure. Various endowed schools created their qualifications and placement standards, which included the jargon "six-ones" and 31 "nine-ones" in addition to the known aggregate of 30 as the cut-off point score for admittance into SHS. This occurrence caused concern among parents and guardians, as well as unequal access to endowed schools, to the detriment of less endowed schools, particularly SHSs in rural and inaccessible places. The SP process was manual regarding the BECE. The manual SP process comes with numerous challenges characterized by numerous glitches. Allegations of bribery, corruption, and favoritism were among the most obvious flaws associated with the manual system (Babah et al., 2020). To make matters worse, qualified students' SP is delayed, registration cards are lost, parents are frustrated, desperate, and under pressure to find appropriate schools for their children, and names, code numbers, and sex codes are incorrectly shaded (CSSPS-Report, 2006). Other stakeholders and commentators also point out other problems associated with the manual system of the SP of qualified BECE candidates into SCSs. According to Babah et al. (2020), some described the manual SP system as being plagued by administrative, logistical, technological, social, and psychological issues, as well as the fact that it was regionalized and inconvenient. Candidates for the BECE were chosen based on their overall scores. Large significant participants in the SP system include District Education Directors (DEDs), Heads of Senior High Schools (HSHSs), Technical and Vocational Institutes (TVIs), parents, and politicians, all of whom contribute to the SP process's rigorous and time-consuming nature. Babah et al. (2020), further argued that several components of the 1987 school changes had harmed the target group's fortunes and deprived them of short- and long-term prospects. He looked at the grading method for several BECE subjects and how it affected candidates' admission to SCSs through the manual procedure. Because of the grading system, certain endowed schools, 32 particularly those offering Business and General Science, established "ten one" cut-off points to determine prospective students. The standards for the cut-off point are reserved exclusively by the heads of schools and their Board of Directors (BoD). These heads of schools and their oversight BoD were doing this to select the best students from among a vast number of applicants to produce good products and achieve excellent exam results. As a result, at the manual selection centers, school heads select BECE students who have excelled, leaving other candidates with less desirable scores to their fate. Babah et al. (2020), again described the manual selection procedure as a shortcoming in the selection criterion, one that was exacerbated by a lopsided grading scheme that failed to choose the real students. The reintroduction of the Common Entrance selection process was replaced by the BECE manual selection process as the solution. Many institutions, notably MOE and GES, have been obliged to implement an automated computerized placement system due to the shortcomings of the manual SP system. The National Service Scheme, for example, used the CSSPS to select and post its 2007 service personnel (Babah et al., 2020). 2.4 The Computerized Selection and Placement Systems in Ghana The CSPSs used in Ghana to select and placed qualified students from the basic level of education to the second cycle of education is the CSSPS. The CSSPS is a GES approach for placing eligible BECE candidates in SCSs. The activities of the CSSPS are performed by the Secondary Education Division (SED) a unit within the GES. The CSSPS uses BECE candidates’ aggregate (scores) obtained in the BECE as the determinant for SP. The CSSPS does the SP of BECE candidates automatically based on the aggregate of the candidate including the choice of school and program made by the candidate. The SP results are sent to all SCSs and copies are given to all SHSs, 33 regional and district offices of the GES. The placement was a GES policy change due to the challenges emanating from the manual selection of the placement process (Nkrumah, 2019). The CSSPS is a merit-based computerized system that replaced the time-consuming and tedious manual SP of qualified BECE candidates into SCSs with an automated merit-based computerized system. The CSSPS was introduced by the MOE and GES in 2005 as part of its strategic programs and initiatives to promote educational access and improve educational quality through teaching and learning and curriculum development. The implementation of the program and the interventions were made possible with the help of a variety of education stakeholders, including non- governmental organizations and development partners. The CSSPS was created to strengthen and enhance the transition from JHS to SCSs, while also increasing transparency, fairness, and cost- effectiveness. In addition, the CSSPS was established to promote secondary education access and participation, as well as to assure equity and promptness in SP activities. For a candidate to be eligible for the CSSPS process, the candidate must complete a form designed specifically for the system (Ajayi, 2013). The activities of SP of candidates into SCSs have been computerized since 2005. The purpose of the CSSPS introduction is to promote efficiency, transparency, fairness and equity (Babah et al., 2020; Blantari, 2020; Gyaase & Gyamfi, 2012) and promptness in the SP. The CSSPS has the following key features: The scores in six subjects are used to choose a candidate. The decision is based on a total of six subjects, including four core subjects and two additional best subjects. The 34 four core subjects of SHSs are English, Mathematics, Science, and Social Studies. Pre-Technical Skills replace Social Studies as the fourth basic subject in technical schools. 1) A candidate's grade in any of the four core subjects must not exceed five to qualify for SP. 2) The minimum score grade for each of the best two other topics should not be more than six, and when combined with the core subjects, the total score should not be more than thirty. 3) If a candidate's grade in any of the four core topics surpasses five or is canceled by the WAEC, he or she will be considered unqualified for SP. (Babah et al., 2020). Before the CSSPS, the SP procedure was done manually in each region every year after the release of examination results in a gathering of heads of SHSs. To help ease the administrative complexity of the procedure, candidates were asked to choose three schools from their respective regions. The CSSPS mechanism was created to remedy the many flaws that existed in the manual system. With the introduction of the CSSPS, candidates can select schools from a variety of regions without influence from school heads during the selection process (Ajayi, 2013; Babah et al., 2020). 2.4.1 How the CSSPS Works The CSSPS process starts with the candidate's overall score in the four core subjects plus the two best marks in the elective subjects. The available vacancies declared by various SHSs are fed into the CSSPS application. There are two methods by which candidates are placed under the CSSPS application: Automatic Placement and Self-Placement (Babah et al., 2020; Nkrumah, 2020). 35 2.4.2 Automatic Placement This is a placement process where the CSSPS automatically places candidates by merit into one of their selected choice of schools in descending order. When the candidate’s aggregates fall within the merit of the program chosen for their first choice of school, the CSSPS checks the residential status preferred by the candidates and places the candidates accordingly if there is available space. If the preferred residential status is full, the CSSPS moves the candidate to the second choice of school For instance, the CSSPS will not place a candidate into a day school since the candidate chose a more competitive boarding option and the space is full because other BECE candidates with a better aggregate have already secured placement into the boarding house, even though the candidate had aggregate 8. This is because the day option was not the candidate’s choice. The CSSPS will move to the candidate’s second choice of school to attempt to get both program and residential choice. Failing to accomplish the intended result, the CSSPS then proceeds to the candidate’s third choice of school. The process re-occurs again and again until the candidate is placed. In the case where a candidate chose a school both as a boarding and compulsory day choice and is unable to secure boarding space, the CSSPS will then place the candidate daily in the said school. In a situation where a school is oversubscribed for a specific program by candidates with similar aggregates, a tie-breaking (placement decider) system is employed to determine the placement. The tie-breaking system considers i) the number of Grade Ones, ii) the candidate’s raw score, and iii) the subject performance of a candidate. A further tie-breaking, where necessary, will then follow with respect to the four core subjects (English, Mathematics, Integrated Science, and Social Studies) making it possible for a candidate with an aggregate of six to miss out on a highly competitive program in a highly competitive school and on a highly competitive residential status like boarding depending 36 on the level of performance and competition. In this case, the candidate will be moved to the second choice of school for possible placement (Nkrumah, 2020). Self-Placement A placement method that allows BECE candidates to log into the CSSPS portal to choose the available school. In some instances, where candidates are not placed at any of their selected school choices, self-placement allows such candidates an opportunity to log into the CSSPS portal and select from schools with available vacancies (Nkrumah, 2020). According to Education Sector Performance Report (2018), a total of 424,092 BECE candidates qualified for placement into the various public SHS, Technical, and Vocational institutions. Out of this number, 267,322 BECE candidates were placed automatically into their selected choice of schools by the CSSPS. The remaining 156,770 who were not placed automatically in any of their preferred four choices of schools were allowed to place themselves in schools with available vacancies through the Self Placement method. A total of 362,075 candidates (190,469 males and 171,606 females) were enrolled in the various public SCSs representing 99.6% of the projected enrollment at the beginning of the program. 2.4.3 Functions of Self-Placement i. Displays only Schools with available vacancies on the portal. ii. Allow BECE candidates to choose schools with available vacancies based on their aggregate. iii. Schools shown on the portal have their location and residential options available. 37 iv. Allow BECE candidates to change their choice of schools as many times as possible depending on available spaces. The opportunity to change the choice of schools ceases immediately after the candidate enrolls in a school. 2.4.4 Self-Placement Procedure i. Candidates to log into the system using their credentials (index number) ii. Candidate to choose residential preference (i.e. Day or Boarding). If a candidate selects boarding as a preference, all schools with boarding vacancies will be displayed. If a candidate selects a day as a preference, a drop-down menu will display for the candidate to select a day within the catchment area or a day outside the catchment area. iii. Candidates must confirm if intend to attend school outside their catchment area as a day candidate. iv. BECE candidates can select their preferred program. v. Once candidates confirm their choice of school from the list of schools available that meet their preferences, the CSSPS placed the candidate at the school. After placement, a candidate can print out the placement sheet and go to the school to enroll (Nkrumah, 2020). 2.4.5 Benefits of Computerized Selection and Placement Systems The CSSPS was introduced in 2005 to replace the manual system of SP of candidates into SCSs which had created several challenges for many years. The MoE believes that the CSSPS has served its purpose over the period and even better as compared to the manual system that existed in the past. The CSSPS has eliminated several anomalies that come with the previous manual system. Some of the potential benefits of the CSSPS are, the removal of the regional restriction and national 38 integration promotion thus, candidates can now select schools from any region or district, and there are no longer any delays in the candidates' SP, removal of human errors which include loss of cards and photographs of candidates, and the annual regional selection gathering by heads of schools and their deputies, again a cost-saving activity of the GES as a result of the risks associated with the traveling to the annual regional selection gathering. Also, the challenges parents/guardians experience searching for a school for their ward are now thing of the past, the introduction of CSSPS has made the SP of schools more transparent and verifiable bringing back public confidence and support. Because the CSSPS places candidates on merit, it addresses public criticisms of the SP processes and eradicates the negative perceptions the public may hold against the process. The CSSPS also ensure efficient and effective use of human resource and reduce the financial resources of MoE and GES (Blantari, 2020). The CSSPS has again played a major role in the transition from the manual SP system to automation. Apart from the selection of schools and placing of candidates, the CSSPS has introduced numerous innovations such as candidates checking their BECE results online, and using mobile devices to easily access placement results. Access to SCSs has greatly improved with the inception of the CSSPS as approximately 90 to 95 percent of BECE candidates are selected and placed in their SCSs (Blantari, 2020). Other potential benefits of the CSSPS include i) attaining the government's long-term goal of universal basic education, expanding, and improving access to secondary and tertiary education; and ii) decreasing class societies. This is because the CSSPS does not discriminate between the rich and the poor when it comes to SP; iii) improved teaching and learning because SP is based on merit; and iv) the CSSPS promotes fairness and equity by allowing candidates who performed well to gain admission to their preferred schools, regardless of whether the school is a first, second, or 39 third choice. The CSSPS further ensure that no school accepts more students than the number of vacancies in each program; v) quick access to placement results via Short Messaging Service (SMS), in which candidates text their information to a short code and receive rapid feedback on their placement status, including the school and program to which they have been placed. Parents/guardians now regard the CSSPS as more objective than subjective as compared to the manual method of SP (Gyaase & Gyamfi, 2012). 2.4.6 Implementation Challenges of Computerized School Selection and Placement System The CSSPS was introduced to promote transparency, equity, and efficiency (Gyaase & Gyamfi, 2012; Babah et al., 2020; Nkrumah, 2020), increase enrolment and to reduced significantly human subjective practices as well as delay in the SP of qualified candidates, it was not without challenges. There were avocations for the CSSPS to be abolished based on the fact that: 1) it places candidates to the schools they did not choose and sometimes far away from their parents hence some parents and wards refused to accept placements. 2) the CSSPS was deemed to be manipulated by the staff and other officials of the secretariat. Another challenge of the CSSPS leading to its withdrawal was the difficulty of students in rural areas accessing placement in well-endowed schools hence denying them quality education. There have been claims of corruption despite the various assurances from the MoE. Among these are i) some parents/guardians complain about the high cost of school fees in the private schools, and those whose wards are placed in those schools do have issues with school fees. ii) Because of the CSSPS distributive nature, candidates placed in schools far away from where they reside find it difficult to cope with the distance. iii) Another implementation challenge of the CSSPS is the 40 placement of female candidates into male schools and vice versa (Babah et al., 2020; Gyaase & Gyamfi, 2012). Another aspect of this issue is that candidates are sent to private schools rather than public schools. In other cases, candidates are assigned to technical schools or vocational institutions rather than SHSs (Babah, 2011). CSSPS is very essential when incorporating up-to-date software applications and a high-speed reliable computer network into the educational sector. Integration of new technology, backup and disaster recovery, continual network failures and computer problems, and a lack of network maintenance are some of the technological challenges that every technology user or business owner may encounter. The safety of the CSSPC network site and its functionalities will be possible when the right professional is employed to help (Blantari, 2020). 2.5 Related Studies on Computerized Selection and Placement System This part of the research presents the views of researchers in the field of CSPSs and other studies that may contribute to the success of this research work. According to Boateng (2016), the literature examined during research aids the researcher in addressing unresolved issues, filling research gaps, determining the basis for a study topic, and justifying the research approach chosen. The examined literature also aids in the identification of research problems that need to be addressed or provide solutions, as well as providing a wide overview of current knowledge (Sulemana, 2019). Boateng (2014), categorized the study into five phases: literature classification, applied theories, research context and methodological approach, study focus or adopted technology, research gaps, difficulties and challenges explored. Table 2.2 followed Boateng's 41 (2014) approach to reviewing various literature on School SP System studies, putting the context of research and the methodology in a separate column. 42 Table 2. 2: Articles on Computerized School Selection and Placement System Author(s) Study focus Underpinning Research Context Relevant Gaps for Future Research Theory and Method Framework Babah et Computerized School Self-perception Quantitative Ghana -The CSSPS should be used in combination al. (2020a) Selection and theory with other placement systems such as the Placement System in Random Placement Systems to achieve a The Greater Accra mixed talent distribution of students across Region of Ghana: the schools in the study area. Perception of Stakeholders Babah et Computerized School Not considered Qualitative Ghana -MOE and GES should provide inputs in al. (2020b) Selection and (Systematic time to the least endowed schools. Placement System in Review) Ghana: Challenges and -Need to upgrade the infrastructural The Way Forward facilities in the least endowed schools to make them attractive to students to reduce pressure on the highly endowed schools. Blantari Stakeholders’ Conceptual Quantitative Ghana Need to research into similar topic or area (2020) Satisfaction of the Framework of the following: Computerized School -The effects of incorporating digital learning Selection and going in schools and the educational sector Placement System in in Ghana. Ghana: The Case of Mfantseman -The effects of the development of new Municipality technologies on education in Ghana. -The impacts of information technologies and Internet availability in making work from home the norm now in the educational sector in Ghana. 43 -The importance of schools teaching using iPads, Smart Boards, social media, and other new technologies. Rao et al. Student Placement Predictive Qualitative Ethiopia -Need to strengthen the data set to utilize (2019) Prediction Model: A model the model for other educational institution- Data Mining related applications like planning of courses Perspective for and result analysis which being a bigger Outcome-Based challenge for the educational institution. Education System Srinivas et Students Placement Logistic Quantitative India -Need to consider aptitude (inherent ability) al. (2020) Prediction using Regression and technical knowledge to determine the Machine Learning Model outcome for the student’s future since academic performance is not only the parameter for judging the student. Norwich The placement of Not considered Quantitative England -Need to use national data sources to and Black secondary school examine the ethos, policies and practices in (2015) students with these new types of schools, which might Statements of special provide one approach to more inclusive educational needs in education. the more diversified system of English secondary schooling Ishizue et Student placement and Machine- Quantitative Japan -Need to enhance the algorithms to improve al. (2018) skill ranking predictors learning model the method used and add other explanatory for programming variables. classes using class attitude, psychological scales, and code metrics Babah et A Comparative Not considered Qualitative Ghana -MOE and GES to provide inputs in time to al. (2018) Systematic Review of (Systematic the least endowed schools. Computerized School Review) Selection and 44 Placement System in -Need to upgrade the infrastructural Some Selected facilities in the least endowed schools to Countries make them attractive to students to reduce pressure on the highly endowed schools. Kumar et Anticipating Placement Predictive Qualitative N/A -Need to include more features related to al. (2019) Status of Students model And student’s classroom behavior, participation Using Machine Tree-based in curricular and co-curricular activities, Learning models participation in competitive events, and feedback from their faculty -Need to explore advanced machine learning algorithms to improve classification accuracy. -Additional human interpretability techniques in machine learning need to be explored to understand model behavior better. Thangavel Student Placement Predictive Quantitative N/A -Need to improve the methodology used in et al. Analyzer: A model the system implementation to improve the (2017) Recommendation classification technique employed in the System Using Machine placement prediction field. Learning Rathore Student Prediction Fuzzy Inference Quantitative India -Need to investigate new hybrid models of and System For Placement System fuzzy classification algorithms to improve Jayanthi Training Using Fuzzy the performance of prediction systems. (2017) Inference System Rawat Predictive Analytics for Predictive Qualitative N/A -Need to revise and update the curriculum (2019) Placement of Student- analytics (Systematic and other extra activities for each semester A Comparative Study Review) in accordance with the public, private and government sector requirement. Mathiba et Innovative Student Not considered Mixed- South -The need to embrace the use of technology al. (2018) Placement and Method Africa for selection and placement. This is because 45 Selection in Higher it brings efficiency, speed, accountability, Education Institutions: and economic growth. A Case Study of SMU -Need to implement innovative policies and instruments as well as the adoption of disruptive innovative software solutions to aid quality students being admitted into the collages to reduce the huge statistical error discrepancies that exist in the current selection process. Rizvi There’s never going to Intersectional Qualitative / England -Need for schools to work with value (2018) be a perfect school that Framework maternal expertise on how best to support ticks every box: their child in their current settings. minority perspectives of inclusion and placement preferences Source: Author’s Construction 46 2.6 Discussion of issues and evidence Babah et al. (2020), researched the topic Computerized School SP System in The Greater Accra Region of Ghana: Perception of Stakeholders. The goal of their research was to see if the CSSPS is a good replacement for the MSP of qualified BECE candidates in SHSs. According to their findings, the adoption of the CSSPS did not result in a significant increase in enrolment in under- resourced schools. Nonetheless, by nominally increasing enrolment, the CSSPS had a positive effect on rural SHSs, a sub-component of the least endowed schools. The research also revealed that the CSSPS's deferred acceptance algorithm was a major contributor to the huge increase in the number of enrolments in low-income schools. The CSSPS has reduced the number of human errors (systemic Challenges) that plagued the manual system while also accelerating the SP process. The human factor (behavioral and attitudinal difficulties) was a big challenge for the CSSPS, with parents/guardians and their wards refusing to accept placement in schools other than their preferred option. Blantari (2020) did related research on the topic “Stakeholders’ Satisfaction of the Computerized School SP System in Ghana: The Case of Mfantseman Municipality”. He aimed to investigate the satisfaction of stakeholders of the CSSPS in terms of information quality, system quality, and service quality (before, during and after the opening of the system) in the Mfantseman Municipality in the Central region of Ghana. He found out that, the SP processes were easier and faster for both candidates and their parents/guardians as compared to the manual system of SP. Also, less privileged BECE candidates get placement without paying any money to any of the SHS heads for admission. The CSSPS has also brought fairness and transparency to the SP procedures. His findings also indicated that most BECE candidates were of the view that, the introduction of 47 the CSSPS was a laudable innovation and would have been applauded by all if the schools they selected during the selection process were given to them by the system. In 2015, Achonu did similar research on the topic “Impact of Computerized School SP System in Ghana”. The purpose was to discuss the various concepts, opinions, journals, and others, on the subject and reflect on the relevance and transformation of the CSSPS and how it is helping shape the technological facets of the Ghanaian educational system and the economy as a whole. His findings indicated that the CSSPS has had a positive impact on education in terms of error minimization, cost-effectiveness in transporting hard copies of SP documents from the various JHSs to the headquarters in Accra and aiding a lot of candidates to get placement without the cause to move furtively and hurriedly. Rao et al. (2019) also did a related work on “Student Placement Prediction Model: A Data Mining Perspective for Outcome-Based Education System”. The goal of their research was to use Data Mining to predict student placement. For the experimental analysis, they used the three best-suited classification algorithms: Artificial Neural Network (ANN), K-Nearest Neighbors (KNN), and Support Vector Machine (SVM). When 80 percent of the data was trained and 20 percent of the data was assessed using the Tanh activation function, they discovered that the ANN algorithm outperformed the other two classifiers. Similarly, the best results for the KNN algorithm were obtained when 70% of the data was trained and 30% of the data was tested with 7 neighbors. In the instance of the SVM algorithm, however, the Radial Basis Function (RBF) kernel yielded the best results for the 70:30 proportion. With the Tanh activation function, ANN produced the best results of the three classification methods, with an accuracy of 99.02 percent for 80:20 proportions. 48 Rao et al. (2019), suggest that the predictive model proposed in their paper will assist educational institutions in providing high-quality inputs before placements, allowing students to concentrate on their weak areas to secure placement. Srinivas et al. (2020) also did related work on “Students Placement Prediction using Machine Learning”. Their goal was to gather historical data from the institution regarding the previous year's students to determine the likelihood of current year students being placed. They applied a Logistic Regression Algorithm which according to them gives an accuracy of students getting placed on previous year data and current students’ data to predict students’ placement. Their findings indicate that Students Placement Prediction using machine learning provides help for both students and institutions. They conclude that institutions can focus on the potential students by knowing the prediction of the model. 2.7 Conceptual approaches in Computerized Selection and Placement System Research The conceptual approaches used in the research of CSPSs in the literature examined are discussed in this section. Most of the studies studied were not theoretically based, according to the literature study. Studies in this field have largely adopted the predictive model as their theoretical lens (Kumar et al., 2019; Rao et al., 2019; Rawat, 2019; Thangavel et al., 2017) but it was deemed practically irrelevant for this study. Others also adopted a conceptual framework, logistic regression model, tree-based models, and fuzzy inference system. However, Babah et al. (2020) in their work used Self-perception theory to research the topic “Computerized School SP System in The Greater Accra Region of Ghana: Perception of Stakeholders”, to see if the CSSPS is a better alternative to the current manual system for selecting and placing qualified BECE candidates into 49 SHSs. Kumar et al. (2019) on the other hand combined predictive model and tree-based models to conduct a study on the topic “Anticipating Placement Status of Students Using Machine Learning”, using academic history, current academics, and socio-economic background details of students to explore the applicability of machine learning in this problem domain. Finally, Rizvi (2018) used an intersectional framework to explore how British-Pakistani mothers expressed placement preferences and experienced inclusion within different placement settings. The next subsection discusses some of the frameworks utilized in the examined literature to help with the selection of a suitable research framework for the study and subsequent conceptual model creation. 2.7.1 Intersectional Framework Intersectionality is an analytical framework for understanding how a distinct feature (gender, age, race, class, religion physical appearance, etc.) of a person’s social and political characteristics add together to create different modes of discrimination and privilege. The intersectional framework refers to a set of assumptions about the experiences of groups that are politically, educationally, economically, culturally, sexually, or otherwise marginalized within a larger societal setting (Sears, 2012). Intersectionality is deeply rooted in a history of black feminist writing, indigenous feminism, third world feminism, and queer and postcolonial theory (Bunjun, 2010), it has emerged as a highly respected, even though defined in various research and policy paradigms (Hancock, 2007). Despite anything to the contrary, several doctrines proclaim the unique nature of this paradigm as true 50 without proof. These are: 1) human lives cannot be reduced to single characteristics; 2) human experiences cannot be accurately understood by prioritizing any one single factor or constellation of factors; 3) social categories such as ‘race’/ethnicity, gender, class, sexuality and ability, are socially constructed and dynamic; 4) social locations are inseparable and shaped by interacting and mutually constituting social processes and structures, which, in turn, are shaped by power and influenced by both time and place; and 5) the promotion of social justice and equity are paramount (Hankivsky et al., 2019). Intersectionality, according to many scholars, has the potential to help identify similarities among populations and groups, which can lead to coalition building. According to Hankivsky et al. (2019), the idea of intersectionality refers to a change in how researchers, civil society members, and public health professionals, including policymakers, view social categories, their relationships, and interactions. Grace (2010) states, that effectively map and conceptualize determinants of equity and inequity in and beyond health, intersectionality necessitates the study of the intricate interaction between mutually forming aspects of social category and structural disadvantage. 2.8 Research Gaps and Future Research Directions The evidence from the literature review for this study revealed quite a few gaps that need to be addressed. First, in the reviewed literature, there are not many studies that have used theories to get insights into the evaluation of CSSPS. Largely, articles reviewed in this study adopted the predictive model as their theoretical lens (Kumar et al., 2019; Rao et al., 2019; Rawat, 2019; Thangavel et al., 2017). Studies on CSSPS, according to the review, lack adequate theoretical underpinning. As a result, a theoretical model such as FVT should be considered to determine how 51 task, technology and environment to suit the CSSPS requirements at the SHS level. Furthermore, Its economic, infrastructure and organizational viability must also be evaluated. Thus, evaluating the fit and viability of CSSPS in Ghana using FVT as a theoretical foundation. Again, studies on CSSPS have concentrated on the perception of Stakeholders (Babah et al. 2020), stakeholders’ satisfaction (Blantari, 2020) and whether or not the CSSPS provides a better alternative to the manual system of SP. Achonu, (2015), discussed the various concepts, opinions, journals, and others, on the subject and reflect on the relevance and transformation of the CSSPS and how it is helping shape the technological facets of the Ghanaian educational system and the economy as a whole. However, Rao et al. (2019), used a data mining approach to predict students’ placement. Srinivas et al., (2020), also used a machining learning approach to collect historical data of previous year’s students from an institution and investigate the probability of the current year students not getting placed. In the literature, there are not many studies that have focused on the performance of the CSSPS. This, therefore, endorses the need for a study on how to effectively evaluate the success of CSSPS in a developing country like Ghana is needed. Finally, the literature reviewed on CSSPS in table 2.2 revealed a research method gap that needs to be addressed. Findings have revealed that many studies on CSSPS have focused largely on the quantitative method approach (Babah et al., 2020; Blantari, 2020; Ishizue et al., 2018; Norwich & Black, 2015; Rathore & Jayanthi, 2017; Rizvi, 2018; Srinivas et al., 2020; Thangavel et al., 2017). As a result, future studies can be conducted using a qualitative method to evaluate the CSSPS in a developing country such as Ghana. 52 2.9 Chapter Summary In summary, this chapter reviewed the literature on CSPSs with an emphasis on theories and frameworks, issues as well as methods. The chapter had earlier taken an in-depth look at the concept of SP, SP definitions, SPS in some countries, SSPS in Ghana and the CSSPS. Furthermore, the literature reviewed found many study gaps in CSSPS research that needs to be addressed. 53 CHAPTER THREE RESEARCH FRAMEWORK 3.1 Introduction The research framework is discussed in this chapter after examining contemporary literature that relates to CSSPS in chapter two. Tjan (2001), presented the Fit-viability approach to evaluate internet initiatives for the first time. The basis for fit and viability is to assess an organization's technology adoption performance (Tripathi & Nasina, 2017b) to determine whether it is fit for its purpose and also adequately viable for long-term growth. This model was chosen because its constructs (fit and viability) were thought to be appropriate for evaluating the performance of an organization that has been implementing a program for a long time and has a lot of performance expectations from its users in terms of IT deployment. These, as well as other organizational factors, are crucial to the IT implementation success (Larosiliere & Carter, 2016). The chapter begins with the analysis of the task-technology fit (TTF) theory and a thorough examination of the FVT. The theoretical foundation of this study and a thorough discussion of the FVT, choice of theory justification, FVT limitations followed, and finally the chapter summary. 3.2 Fit-Viability Theory foundation 3.2.1 Overview of Task Technology Fit The TTF theory is the central part of the TTF. The TTF matches technology features to the task requirement (Goodhue & Thompson, 1995). In a broad TTF context, the task is described as an action taken by individuals to turn inputs into outputs to fulfill their specific information demands. These are the tasks that humans (users) might employ IT to accomplish. TTF theory (Goodhue & Thompson, 1995), states that if the qualities of IT satisfy the task requirements of an organization, 54 it is more likely to have a positive impact on an individual's performance. In line with the CSSPS goal, the aim is to computerize the manual SP of BECE candidates into SCSs (Babah et al., 2020). As a result, the required processes involved in the computerization of students' manual SPs into SCSs, as well as the clearly stated characteristics, can be regarded task characteristics for establishing the CSSPS's fit. Many countries including Ghana have implemented the CSSPS to automate the manual SP (SP) of candidates into SCSs (Babah et al., 2020; Blantari, 2020). The MoE together with the GES in this instance is the implementer of this initiative. Other stakeholders’ including heads of SHS, qualified JHS students, and parents/guardians of the qualified JHS also play a critical role. According to Babah et al. (2020), the CSSPS was introduced by MoE and GES to improve and enhance the processes involved in the transition from the JHS to the SHSs, intensify transparency, as well as impartiality, and cost-effectiveness. Intensifying secondary education access and participation, as well as ensuring equity and a faster SP process, were also included in the initiative (Blantari, 2020). 3.2.2 Fit Viability Theory The Fit Viability model was first postulated by Tjan (2001) to evaluate internet initiatives. Fit and viability are the two dimensions of the FVT with their respective variables. The degree to which network application components are consistent with the organization's value, structure, and culture is measured by the Fit dimension. The viability dimension assesses the improved potential of network applications, as well as the necessary human resources and financial resources. These dimensions of the FVT form a modest matrix, where fit represents the horizontal axis, and viability 55 represents the vertical axis. An organization divides this matrix into various quadrants which include: “invest, redesign, sell/spin-out, and kill”. These help the organization to gain accurate strategic standards for all the initiatives respectively. The TTF by Goodhue & Thompson (1995) has been the dominant theory before the proposition of the FVT. Later, Liang and Wei (2004) adapt the strategic matrix of Tjan (2001) by introducing the fit viability theory that combines the theory of TTF and the organizational impact on the IT concept. The fit dimension of the revised model assesses how well a technological feature matches the task's requirements, while the viability dimension assesses how well an organization's infrastructure is prepared to use the technology (Liang, Huang, Yeh, & Lin, 2007). The two dimensions of the FVT with their respective variables are represented in Figure 3.1 Figure 3. 1: Fit Viability Theory Task FIT Technology Performance Economic I.T. Infrastructure Viability Organization Source: Liang et al. (2007) 56 3.3 Research Theory The study adapted the FVT framework by adding the environmental factor to the Fit dimension. The adapted theory for this study draws mainly from Tjan's (2001) fit viability model which builds on Liang et al.'s (2007) fit viability theory and Sulemana's (2019) refined Fit-Viability Conceptual Framework. The construction of the adapted theory for this study was also guided by Ofosu, Owusu and Boateng's (2021) IT-Business alignment dimensions model. Specifically, this study expands on Liang et al's. (2007) FVT constructs further to include environmental factors to the fit dimension. As a result, the model is conceptualized in a way that aids in the evaluation of the CSSPS. Figure 3. 2: Conceptual Model for Computerized School Selection and Placement System Environmental Task FIT Technology Computerized School Selection and Placement System Performance Economic IT Infrastructure Viability Organization Source: Author’s Construction 57 3.4 Definition of Constructs The constructs of the above conceptual model are defined in the subsections that follow the study's objectives. 3.4.1 Environment, Task-Technology Fit Dimension This study further expands the FVT to include environmental factors in the fit dimension. The external environment (task environment) in which the CSPSs (technology) activities are performed is referred to as the environmental factor proposed in this study. This task environment is regarded as the closest external stakeholders (actors) to an institution (Garg, Joubert, & Pellissier, 2012) and it includes the key stakeholders (SCS heads, BECE candidates, WAEC, JHS heads and parents/guardians of the candidates) in the CSSPS ecosystem. The environmental factor focuses on technical support for assessing and managing environmental uncertainties, which can be risks or opportunities (Garg, Joubert, & Pellissier, 2012). The task-technology fit dimension assesses how well technology matches an organization's or an entity's task requirements (Larosiliere & Carter, 2016). Some of the tasks for which technology can have an impact on the public institution (MoE and GES) include the supply of information, consultation enhancement, and interaction between MoE, GES and other stakeholders which include heads of schools, parents/guardians and the candidates in a decision making process. Porumbescu (2016), explains that a country needs to establish a certain level of convergence between technology and government-related task characteristics to achieve the most out of technology. The fit dimension in the above constructs examines how well the characteristics of technology correspond to the needs of the organization and the context in which the technology is 58 implemented. The viability dimension measures the degree to which organizational infrastructure is ready to adopt the technology. The constructs in the theory are further explained by relating it to the concept of CSSPS in a developing country such as Ghana. 3.4.2 Task and Technology With regard to CSSPS, task characteristics refer to the SP of qualified JHS students to SCSs. In this study, selection of school as task characteristic is the use of CSSPS by the stakeholders (heads of JHS or candidates) to select candidates’ choice of the school before the BECE examination, whereas placement is the posting of the actual candidates to a specific (Piplani, 2019) or choice (first, second or third choice) of school based on the BECE performance or grade score. While the task elements in this study pertain to the needed essential task, the technology characteristics refer to the CSSPS implemented by the GES (Larosiliere & Carter, 2016). The task characteristics together with technology characteristics and the environmental factors must be satisfied to attain the objective of CSSPS fitness. In this study, the fit dimension will evaluate the task, technology and environmental factors in the CSSPS ecosystem. The technology factor will evaluate the technical requirements of the CSSPS implementation such as technical competencies. Additional environmental requirements, such as stakeholder involvement, will be evaluated. All these will be done following Liang et al.'s (2007) proposed fit dimension of the FVT. 3.4.3 Viability Dimension The viability dimension refers to the institutional resources available that influence CSSPS maturation (Larosiliere & Carter, 2016). The degree to which the available infrastructure enhances 59 the adopted IT is measured by viability (Liang et al., 2007). The institution’s economic, organizational, and technological readiness can impact the CSSPS implementation and upgrades. First, the economic factor, measures the institution's value output, economic strength, and the prosperity of technology (CSSPS) users. This study extends the context of the economic construct and evaluates the economic strength of the institution. The institutional economic strength comprises the growth and productivity factor which indicates the institution’s capability to afford economic support for implementing the CSSPS. A prosperous economy will give something useful (Larosiliere & Carter, 2016) to institutions with adequate funds for the development and upgrades of the CSSPS. Second, the organizational factor accesses the total readiness of the institution to utilize the CSSPS functions and features. The organizational factor is considered as the institution (GES) implementing the CSSPS. This study operationalizes the organizational construct to evaluate the readiness of the institution to utilize the CSSPS functions and their features. There is a need to evaluate the structure of the institution and the institution's maturity in the CSSPS implementation. Lastly, the IT infrastructure includes computing, information management, and communication platforms of the institution implementing the initiative. The IT infrastructure makes available the required technological operational support and enhances business growth (Liang et al., 2007). Fit and viability are criteria that determine the success of adopted technology and its deployment in an organization, according to Tjan (2001). According to Liang et al. (2014), theory becomes relevant when a researcher wants to analyze a technology's implementation, application, and 60 performance. FVT is a suitable theory for this study since it provides an understanding of the job technology and economic viability of the CSSPS for the reasons given. 3.5 Choice of theory justification Tjan (2001) first established the Fit Viability Theory as an extension of Goodhue and Thompson's (1995) TTF theory. Liang et al. (2007), added a fit dimension to this theory, which quantifies the degree to which a technical feature conforms to the needs of its purpose (task). The FVT came into view as a befitting theory for accessing an implemented technology performance (Tripathi & Nasina, 2017b). FVT was adapted for this study because its structures help to understand how CSSPS performance may be measured based on task-technology requirements, as well as economic viability, IT infrastructure, and organizational readiness. According to CSSPS studies, institutions (MOE and GES) responsible for CSSPS implementation should enhance infrastructural facilities and study novel hybrid models of fuzzy classification algorithms to increase prediction system performance (Babah et al., 2018; Rathore & Jayanthi, 2017). It will be appropriate to assess the CSSPS's technological fit and significant value in relation to its performance and implementation using FVT while taking environmental considerations into account. FVT will be useful in evaluating the technical and organizational factors affecting CSSPS implementation and difficulties (Liang et al., 2007). Tjan (2001) argued that using FVT to explain how interactions and stakeholder participation are implemented using task characteristics constructs is significant. Tripathi and Nasina (2017) emphasized the need for researchers to adopt FVT for the use of technology and IS performance appraisal. Furthermore, FVT aids researchers in the field of IS to gain an in-depth understanding of the value creation complexities of adopted technology (Zhu, 2017). Larosiliere and Carter 61 (2016) also argued that there is a need to evaluate organizational viability for the success of an application and not only the fit between its task and technology. FVT has been used in numerous studies and has helped in the thorough investigation of task-technology fit and IT viability. Haftu (2019) also emphasized the need for IS researchers to adopt the FVT to conduct a study on a digital economy. This justifies that the FVT is a suitable framework for this study. To put the framework into use, the fit and viability dimensions of the FVT will serve as a guide to evaluate the performance of CSSPS in a developing country such as Ghana. 3.6 Fit-Viability Theory Limitations Although FVT is recognized for studying factors affecting IS performance and innovations (Liang et al., 2007), it comes with its limitations. In this study, for instance, FVT limitations have been identified in line with the literature reviewed. The FVT comes with both theoretical and methodological challenges. This study employed this theory because Haftu, (2019) recommends it be adopted in studies like the digital economy. Once more, the FVT has been very useful in many adoption settings such as e-learning and e-commerce, healthcare, e-government maturity, tourism and Open Government Data (Baig et al., 2019; Chandra & Kumar, 2018; Fan et al., 2018; Larosiliere & Carter, 2016; Mittal, 2018; Sulemana, 2019). As a result, it is necessary to apply the theory in a different scenario, such as CSSPS, to determine how task and technology fit its requirements and how viable it is in terms of economics, IT infrastructure, organization, and stakeholder readiness. Also, the inability of FVT to explain procedures involved in identifying the need to access developments through a multi-stakeholder method (Hollingsworth, 2015). Most recent research has viewed FVT as a provisional tool for assessing organizational readiness for technology adoption (Larosiliere & Carter, 2016). 62 Nevertheless, regardless of these limitations, FVT is employed in this study because it has been used rarely in CSSPS studies. FVT is relevant to explain the degree to which technology features correspond with its task whereas the viability dimension measures the degree to which organizational infrastructure is ready to adopt the technology by emphasizing its economic feasibility, the technical infrastructure, the social and political readiness, and the implementing institution. 3.7 Chapter summary The first section of the chapter focused on the framework chosen for the FVT. A conceptual model was developed for the study based on this theory. Because it met the study's purpose, the FVT was chosen among other IS theories. To help answer the study questions and satisfy the research objectives and purpose, a conceptual framework was derived from the FVT. The chapter provides empirical evidence of how widely the FVT has been employed in notable studies. Finally, the level of technology that meets the requirements of the Computerized School SP System influences the utilization of the fit-viability dimension. 63 CHAPTER FOUR RESEARCH METHODOLOGY 4.1 Introduction The literature on FVT was addressed in the preceding chapter to establish its significance as a theoretical framework for this study. This chapter delves into the research technique for this study in depth. The research paradigm, research design, data collecting, and analysis methodologies employed in this study are also explained in this chapter. 4.2 Research Paradigm Because of how researchers interpret the world and interact with the environment around them, there are differences in research. These are founded on the researcher's set of views about the topic under investigation. A research paradigm is a set of practices and beliefs that guide how members of a scientific community conduct themselves (Kuhn & Sternfeld, 2006). research paradigm explains the types of issues that these members must address and how they will do so A paradigm, according to Kuhn (1970), is a set of shared ideas, values, and practices among members of a scientific community that acts as a guide for the types of issues that these members should investigate and the explanations that these scientists accept. The essential philosophical assumptions that characterize valid study and the suitable methodologies that can be used in that research are defined by paradigm (Myers & Avison, 2002). Various research paradigms are currently in use. Positivism, interpretivism, realism, relativism, and critical realism are some of the most widely discussed paradigms in science study (Boateng, 2014). Ontology, Epistemology, and Methodology are the three dimensions of these paradigms 64 (Creswell, 2019). Ontology is concerned with the nature of reality and what can be learned about it (Ritchie, Lewis, Nicholls & Ormston, 2013), and determines a legitimate research question. The ontological dimension examines a phenomenon's qualities to see if it is objective and independent of the researcher, or if it is shaped by the researcher's actions (Lincoln, Lynham & Guba, 2011). The epistemology dimension is concerned with means of knowing and learning about the world, as well as concerns like how reality can be examined and what comprises our knowledge's foundation. In social research, there have been a few significant questions that have dominated epistemological disputes. The most important of these concerns how effectively to gain knowledge. One viewpoint states that knowledge is founded on induction (the use of evidence to conclude), which is a bottom-up process in which patterns emerge from observations of the world. Many who claim that knowledge is gained through deduction (the use of evidence to support a conclusion) view knowledge acquisition as a 'top-down' operation, in which logically produced assertions or hypotheses are evaluated against observable. Data is gathered first, then knowledge and theories are built from the evidence via inductive processes. The hypothesis is first created via logical methods, and then the evidence is gathered to confirm or refute it (Ritchie et al., 2013). On the other hand, the methodological dimension refers to the procedures researchers use to investigate what they believe can be known, as well as the fundamental reasons for these procedures. Quantitative, qualitative, and mixed methods methodologies are among the methodology dimensions (Lincoln et al., 2011). There are three major paradigms in information systems. These paradigms were described by Myers and Avison (2002), as positivist, interpretative, and critical. The primary theoretical tendencies in social science research are reflected in these paradigms (Mingers, Mutch & 65 Willcocks, 2013). These three fundamental paradigms have their own perspectives on topics that dictate how a social phenomenon might be examined, even if they are not always clear-cut in social research practice (Myers & Avison, 2002). In qualitative research, the fundamental philosophical premise is shown in Figure 4.1. Figure 4. 1: Underlying philosophical assumptions Qualitative Research Influences / Guides Positivist Interpretive Critical Source: Myers & Avison (2002) 4.2.1 Interpretive Paradigm Fisher (2010), asserted that the interpretive paradigm seeks to gain an understanding of the world from individuals' subjective experiences. explains that the interpretive paradigm seeks people’s accounts of how they make sense of the world its structures and the processes within it. He explains further that interpretive philosophy embraces the belief that there are numerous realities and that reality is socially produced. This paradigm's researchers seek to comprehend the subjective interpretations that people attribute to their activities in the context of social occurrences, rather than just observing their actions (Neuman, 2011). 66 4.2.2 Positivist Paradigm The Positivist paradigm generally attempts to test a theory, in an attempt to increase the predictive understanding of phenomena. Positivist research assumes that reality is supplied objectively and may be represented by measurable characteristics that are unrelated to the researcher (Myers, 1997). The purpose of the positivist paradigm is to instrumentally gain knowledge about reality to discover and explain the general laws that govern it, to describe, predict and control reality. 4.2.3 Critical Realis Paradigm On the other hand, the critical realism paradigm believes that perceptions are malleable (Fisher, 2010) and that there are distinctions between reality and people's conceptions of reality. Critical realism, according to Mingers et al. (2013), provides a robust framework for the employment of a variety of methodologies to better comprehend the meaning and relevance of information systems in the modern world. The critical realist paradigm's purpose is to find or reveal observable and non-observable structures that are unaffected by the events they produce. Given the foregoing, this study used the critical realist paradigm to help achieve the goal of the study: to evaluate how task and technology fit the requirements of CSSPS in a developing country's environment and to investigate its implementation by using a fit viability analysis to evaluate the CSSPS' performance. This paradigm was chosen because it allows IS researchers to go under the superficial to better understand and explain how things are as they are, and to speculate on the structures and mechanisms that influence observed events (Mingers, 2004). In terms of the study's purpose and objectives, as well as the paradigm used (critical realism), this study will contribute to a better understanding of CSSPS and its application. 67 4.3 Research Design and Methodology According to Creswell (2009), research designs are strategies and procedures for a study that covers everything from broad assumptions to detailed data collecting and analysis approaches. Creswell went on to say that the three basic components of study design are quantitative, qualitative, and hybrid techniques. To explain, forecast, and control phenomena, quantitative research is used to answer questions about relationships between measured variables. Qualitative research, on the other hand, is frequently used to answer questions about the complicated nature of events, describe them, and comprehend them from the perspective of the participants (Leedy & Ormrod, 2010). The mixed-approaches approach combines qualitative and quantitative research methods. Philosophical assumptions, the use of qualitative and quantitative methodologies, and the combination of both approaches in a study are all part of it (Creswell, 2009). The positivist paradigm is associated with quantitative methods, while the interpretive paradigm is associated with qualitative approaches, and the critical paradigm with mixed-method approaches (Mingers, 2004). This study, therefore, adopted a qualitative method approach to evaluate how task and technology fit the requirement of CSSPS in a developing country’s environment such as Ghana in addition to its economic factors, IT Infrastructure and organizational viability that have affected its general performance. This method was chosen because it can provide insight and detailed answers to "how" and "why" questions about events that researchers may or may not be able to control (Walsham, 2006). Furthermore, qualitative research aids in the analysis of a current phenomenon in a real-life environment where the boundaries between the context and the phenomenon are not 68 well established (Myers, 1997; Walsham, 2006). These factors affected the decision to conduct this study qualitatively. 4.4 Research Strategy and Selection of Case In qualitative research, there are four different types of research strategies. Phenomenology, ethnography, case study, and grounded theory are some of them. The study of experience through reflection is known as phenomenology. Ethnography is the study of a group of people's cultural features and cultural settings. The case study is a description of a unit of analysis, such as GES (CSSPS). The goal of grounded theory is to create a theory that is based on facts that have been collected and examined in a systematic manner (Myers, 1997). According to Baxter and Jack (2008), a qualitative case study technique offers researchers tools to explore complicated phenomena in their contexts. Baxter and Jack (2008) go on to define a qualitative case study as a research method that makes it easier to investigate a phenomenon in a context utilizing a variety of data sources. In qualitative case study research, a researcher explores many aspects of a few instances in depth over a while using detailed and extensive data, which is generally presented in a qualitative format. In many circumstances, the researcher wisely chooses a few significant cases from a large number to demonstrate and examine a topic in-depth, taking into account the context of each case (Neuman, 2011). In qualitative case studies, researchers investigate a single case (a bounded system) or a series of cases (many bounded systems) across time. A single case study is appropriate for explaining a single case, whereas several cases allow a researcher to explore the differences and similarities across cases, as well as investigate a certain phenomenon in a variety of settings (Yin, 2003). This study used a single case study, which was 69 thought to be more acceptable. When a study seeks to: (a) explain complex causal links in real-life interventions; (b) describe a real-life context where the intervention has already occurred; (c) describe the intervention itself; and (d) explore those situations in which the intervention being evaluated has no clear set of outcomes, case study design should be considered, according to Yin (1994). The optimal strategy for undertaking this study was determined to be a case study research, as defined by Yins (2003). The case study focuses on gaining a comprehensive understanding of the event and its context (Cavaye, 1996). As a result, an exploratory case study method is required. As a result of the study's objective, this is the case. The goal of this study was to assess the CSSPS's fit-viability. The characteristics that define a single case design also dictate site selection, according to Benbasat, Goldstein and Mead (1987). They went on to explain that choosing an institution for research would necessitate a location selection based on the topic or the nature of the phenomenon. As a result, it is necessary to discuss current and relevant issues. 4.5 Sampling Method A sample is a collection of people, objects, or things chosen to represent a larger group. According to Creswell (2009), sampling is a statistical procedure that involves the unbiased selection of an individual or random subset of an individual within a population of persons to generate particular knowledge about the population and make predictions based on the sample frame. The sampling approach used in this investigation was Creswell's (1994) proposed purposeful sampling. Because of the population characteristics and the study's goal, a purposive sample is chosen (Creswell, 2009). Furthermore, the study used this technique based on respondents' confidentiality and 70 anonymity to investigate and gather in-depth knowledge, as well as to ensure adequate representation of all respondents (Staff of the CSSPS Secretariat under GES, Heads of SHS, BECE Candidates, and Parents/Guardians). The researcher selected two respondents from the CSSPS Secretariat, two heads and three deputy heads of SHS from five public SHS within the Greater Accra Metropolis, fifteen BECE Candidates (from the five SHS) and three parents/guardians. These respondents were chosen based on their level of participation and understanding of the CSSPS implementation. 4.6 Data Collection Technique The techniques used for data gathering and the data sources for the study are discussed in this section. A case study should ideally use two or more data sources that are combined to support the research findings (Benbasat et al., 1987). Furthermore, the critical realism paradigm encourages the use of different data gathering techniques to improve perspective triangulation and uncover the mechanisms and structures underlying observable occurrences. According to Yin (2009), documents, archival records, interviews, direct observation, participant observation, and physical artifacts are among the different data sources for case studies. This study used physical artifacts; semi-structured interviews; documents; archival records informal discussions; follow-up sections with some of the respondents for the data gathering. This corresponds with the critical realist paradigm where multiple data sources are used for data gathering (Walsham, 2006). These many data sources help to triangulate respondent opinions while also ensuring a thorough data collecting and analysis process. 71 4.6.1 Interview of Twenty-Five Respondents Twenty-five (25) respondents (two from the CSSPS Secretariat, two heads of SHSs, three deputy heads of SCSs, fifteen applicants, and three parents/guardians) were interviewed using structured and semi-structured interviews as the main form of data collection. The interview guide was created to satisfy the study's research goal, research questions, and constructs. To ensure the right questions were asked, the researcher with the guidance of his supervisors reviewed these processes three times. Finally, to have a suitable interview guide, the researcher conducted a pilot interview with two of the CSSPS actors (one Head of SHS and a candidate. This was done to determine the interview question validity. The goal of the interview guide was to direct the interviewer to ask questions that covered the constructs of the adapted FVT (Liang et al., 2007) so that the focus remained on the topic at hand. The interview guide was organized into sessions such as environmental, task, and technology needs, economic value, IT infrastructure, and organizational readiness, and was led by the adapted FVT constructs and relevant literature on CSSPS research. The respondents' backgrounds and specific CSSPS objectives were also questioned. Face-to-face interviews with key stakeholders involved in the CSSPS implementation were also done (Boateng, 2014). The CSSPS Secretariat was the subject of the first interview, where the researcher conducted a general interview with the CSSPS coordinator and a technical officer (Systems Administrator) of the CSSPS implementation team. This was a strategy to unearth administrative and technical- related information. The GES is the implementation body and the CSSPS secretariat under the SED is responsible for the management of the CSSPS. Other supporting documents related to the CSSPS implementation were also examined to see if they significantly confirmed the information 72 gathered earlier in the interview. The respondents' responses to the questions were audio-recorded, and notes were taken at the same time. In addition, any additional questions that arose that were not included in the interview guide were documented. All formal and informal interviews last between 18 and 87 minutes. In addition, twenty-three others; two heads of SHSs, three assistants’ heads of SHSs, fifteen candidates and three parents/guardians were interviewed. The goal was to know their involvement level, their competencies and their understanding of the CSSPS and its processes. 4.6.2 Documents and Archival Records Examined During the interviews with the various actors involved in the study, archival records and other documentation were collected to match the evidence to the facts gathered. These data include CSSPS user manual, BECE Result Slip, Candidate Placement Slip, School Registration Form and Web Contents. Table 4. 1: Archival Records and Documents DOCUMENT PURPOSE CSSPS user manual To understand heads of SHS involvement in the candidate (Headmasters Portal) placement process. This also helps to access information such as School Enrolment List, Vacancy Declaration, Programs Run by the school, School Category, Region Located, Double Track Status, Accommodation Status, School Type, and Finally shows the links to all other modules in the Headmasters Portal. 73 BECE Result Slip To access information relating to candidate BECE results. These include candidate index number, name, subject and aggregate score. Candidate Placement Slip To ascertain the school where the candidate or got placed. School Registration Form To understand the information required by a particular school (SHS) to enroll a candidate. Web Content To evaluate additional data that was not available or collected during the field interview and to support statements made by respondents. Source: Author’s construction 4.7 Data Analysis Greene (2006), defines data analysis as a systematic and essentially taxonomic process of sorting and classifying gathered data. Data analysis, according to Miles and Huberman (1994), is defined as the process of establishing lawful and stable links between social phenomena based on the regularities and sequences of those phenomena. The researcher used Miles and Huberman's (1994) transcendental realism technique as the data analysis technique for this study and its customized framework as a guide. As far as the components for evaluating data are concerned, this technique emphasizes data reduction, data display, and drawing and verifying conclusions. 74 Figure 4. 2: Miles and Huberman’s Data Analysis Approach Source: Miles & Huberman (1994) 4.7.1 Data Collection Initially, data collected for this study was conducted between 16th April and 7th May 2021. Data collected from the field were organized. As indicated, field notes were well arranged and the recorded interviews were transcribed. The transcribed interviews were reviewed respectively to reflect the overall meaning and to gain a general sense of the information. This was guided by Boateng (2014) who emphasized that a researcher is encouraged to take notes when collecting data from the field. In addition, the collected data should be reviewed and categorized according to its relevance, respondents, and research questions. 75 4.7.2 Data Condensation According to Miles and Huberman (2013), condensation is the process of selecting, concentrating, simplifying, abstracting, and/or altering data from a large corpus of written-up field notes, interview transcripts, documents, and other empirical materials. Boateng (2014) emphasizes further that data condensation happens in three stages. This starts from the beginning of the research and continues through the analysis. There are three phases to the condensation process. In the first stage, data is collected data is edited, followed by data segmentation and finally the data is summarized. At this stage, issues and conversations are presented by the researcher rather than the real words used in the conversation. After the obtained data has been summarized, the next stage is codding. The data has been organized into meaningful segments, and labels (names) have been assigned to each segment (Boateng, 2014). While other data from the field of study was being studied, the descriptive codes were reviewed and re-characterized into sub-codes. Finally, memoranda were written, theorizing the concepts generated by the data codes and establishing linkages between them. When there is a link between evidence and theory, as well as a previous literature discussion, a memo is formed (Boateng, 2014). 4.7.3 Data Display The data collected were organized into diagrams, tables and figures to emphasize and make the collected data easy to comprehend. According to Miles and Huberman (2013), data display is an organized, compressed assembly of information that allows conclusion drawing. Data display also 76 aids in organizing and summarizing collected data to establish themes and issues for future analysis (Boateng, 2014). 4.7.4 Conclusion Drawing and Verification According to Miles and Huberman (2013), minimizing and showing data aids in data conclusion. During the data condensation stage, preliminary findings were identified. These must, however, be confirmed by pattern-matching existing themes and ensuring that the identified patterns are representative. Finally, findings were used to present the conclusions. 4.8. Ethical Considerations In conducting the study, the researcher follows ethical guidelines. Fisher (2010) defines ethics as "standards that must be observed by a researcher during the study." These guidelines protect study participants from any harm that may occur as a result of their participation (Creswell, 2009). In this regard, the researcher obtained an introductory letter from the University of Ghana's Departments of Operations and Management Information Systems to confirm the department's support for the research before the start of data collecting. Furthermore, the data collection interview guide clearly says that respondents are not obligated to answer any questions that they are uncomfortable with and that the information gathered is only for academic purposes. The researcher utilized an MP3 voice recorder app placed on a smartphone to record all of the interviews and take notes with the respondent's permission. All of the interviews were conducted at the respondents' convenience, and their identities were kept hidden throughout the study. 77 4.9 Summary This chapter covered the research paradigm used in this study as well as the methods employed. This study employs the critical realism paradigm, a qualitative approach, and a single case study. The methods of data collecting and approaches to data analysis were also discussed in this chapter. The chapter went on to discuss the ethical concerns raised and the different safeguards put in place to secure the responders' safety. The study's findings will be presented in the following chapter. 78 CHAPTER FIVE RESEARCH FINDINGS 5.1 Introduction As pointed out earlier in section 1.3, this study seeks to evaluate the fitness of CSPSs in the second cycle of education in a developing economy like Ghana, with a particular focus on the CSSPS implemented by the GES, to propose policies to enhance the outcome. The study also seeks to assess how task and technology fit the requirement of CSSPS in addition to its economic factors, IT Infrastructure and organizational viability have impacted its general performance. This chapter first presents an overview of selection and placement followed by selection and placement systems in Ghana as well as the CSPSs, the case of Ghana. This chapter further presented the findings of the case based on the adapted framework, FVT. 5.2 Selection and Placement – Overview Students’ knowledge, skills and abilities are the main focus of the SP process. The selection involved screening and choosing between competing candidates, alternatives, or students as subsumed in test scores (Babah et al., 2020). One significant goal of an educational institution is student placement. As a result, educational institutions make great efforts to attain placements for their students. Educational institutions' annual admissions and their reputations have always been based on the placements they provide their students. Educational institutions’ success is known by the number of students it admits into their Institutions (Srinivas et al., 2020). The utmost purpose for selection is to place a person, candidate, or student into an institution that best fits. Therefore, placement is very essential to the selection, which includes admitting 79 candidates into an appropriate institution and/or suitable program after a selection process. These placement processes are guided by vacancies that exist in a particular institution and a possession (by person, candidate, or student) of the required grade or qualification (Babah, Frimpong, Mensah, & Sakyi-darko, 2020). 5.3 Selection and Placement in Ghana In Ghana, selecting and admitting candidates into SCSs is merit-based on their BECE aggregate results (Babah, Frimpong, Mensah, & Sakyi-darko, 2020). The CSSPS has been the method used by the GES to place qualified BECE candidates into SCSs. The CSSPS operation is executed by the CSSPS secretariat, one of the units under SED of the GES. The GES introduced the CSSPS as a policy to do away with the challenges associated with the MSPS which was operational until September 2005. Before this policy, the selection board (including SCS heads) manually selects BECE candidates who excel in their exams (BECE). Some of these heads of schools select the candidates with excellent grades leaving those with low grades with a reason being limited vacancies in their schools. Thereafter, school heads of less-endowed schools select candidates from the remaining. This became a challenge that led to disparity among the so-called “well endowed” and “less endowed” schools (Ankomah, 2013). Aside from the disparity, there are other challenges associated with the MSPS. For many years, the manual system was an obstruction to parents/guardians, SCS heads and the entrants sitting for the BECE. Parents/guardians moving from one place to another in search of school placement for their wards, heads of schools handing from seeing parents, harassing people in the name of limited vacancies. Again, some heads of schools refused “second and third choice” candidates, missing 80 card issues, candidates not being allowed to choose schools from another region, wrong choices of schools and programs and other problems became a common challenge of the MSPS. All these challenges emanating from the MSPS led to the introduction of the CSSPS, which became operational in 2005 (Ankomah, 2013). The CSSPS uses a deferred acceptance algorithm (DAA) mechanism for assigning candidates. Under the DAA procedure, candidates are ranked according to their preference levels; candidates are then matched to the school chosen as the first choice according to their score rankings. Candidates are assigned to their first choice if there is a vacancy in the said school. If the candidate is unassigned to any school in the first round, the second choice school is considered and the process repeats. In the second round, a candidate can displace another candidate assigned in the first round if the first round candidate's performance in the examination is low. Under the DAA algorithm, there is no penalty for ranking schools in arbitrary order for the three first-choice schools. Candidates who were not placed in any of their selected schools are placed in any school with an available vacancy in their district or any other school if possible (Babah et al., 2020). Nevertheless, candidates with passing grades may not be placed in any school if there are no vacancies. To eradicate this challenge, as Ajayi (2009) revealed in the school placement exercise; various schools were assigned more candidates than the declared vacancies. In the current process, the CSSPS secretariat has made effort to address the socio-economic inequality. Many schools were assessed and assigned a dispossession score ranging from a non- deprived to highly deprived. The assessment score was used to scale up candidate test–scores from low–resourced JHS and the rural schools to compensate for the weaknesses of attending under- 81 resourced schools, especially in the deprived or rural areas. It can be seen that successive attempt of enhancement in the mechanism of selecting and placing candidates into SCSs is to enhance efficiency and increase access to SCSs since there is always a high demand for placement over the existing vacancies in the SCSs (Babah et al., 2020). 5.4 Findings from Computerized School Selection and Placement System The CSSPS findings, its historical occurrence, its purpose and its organizational structure are presented in this subsection. Again the performance of the CSSPS since it was introduced, focusing on its environmental, task, technology, the economic, the IT infrastructure and organizational requirements, were accessed with the FVT are also presented. 5.4.1 The Task, Technology and Environmental Fit on CSSPS The fit viability theory was used in this subsection to access the performance of the CSSPS. These are clarified as the task requirements, technology requirements and environmental requirements. 5.4.1.1 Task Requirement Fit on the Implementation of CSSPS The CSSPS task requirements refer to the activities involved in the CSSPS processes. Relatively some of these tasks include the supply of information, consultation enhancement, and interaction between MoE, CSSPS Secretariat and other stakeholders which include heads of SCSs, parents/guardians and the BECE candidates in a decision-making process. These tasks are generally undertaken by the CSSPS Secretariat and other stakeholders within the CSSPS ecosystem. Primarily, the criteria for defining the CSSPS are based on its task requirements. The objective of the CSSPS is to place qualified BECE candidates into SCSs based on their 82 performance in the BECE. Recounting a historical background to the CSSPS policy, the coordinator of the CSSPS secretariat states: The automation of the Manual School SP (MSSP) into the CSSPS started in the year 2005, during the tenure of honorable Yaw Osafo-Maafo as Ghana’s minister of education, youth and sports when it became a fact that heads of SHSs prolonged the progress of admission to SHSs, candidates not selecting school outside their region, heads of schools selecting candidates based on their preference, candidates that perform very well being selected to the so-called endowed schools, leaving those who couldn’t perform to the less endowed schools. This leads to the dropout of some candidates not progressing to have SCSs. Added to these, the initiative was to promote efficiency and to enhance the process of transition from the JHS to SCS, upsurge access in secondary education and lastly, to warrant fairness as well as cost-effectiveness. Emphasizing what precipitated the need for the automation of the MSPS the Systems Administrator of the CSSPS secretariat stated that: There was a manual system in place before the introduction of the CSSPS. There were numerous challenges associated with this manual system. Due to these challenges, the CSSPS was introduced to get all qualified BECE candidates into their selected Senior High Schools. Again to take the human factor away to reduce the time taken before candidates are placed and to avoid parents traveling far way to secure admission for their wards. 5.4.1.2 School Selection and Placement Exercise Concerning the School Selection process, the CSSPS Coordinator explained that: 83 The WAEC handles the selection of schools and programs and the CSSPS secretariat handles the placement. The CSSPS secretariat solely depends on the WAEC for candidates’ data for the placement. The heads of JHSs supervised by the WEAC ensure that BECE candidates select their choice of schools and programs to be offered in the second cycle school when they are placed before the BECE. The selection of schools and program process is supervised by the heads of JHSs across the country. After the selection exercise, these heads of schools forward the data (selection of school and programs) to WAEC through their district's education offices. WAEC then makes these data available to the CSSPS secretariat. There are three sets of data (candidates biodata, choice file and merit file) given to the secretariat by the WAEC. WAEC first submits the candidates' biodata and choice file to the CSSPS secretariat while awaiting candidates to sit for the BECE. After the BECE, WAEC again makes the merit file (candidates' BECE result) available to the CSSPS secretariat. The secretariat then uses the merit file to place candidates into the 723 SCSs across the country. The coordinator further explained that: Before the placements, all heads of the 723 schools across the country are to declare the available vacancies in their schools according to the programs offered in the school and whether a school is a day or boarding through the headmaster’s portal. This data comes in a form of text in addition to the data summary. The secretariat analyzes the data to ensure it corresponds to the data summary. In a situation where there are some anomalies in the data submitted, the secretariat reconciles with these school heads to ensure the data 84 corresponds with the data summary. Once these data (data from WAEC and vacancies from SHSs) are available to the CSSPS secretariat, they proceed with the placement. There are situations where candidates’ results are withheld or canceled. In a situation where a candidate’s result is withheld, the secretariat holds on for WAEC to make those results available before proceeding with the placement. In the case where candidates’ results are “canceled”, the secretariat proceeds with the placement leaving candidates whose results were “canceled”. Candidates whose results were canceled are later allowed to select schools with available vacancies using the self-placement module of the CSSPS and they are placed in those schools. He added that: The candidate’s performance depends on the aggregate obtained. Four core subjects (English language, Mathematics, Social Studies and Integrated Science) and the candidate’s best two subjects making six subjects are summed for the aggregate calculation. Again, if a candidate fails (had grade 9) in English language and Mathematics or either of the two subjects will not get placed. In addition, there is no cut-off point for any school as it used to be, where a school set its cutoff point example “aggregate 6 to 10”. There had been an instance where candidates had an aggregate of 48 and were placed. 5.4.1.3 The Placement Process The CSSPS activities are performed by the CSSPS secretariat. This secretariat is a unit under the SED, a unit within the GES. The secretariat uses the CSSPS to perform these activities. There are 85 two methods of placement under the CSSPS which are the Automatic Placement System (APS) and the Self-Placement. The CSSPS secretariat collects multiple data types of all BECE candidates who took part in the BECE across the country from the WAEC and aggregates them into a rank list. These data include the candidate’s biodata, choice file and merit file. The CSSPS Systems Administrator states that: These multiple data types include candidates Biodata, Choice file and Merit file. The bio- data is made up of candidate name, date of birth, age, gender, index number and number of registered subjects. The choice file is the five schools and the programs selected by the candidates. The merit file has two sets of data: “aggregate data and score file”. “Aggregate Data” represent the total aggregate score of a candidate. The score file represents the actual marks recorded in each of the subjects. These subjects range from 6 to 10 depending on the location of the basic school of a candidate and the availability of teachers handling those subjects. He added that: The secretariat publishes the names of all the 723 schools, their respective programs and the available vacancies, whether day or boarding schools. Each candidate is allowed to select 5 schools from these schools base on their preference. The candidate submits their selected schools and their respective programs to their heads of schools (heads of JHSs). The heads of JHSs also submit these data to their district's education offices, where examination coordinators enter the data into the WAEC system. Then WAEC after receiving these data convert it to a “text file”, (compose of bio-data and choice file) and 86 forwards it to the CSSPS secretariat. Then after candidates sit for the BECE, WAEC submits the result which is the “merit file” to the secretariat for the school placement. The APS method takes charge and places candidates into the SCSs. This placement is based on the candidate’s performance in the BECE, including the programs and residential vacancies declared by the heads of schools in the various SCSs. Self-Placement is a placement method that permits candidates who were not placed in any of their selected schools to manually choose a school with available vacancies. A candidate must have an e-voucher before he/she can do the Self-Placement. The e-voucher costs Five Ghana Cedis (GHC 5.00) which can be used an unlimited number of times by a single candidate. The e-voucher is only available for purchase only when the CSSPS portal is activated. 87 Figure 5. 1: School Selection and Placement Process SECOND CYCLE SCHOOLS For Placement - Declare vacancies - Admit candidates For vacancy For Examination BECE JHS HEADS WAEC CSSPS CANDIDATE SECRETAR- Supervise - Supervised JHS IAT - Select School candidates to: heads / BECE Exams - Place candidates - Select Program - Select School to Second-cycle - Approve data - Write BECE - Select Program schools - Forward data for placement For supervision Source: Author’s construction 5.4.1.4 Self-Placement Procedures  Visit the CSSPS website using “www.cssps.gov.gh” or “www.cssps.org” as the web address.  Click on the “check placement” tab on the webpage to proceed.  Enter your e-voucher PIN and Index Number in their respective text boxes and click on proceed button. 88  Select your desired school, program and residential preference (day or boarding) depending on the school requirement.  Click on confirm and print changes Figure 5. 2: Snapshots of the CSSPS Homepage Source: CSSPS (2020) 89 Figure 5. 3: Snapshots of the CSSPS Placement Checker The CSSPS placement checker and self-placement module allow candidates to check their placement details and candidates who were not placed in any of their selected schools use the self-Placement module to browse through and select among the available schools with vacancies. Source: CSSPS (2020) 5.4.2 Environmental Requirements Fit on CSSPS There is a broader communication between the CSSPS Secretariat and its stakeholders involved in the initiative. There is the need to fathom the CSSPS internal and external environment culture as well as the threats and opportunities these internal and external environmental factors may pose to the CSSPS performance. There are several stakeholders involved in the CSSPS ecosystem. The 90 stakeholders (internal and external stakeholders whose activities primarily influenced the CSSPS implementation) involved in the CSSPS ecosystem are discussed in the following subsections. 5.4.2.1 CSSPS Stakeholders Stakeholders signify diverse sectors of society. Again Stakeholders represents individuals or group with an interest or concern. For instance, CSSPS external stakeholders include heads of JHS, heads of SCSs, parents/guardians and BECE candidates. 5.4.2.2 The Structure of CSSPS As shown in figure 5.4, the CSSPS secretariat structure is made of the Director of Education SED (DoE SED), CSSPS Coordinator, Operations, Systems Administrator, Secretary and Data Entry Personnel. The DoE SED report to the Director-General, GES. The role of the DoE SED is to maintain efficient management of SCSs, provide equitable access to secondary education, improve the quality of secondary education, coordinate and maintain efficiency and improved management in SCSs, promotes and demystification of Science, Mathematics, Technology and Engineering at the second cycle level, carryout directives from the Director-General and the Deputy Director- General of the GES among others. The CSSPS Coordinator reports directly to the DoE SED. The CSSPS Coordinator coordinates and sets criteria for the placement of candidates. The Operation report to the CSSPS Coordinator. The Operation is responsible for public education and the organization of workshops for the sensitization of stakeholders on registration and school selection by candidates and expectation of WAEC and GES, educates the public on CSSPS, and manages the Students Information System; complaints, and feedback mechanisms. The Systems Administrator report to the CSSPS Coordinator. The Systems Administrator manages the CSSPS 91 and the database systems; collects multiple types of data (candidate biodata, choice file and merit file) from source puts them together and generate placement results to place the candidates. The Data Entry Personnel report to the Systems Administrator and are responsible for data entry. The secretary reports to CSSPS Coordinator and runs the ‘day-to-day’ activities (writing of minutes, scheduling meetings, etc.) of the secretariat. Figure 5. 4: The Organogram of the CSSPS Secretariat DIRECTOR OF EDUCATION (SED) COORDINATOR OPERATIONS SYSTEMS SECRETARY ADMINISTRATOR DATA ENTRY PERSONNEL Source: Author’s Construction 5.4.2.3 CSSPS Ecosystem The CSSPS has a multi-stakeholder ecosystem on which the CSSPS secretariat depends to achieve the goals and objectives of the CSSPS initiative. The CSSPS Coordinator asserts: The CSSPS stakeholders include heads of SCSs, BECE Candidates, parents/guardians, WAEC, Civil Society, and the general public. 92 As the implementation agency, the CSSPS Secretariat is responsible for the implementation of the CSSPS initiative which includes engagement of stakeholders (training and sensitization) for successful CSSPS implementation. The CSSPS ecosystem as shown in figure 5.4, included the CSSPS Secretariat, Heads of SCSs, Heads of JHSs, BECE candidates, Parents/guardians and the WAEC. The fit factor of the CSSPS implementation environment is summarized in Table 5.1. Figure 5. 5: CSSPS Ecosystem Heads of Second Cycle Schools WAEC CSSPS Secretariat CSSPS Heads of Parents / JHSs Guardians BECE Candidates Source: Author’s Construction 93 Table 5. 1: Environmental Fit on CSSPS Implementation Environmental Fit Factors Requirement Characteristics Impact on CSSPS - Select School and choice of program before the BECE. BECE Candidate - They sit for the BECE after the selection exercise. JHS Heads - Supervise BECE candidates for the selection of school and program exercise. - Supervised JHS heads during the school and Environmental program selection exercise. Factors - Analyze and approve data (bio-data and choice file). WAEC - Conducts the BECE for the BECE candidates. - Forward merit file (aggregate data and score file) to the CSSPS Secretariat for School Placement. Second-Cycle School - Declare available vacancies that exist in the Heads School. - Admit candidates placed into the school Source: Author’s Construction The CSSPS secretariat is responsible for all the placement activities. The secretariat ensures that candidates who were successful in the BECE are placed into the various SCSs across the country. The CSSPS Coordinator asserts that: The mission of the secretariat is to ensure that BECE candidates are placed successfully into SCSs across the country. 94 The CSSPS Systems Administrator also added: The CSSPS secretariat aims to place successful candidates into SHSs without difficulties or challenges. 5.4.3 Technical Requirements Fit on CSSPS In addition to the environmental factors required for CSSPS implementation, the technical requirement fit on CSSPS is a significant factor. Personnel technical competencies, functional requirements, data quality, publishing standards, and training were among the technical requirements for CSSPS implementation. The impact of technological requirements on CSSP implementation is summarized in Table 5.2. Table 5. 2: Technical Requirements Fit on CSSPS Implementation Technical Requirements Fit Requirement Characteristics Impact on CSSPS Technical Competence - The development and management of the CSSPS portal. Functional - The portal can perform all the Requirements required functionalities. Technical Information Quality - The availability of diverse forms of Requirements information. - Security checks and data management. Publishing Standards - Follows the required guidelines as prescribed in the Data Protection Act, 2012 (Act 843). - Understanding CSSPS concepts. Training - Data collection and generation of datasets. - Portal management and administration. 95 Source: Author’s Construction 5.4.3.1 Technical Competence Before the development and implementation of the portal, GES staff had minimal knowledge relating to CSSPS technical skills. The CSSPS initiative is a new concept that intends to automate the MSSPS from the JHSs to the SCSs in Ghana. As a result, most stakeholders of the GES had a limited understanding of the initiative. The GES had to rely on consultants and other professionals to design and develop the CSSPS Application and its portal. The CSSPS Systems Administrator approved that: The GES initially relied on consultants and some professionals to design and develop the CSSPS Application. Currently, the secretariat has trained staff with the requisite skill to manage the CSSPS Application. The CSSPS Coordinator confirmed the CSSPS Systems Administrator's assertion and stated that: The GES had a technical staff with technical competencies, but because the CSSPS is a new thing the GES initially relied on other professionals. The GES and for that matter, the CSSPS secretariats currently have qualified staff with the technical competencies and the requisite skill-set to manage the CSSPS initiative. The GES recruit and train staff and placed them in various divisions under its institution. The GES also train and sensitized all the stakeholders involved in the CSSPS. 96 It was evident that heads of SCSs and their deputies didn't have the technical know-how when it comes to the CSSPS initiative before its implementation, even though few of them had the necessary technological know-how and skills, CSSPS was a new initiative of the GES they didn’t know much about it. The GES later train the heads of SCSs, their deputies and their ICT teacher on the operation of the CSSPS. The assistant headmaster (administration) of the Presbyterian Boys' Secondary School (PRESEC), Legon, laments: I will not say am expect concerning the technical requirements of the CSSPS but can use the CSSPS to meet all of its demands. I consider myself to be above average user because I can interact with all aspects of the CSSPS portal. The headmaster of the St. Johns Grammar Senior High School (St. Johns Grammar), Achimota, also laments: Concerning the technical requirements of the CSSPS, I consider myself an average user. As the headmaster of the second-cycle school, you must be computer literate for you to be able to operate the CSSPS portal. We the heads of schools together with our ICT teachers and sometimes our deputies often receive training from the GES with regard to the use of the CSSPS portal. This impacted the CSSPS implementation strategy concerning data generation and data quality on school SP. 97 5.4.3.2 Functional Requirements The CSSPS portal's functionalities referred to certain operations which users can undertake when using the system portal. These include student placement where personnel of the CSSPS enters candidates’ biodata, choice file and merit file for their placement; candidates enter their index number, voucher pin and date of birth to access the school they were placed; heads of SCSs enter their school codes and password to access candidates placed into their school. Concerning the CSSPS functional requirements, The CSSPS Systems Administrator asserts that: There are various portals for accessing the CSSPS. The public portal, the headmaster’s portal also known as the heads portal and MoE portal. Candidates use the public portal to enter details such as index number, voucher pin and date of birth to access their session for school placement or self-placement. Heads of SCSs use the heads portal by entering their school codes and password to access their session. The CSSPS secretariat uses the MoE portal (MoE site) for their operations. He added that: The secretariat job ends once students are placed. Aside from these, the Free SHS Secretariat (FSS) uses a portal called Student Information System (SIS) to managed students placed into various schools under the Free SHS Policy (FSP). 98 5.4.3.3 Information Quality One of the technical requirements which cannot be underestimated is to define the information that will be published on the CSSPS portal. For data re-use, data collected must be compiled, analyzed and published in various formats. The CSSPS secretariat relies on WAEC for candidates' data gathered from the various JHSs through their various district educational heads to upload onto the CSSPS portal. The form of information available on the portal is text and image. The CSSPS Systems Administrator asserts: The secretariat publishes the names of all the 723 SCSs, their respective programs and the available vacancies, whether day or boarding schools. Each candidate is allowed to select five schools from these schools base on their preference. The candidates submit their selected schools and their respective programs to their heads of schools. These heads of schools also submit the data to their district's education offices, where examination coordinators enter the data into the WAEC system, WAEC after receiving this data convert it to a text file composed of biodata and choice file and forward it to the CSSPS secretariat. Then after these candidates sit for the BECE, WAEC submits the result which is the merit file to the CSSPS secretariat for the school placement. The CSSPS coordinator confirmed that: The CSSPS secretariat solely depends on WAEC for candidates’ data for the placement. WEAC together with the heads of JHSs sees to it that these candidates select their choice of schools and programs to be offered in the second-cycle school they will be placed before the BECE. After the selection exercise, the data is given to WAEC by the various heads of 99 JHSs through their district educational offices. WAEC then makes these data available to the secretariat. He added that: There are three sets of data (candidates biodata, choice file and merit file) given to the secretariat by the WAEC. WAEC first submits candidates’ biodata together with the choice file to the secretariat while awaiting candidates to sit for the BECE. After the examination, WAEC makes the merit file which contains candidates' BECE performance results available to the secretariat and based on the performance of the candidates, they are placed into the 723 SCSs across the country. The technical team of the CSSPS secretariat after acquiring the data from the WAEC analyze the data to ensure the information has no anomalies in the data before they are published on the CSSPS portal. 5.4.3.4 Publishing Standards Once the data has been put up, the CSSPS Secretariat follows the appropriate criteria outlined in the Data Protection Act of 2012 (Act 843) to upload it to the CSSPS portal. According to the Data- Protection-Commission (2020), the purpose of the Data Protection Act, 2012 (Act 843) is to preserve individual privacy and personal data by regulating the handling of personal data. The CSSPS Coordinator asserted: 100 The CSSPS is guided by the Data Protection Act, 2012 (Act 843). The Act is legislation enacted by the Parliament of the Republic of Ghana. This Act protects the privacy and personal data of individual candidates applying for the CSSPS. He added that: The Secretariat does not just publish candidates’ information. The activities of the CSSPS are security and national concerns, therefore before the CSSPS secretariat publishes the student placement, the national security comes in to ensure that the data to be published are well protected. The Data Protection Act, 2012 (Act 843) provides the procedure to receive, store, utilize, or disclose personal information, as well as for other purposes that surround personal data protection. The data published on the CSSPS portal are well classified as required by the Data Protection Act. 5.4.3.5 Training The CSSPS's implementation strategy involved training for all stakeholders in its ecosystem, including BECE candidates, JHSs heads, SCS heads, and their deputies. These stakeholders are given basic training about school SP, admission issues, the CSSPS portal management and others. The CSSPS Coordinator harangued: All the second-second schools across the country have ICT teachers that assist their schools' heads and deputy heads with the management of the CSSPS portal when candidates are placed in the schools. We at the CSSPS secretariat train these heads of 101 schools together with their deputies and the ICT teachers annually about the management of the CSSPS. We also organize workshops, seminars and capacity building for these heads of schools, their deputies and the ICT teachers as and when a new policy guideline is introduced. He further explained that: We do these by grouping the schools across the country into three zones. Most often Accra, Kumasi and Tamale respectively. The secretariat takes the personnel through the headmasters’ portal. Depending on the vacancies declare by the school heads, help the secretariat to know the available vacancies that exist in a said school. The secretariat through the heads portal makes known to the school heads and their ICT teachers the type of information required when submitting vacancies that exist in a said school, be it day or boarding. Again we sensitize the general public on the procedures involved in checking school placement and the respective program before and after the publishing of the school placement. The assistant headmaster (administration) of PRESEC Legon, confirmed the CSSPS Coordinator's statement and stated that: I have received numerous training from the CSSPS secretariat. Every year the secretariat meets with all ICT teachers in the SCSs, their school heads and sometimes deputy's heads to sensitize us on admission issues. Aside from that, a platform is created by the Free SHS Secretariat which includes all ICT teachers, school heads and their deputies in the SCSs 102 to address challenges faced by the various schools depending on their specific school challenges. Then BECE candidate and currently first-year general art student of the Achimota SHS also lamented that: About the use of the CSSPS training, mine was self-taught. I used the google search engine and I came across the GES website and I saw the procedure for checking the BECE results and the school placement. So I followed the procedure and I was able to check my BECE results and the school I was placed in, which is Achimota SHS. I also saw all the 5 schools I chose before sitting for the BECE and the programs. 5.4.4 The Economic, IT Infrastructure and Organizational Viability of the CSSPS The underpinning FVT was used in this subsection to discuss the viability of CSSPS implementation. The economic factors, IT Infrastructure, and Organizational factors were discussed. 5.4.4.1 CSSPS's Economic Viability The CSSPS portal affords stakeholders greater services through the school SP. These services, on the other hand, could only be accessed through value creation and appropriation. The action of the stakeholders involved was required to harness the economic, social, and shared values of the school SP presented on the CSSPS portal. The value proposition of the CSSPS, which influenced stakeholder participation, is summarized in Table 5. 3. 103 Table 5. 3: Economic Viability effect on CSSPS implementation Economic Viability Requirement Characteristics Impact on CSSPS - The sensitization level by the GES on the Economic Stakeholders' value of the initiative. Viability Participation and Information Access - Resulted in more participation of stakeholders. - The CSSPS portal is always updated with current information. - Has produced more feedback from the stakeholders. - Information published on the portal meet the needs of its users. Source: Author’s Construction The findings of the interviews revealed that stakeholder participation in the CSSPS initiative is high, owing to the GES's level of sensitization of the CSSPS portal, admission concerns, and other issues. Added to these are feedback systems (phone-in, Short Message Service and online chat) put in place by the CSSPS Secretariat to address stakeholder’s challenges. The CSSPS Systems Administrator explain that: Stakeholders often call GES for information when the need arises. The heads of SCSs use their heads portal to request information from the GES. The general public also uses the public portal and a phone-in system when faced with any challenge. The heads portal is used to address issues from various heads of schools, while the phone in is used to address the issues from other stakeholders. There is also a Short Message Service (SMS) system where candidates can forward their issues using text messages. Again there is an online 104 chat system where stakeholders can channel their challenges and they are addressed in real-time. 5.4.4.2 Infrastructural Viability of the CSSPS Large volumes of data are produced yearly during School SP processes that require a larger data warehouse to store these data. The CSSPS Secretariat currently relies on a private hosting company to host the large volumes of data produced. The CSSPS Secretariat's IT infrastructure and its impact on CSSPS implementation are summarized in Table 5. 4. Table 5. 4: Summary of CSSPS's Infrastructural Effect Infrastructural Viability Requirement Characteristics Impact on CSSPS - Data warehouse infrastructure readiness. IT Infrastructural Resource Maturity Viability - CSSPS portal meets the standards of its activities. - Resulting in smooth implementation of the Resource Allocation initiatives. - Well-resourced stakeholders to generate and transmit quality data. Source: Author’s Construction 5.4.4.3 Resource Maturity The GES did not have any dedicated infrastructure for the CSSPS initiative and had to rely on its current human and technical infrastructure. This is because Tripathi and Nasina (2017), argued that software and hardware maturity, data management, and the competence of the IS staff all contribute to an organization's IT infrastructure. It includes the IT platform as well as various 105 information services required to support a specific application, such as communication channels, information management, various functional application systems, and platform structure and control (Liang et al., 2007). Some of the secretariat's current IT infrastructures include a desktop computer system, a backup storage system, and a data server. The CSSPS portal was previously hosted by National Information Technology Agency (NITA) but is currently hosted by a private entity. The CSSPS Systems Administrator explain that: The CSSPS runs on a client-server network hosted by a private entity (not willing to disclose). The system has two servers keeping the database. One is situated at the CSSPS Secretariat and another with a private hosting company which is fully secured and protected. 5.4.4.4 Resource Allocation The CSSPS Secretariat has the required human resources as well as technical resources required for the CSSPS initiative. Concerning human resources, the secretariat has qualified and competent staff to manage the CSSPS initiative. The CSSPS Systems Administrator asserts: All the personnel involved in the CSSPS management have adequate knowledge and the requisite skill of CSSPS initiatives as well as its operations. In terms of resource allocation, it is evident that management always makes available the needed resources to the CSSPS Secretariat for the management and sustainability of the initiative. The CSSPS Systems Administrator added that: 106 Management always makes the needed funds available to the secretariats annually. The assistant headmaster (administration) of PRESEC Legon, confirmed that: We have the needed resources to assess the CSSPS. When it comes to admitting candidates, we use about fourteen (14) computers for the admission processes, depending on the number of candidates placed in the school. He added that: I have formed an admission team. Before we do any admissions, I organized an orientation for them concerning the process to add to their human resource. 5.4.5 Organizational Viability of CSSPS Organizational interoperability enhancement for implementation of the CSSPS can be viable when there is executive support. The viability effects on CSSPS implementation are summarized in Table 5. 5. Table 5. 5: CSSPS Organizational Viability Organizational Viability of CSSPS Requirement Characteristics Impact on CSSPS - Relative speed the progress of the CSSPS Organizational implementation objective. Structure - Monitoring the CSSPS's progress in a proper manner. Resulting in the achievement of its objectives. 107 Organizational - Resulted in a clear understanding of the initiative Viability Organizational among stakeholders involved in the initiative. Maturity - Adequate resources were committed to the CSSPS initiative implementation. - Resulted in CSSPS Secretariat satisfying the needs Funding of stakeholders. - As a result, a standard portal was developed, as well as the preeminence of data published. Source: Author’s Construction 5.4.5.1 Organizational Structure of the CSSPS The structure of the implementing body, whose activities must be clearly defined to place successful candidates in a school that is deemed fit, is essential to achieving successful CSSPS implementation. Session 5.5.2.2 summarized a 6-member team that currently managed the CSSPS and their responsibilities. These members involved in the CSSPS management have the required skill and adequate knowledge of its operations. 5.4.5.2 Organizational Maturity of the CSSPS The CSSPS organizational structure maturity level was determined by their understanding, willingness and support for the CSSPS, as well as their capacity to communicate with staff and other stakeholders. The CSSPS Systems Administrator explained that: 108 Top-level management meets the technical staff quarterly to assess the CSSPS progress. The technical staff of the secretariat together with the coordinator and the director SED meet and brief the director-general of education on the affairs of the CSSPS. The secretariat first presents their report through the director SED, thereafter a meeting is organized. He added that: Management of CSSPS meets and interacts with other stakeholders involved in the CSSPS initiative annually for sensitization. Thus, the MoE and GES were to provide the necessary services and the resources to sustain the CSSPS. Currently, the MoE and the GES are responsible for the executive directions. Again, the MoE and GES provide the resources used for the CSSPS implementation. The CSSPS Secretariat is in charge of the CSSPS web portal's management and maintenance. The CSSPS Systems Administrator confirmed that: The Director-General of GES together with the Director of Education Secondary Education Division is responsible for the executive direction of the CSSPS implementation. MoE and the GES are responsible for the needed resources for the management of the CSSPS. 109 5.4.5.3 Funding The MoE has set aside significant budgetary resources for the management and maintenance of the CSSPS over the years. Technically, the initiative has been sustained because of the allocation of funds. The CSSPS Systems Administrator states that: The MoE annually allocates adequate budgetary support and funds to maintain the CSSPS initiative. The secretariat only submits their program and action plan and all the needed funds and resources needed are released. Concluding on that subject, the CSSPS Systems Administrator indicated that: Even though there are a few challenges, the CSSPS initiative has had a positive impact, especially on the less endowed schools because of the allocation of resources from the MoE. 5.5 Chapter Summary The case study was covered in this chapter. The CSSPS was the subject of this chapter, which addressed its present organizational structure. The CSSPS ecosystem's various stakeholders were also addressed in the chapter. The impact of various task-technology fit, economic, IT infrastructure, and organizational viability factors on the CSSPS initiative's implementation was also addressed. The next chapter analyzes and discusses how task, technology, environmental, economic, IT infrastructure, and organizational factors influence the performance of the CSSPS. 110 CHAPTER SIX ANALYSIS AND DISCUSSIONS OF FINDINGS 6.1 Introduction The findings of this study were analyzed in this chapter as well as the discussion. The interview data were interrogated to point out emerging issues as well as themes for the discussion. The impact of the Fit-Viability requirements on the CSSPS performance as well as the stated variables was discussed. To gain an in-depth understanding of how task requirements, technology requirements and environmental fit requirements affect the implementation of the CSPS, answers to the questions of this study were provided in this chapter. The chapter also discussed the economic factor as well as the factor of the IT infrastructure and the viability of the organization affecting the CSSPS performance from the time it was commenced. 6.2 Analysis of Findings These subsections give a summary of the study findings as followed in the preceding chapter. The interview data were interrogated to point out emerging issues as well as themes for the discussion. This study used the conclusion of Al-Mamary (2019), in his work “Measuring Information Systems Success in Yemen: Potential Of Delone And Mcleans Model”, which is that, the system's quality must be high to persuade the end-user to use it. In general, lower system quality leads to lower system usage. Where system quality is viewed as a critical factor in the successful implementation of information systems, as the standard benchmark for rating the CSSPS fit, viability and performance as ‘low’, ‘moderate’, or ‘high’. Al-Mamary (2019), further concluded in his work that the usage of a system and its benefits are shown to have a strong and positive link 111 with satisfaction. This is because one of the most important factors in the success of any system is user satisfaction. 6.2.1 Task-Technology Fit and Environmental Fit on the Implementation of CSSPS The FVT’s task-technology fit dimension describes the activities that need to correspond to the technology requirement characteristics. These are environmental requirements and technical requirements. The findings reveal that the CSSPS has gone through various activities since its commencement. The analysis of these requirements for the implementation of the CSSPS is offered below. 6.2.1.1 CSSPS Environmental Requirements Fit Analysis The CSSPS stakeholders’ involvement in its implementation process was an inevitable task. The players of the CSSPS environment (BECE candidates, heads of JHSs, WAEC and heads of SCSs) were mainly its major stakeholders within the CSSPS ecosystem. These include BECE candidates, JHS heads, WAEC and Heads of SCSs. These are key stakeholders with regard to CSSPS processes. Evidence from the findings has pointed out that all these stakeholders were effectively involved before and during the implementation of the initiative. Largely, data (candidates biodata, choice file and merit file) for placing candidates into SCSs are dependent on their BECE results released by the WAEC. The release of these data by the WAEC is central to the success of the CSSPS initiative (Babah et al., 2020). Arguably, the CSSPS was new to some of these stakeholders for which GES needed to have thoroughly engaged them before its commencement (Erina, Ozolina-Ozola & Gaile-Sarkane, 2015). The involvement of these stakeholders in the CSSPS was high. 112 The data (candidates biodata, choice file and merit file) released by the WAEC is paramount to the CSSPS initiative's success. WAEC generate these data from the selection of schools and program by candidates, supervised by their various school heads, and through their district offices. The data comes in three forms including biodata (candidate name, date of birth, age, gender, index number and number of registered subjects); choice file (the candidate selected schools and programs); merit file (“aggregate data and score file”). The implementation agency's engagement with the external stakeholders has contributed to the success of data generation by the WAEC (Babah et al., 2020) hence, the success of the CSSPS initiative. The findings revealed that the engagement was to sensitized the stakeholders involved and also to involve them in the CSSPS technicalities (Erina et al., 2015). This revealed that there were thorough consultations between the GES and the key stakeholders involved in the initiative. Again, the SCSs’ heads and their deputies who depend mostly on student placement details for student admissions depended on the CSSPS portal (heads portal). Further, the public engagement by the GES concerning placement processes had been extensive, and most of the Ghanaian populace had become part of the CSSPS initiative. Among the CSSPS aims was to increase transparency and equity in the SP of candidates in the SCSs (Ajayi, 2015; Blantari, 2020; Nkrumah, 2020) through its public portal to stimulate technological improvements. The second-cycle school heads, candidates, and parents/guardians of these candidates among other key stakeholders depend on the implementation agency for all activities involved in the CSSPS initiative. The environmental factor effects on the implementation of the CSSPS are summarized in Table 6.1 as either low, moderate, or high. 113 Table 6. 1: Summary of CSSPS Environmental Fit Factor Level of CSSPS Environmental Fit Factors Requirement Characteristics Fit Low Moderate High BECE Candidate √ Environmental JHS Heads √ Factor WAEC √ Second-Cycle School Heads √ Source: Author’s Construction 6.2.1.2 CSSP Technical Requirement Fit Analysis The technical requirements of the CSSPS implementation were relevant fit. As asserted in the preceding chapter, the technical requirements for CSSPS implementation comprised staff technical competencies, functional requirements, publishing standards, training for staff, heads of school among others. Initially, the GES were not having the professionals to design and develop the CSSPS Application. The findings revealed that the GES at the beginning of the CSSPS initiative relied on consultants and some professionals to design and develop the CSSPS Application and its processes. The GES was having technical staff with technical competencies at the beginning of the CSSPS initiative, but because the CSSPS was a new thing, the GES had to rely on other professionals. This corresponds to the assertion of Žitkienė and Blusytė (2015), thus, outsourcing the service of human-resource is relevant because of the vital human factor and also allows institutions or organizations to focus on their core activities and processes. The GES and for that matter, the 114 CSSPS secretariats currently have qualified staff with the technical competencies and the requisite skill-set to manage the CSSPS initiative. The GES recruit and train staff and placed them in various divisions under its institution. The GES also train and sensitized all the stakeholders involved in the CSSPS. The findings again revealed that heads of SCSs and their deputies were not having the technical competencies required with respect to the CSSPS initiative before its implementation, even though few of them had the essential technical knowledge and competencies. Since the CSSPS was a new initiative of the GES they didn’t know much about it. These heads of schools and their deputies in addition to their ICT teachers had to learn on the job in the presence of the consultants and other professionals hired by the GES. Subsequently, the GES has since sensitized the heads of SCSs, their deputies and their ICT teacher on the operation of the CSSPS as and when new policy emerged. This impacted the CSSPS implementation strategy with respect to data generation and data quality on school SP. These findings also correspond to Žitkienė and Blusytė's (2015) assertion on the relevance of an institution to outsource the service of human-resource. On the functional requirements of the CSSPS, several portals exist for assessing the CSSPS at the initial state of the CSSPS initiative. These portals include; the public portal (for the general public specifically candidates to access their school placement or self-placement); heads portal (for heads of SCSs to declare available vacancies in their schools and to access information on candidates placed into their respective schools); MoE portal also known as MoE site (used by the CSSPS secretariat for student placement). Notably, features such as check placement, retrieve eVoucher, approved eVoucher vendors, manual and help center were visible and functioning (CSSPS, 2020). 115 Findings also revealed that the secretariat job ends once students are placed. Aside from that, the Free SHS Secretariat, a division under the GES uses a portal known as SIS to manage the candidates placed into various SCSs under the government flagship program known as Free SHS Policy (Education, 2018). Defining the required information that will be published on the CSSPS portal is one of the technical requirements which cannot be underestimated. Before the school and program selection, the CSSPS secretariat makes all the 723 SCSs, their respective programs and the available vacancies across the country available through WAEC to the BECE candidates. These candidates are allowed to select five schools and programs respectively (Babah et al., 2020). The school selection data together with its respective programs selected are sent to the WAEC through their district's education offices. WAEC after receiving these data converts them into a text file and made them available to the CSSPS secretariat and later after the candidate sits for the BECE, their performance results are converted into a merit file and forwarded to the secretariat for the placement. The CSSPS secretariat after acquiring the data, analyzed it to ensure its accuracy before they are published on the CSSPS portal (Babah et al., 2020). On the publishing standards, The CSSPS Secretariat is guided by the required guidelines as prescribed in Act, 2012 (Act 843) of the Data Protection which seeks to keep individual privacy as well as individual data by controlling how these data is processed to upload the school placement and other related data onto the CSSPS portal. The information published on the CSSPS portal is classified as required by the Data Protection Act (Data-Protection-Commission, 2020). 116 Supposedly, acters within an ecosystem of a new initiative like the CSSPS in a developing economy may require training. This enhances the competencies and skill set of these actors to enable them to perform the activities of the said initiative. Again, technical competencies, as well as managerial competencies, are required to sustain an initiative like the CSSPS. The plan for implementing the CSSPS includes training all actors (especially its key stakeholders) within the CSSPS ecosystem. The CSSPS secretariat provides its stakeholders with basic training on school SP, admission issues, and the CSSPS portal management among others. The CSSPS Secretariat also organizes workshops, seminars and capacity building on SP processes as well as the portal management for these key stakeholders as and when a new policy guideline is introduced. The secretariat organized these workshops, seminars capacity and building annually by grouping the schools across the country into three zones. These findings correspond to the assertion of Erina et al. (2015), thus, providing training to stakeholders involved in such initiatives brings about value. The secretariat through the heads portal makes known to the heads of second SCSs the required data when submitting vacancies that exist in their respective schools. The secretariat also sensitizes the general public on the procedures involved in checking school placement before and after the school placement information is published on the portal. Additionally, the secretariat has a WhatsApp platform for addressing challenges faced by the heads of the SCSs depending on their specific school challenge. The training and consistent workshops impacted the CSSPS initiative with respect to the SP processes. These findings also correspond to Erina et al.'s (2015), assertion of the relevance of an institution to provide training to its stakeholders. The effect of the technical requirements fit on the implementation of the CSSPS is summarized in Table 6.2. 117 Table 6. 2: CSSPS Technical Requirement Fit Summary CSSPS Technical Requirement Fit Level Requirement Characteristics Fit Low Moderate High Technical Competence √ Functional Requirements √ Technical Information Quality √ Requirement Publishing Standards √ Training √ Source: Author’s Construction 6.2.2 CSSPS Economic Viability, IT Infrastructure Viability and Organisational Viability This subsection evaluates the economic viability of the CSSPS implementation according to the case findings and the theoretical framework that underpin the study. The FVT viability factors presented in the case include CSSPS economic viability, the viability of CSSPS IT infrastructure as well as CSSPS organizational viability. 6.2.2.1 CSSPS Economic Viability Analysis The previous chapter's findings revealed that CSSPS economic viability was set forth on school SP information available on various portals of the CSSPS. This was dependent on the action of the stakeholders involved. The CSSPS economic viability shown in Table 5.3 of the preceding chapter provides the factors as stakeholders’ level of participation. 118 The findings revealed, that the high level of sensitization by the GES on the use of the CSSPS portal, and the SP processes, as well as admission issues, led to the stakeholders’ participation in the CSSPS initiative. Besides the sensitization, the frequent update of the CSSPS portals with current information that meets the needs of its stakeholders and feedback systems such as phone- in, SMS, and online chat among others introduced by the CSSPS secretariat to address the challenges faced by the stakeholders involved. These findings correspond to the assertion of Njomo, Masaku, Mwende, Odhiambo, Musuva, Matey, Thuita and Kihara (2017), thus, creating awareness or sensitizing stakeholders is a key factor to the success of an initiative like the CSSPS and its sustainability. Regarding the economic viability of the CSSPS analysis, the impact on CSSPS implementation is summarized in Table 6.3 Table 6. 3: CSSPS Economic Viability Summary Economic Viability of CSSPS Requirement Characteristics Fit Low Moderate High Economic Stakeholders Participation √ Viability Information Access √ Source: Author’s Construction 6.2.2.2 CSSPS IT Infrastructural Viability Analysis The CSSPS implementation success can be ascribed to its IT Infrastructure. The IT infrastructure viability for the CSSPS implementation was premised on resource maturity and resource allocation as summarized in table 5.4. 119 Findings indicated that the CSSPS secretariat generates a large volume of data every year during school SP processes. The NITA previously host these volumes of data produced by the secretariat. Currently, the secretariat relies on a private hosting company to host the large volumes of data it generates. Evidence from the findings also indicated that there was no dedicated infrastructure at the CSSPS secretariat for the CSSPS initiative but clouted on its present human and technical infrastructure. A desktop computer system, backup storage system, and a data server are the few IT infrastructures at the CSSPS secretariat. The CSSPS Secretariat has the technical and human resources required for the CSSPS management. The CSSPS secretariat has qualified personnel with the required skill set and competency to manage the CSSPS initiative. Arguably, these findings have not been captured in previous studies. This study may perhaps be one of the studies that have captured such findings. With respect to resource allocation, findings have revealed that the government of Ghana through the MoE consistently makes funds available to the CSSPS secretariat for the management of the CSSPS initiative. Table 6.4 summarizes the IT infrastructure viability on the CSSPS implementation. Table 6. 4 IT Infrastructure Viability Summary of CSSPS IT Infrastructure Viability Level of CSSPS Requirement Characteristics Fit Low Moderate High IT Infrastructure Resource Maturity √ Viability Resource Allocation √ Source: Author’s Construction 120 6.2.2.3 CSSPS Organisational Viability Analysis The organizational viability of the CSSPS impacted the CSSPS implementation. The effect of CSSPS organizational viability was regarded in this study as Organizational structure, Organizational maturity as well as Funding. The CSSPS is currently managed by the CSSPS secretariat (a 6-member team) led by the Director of Education SED, followed by the CSSPS Coordinator, Operations, Systems Administrator, Secretary and Data Entry Personnel. A specific role is assigned to each member in the CSSPS implementation process. In the past, the GES relied on consultants and other professionals for the development and management of the initiative. The current managing team of the CSSPS is well organized with the requisite skill and adequate knowledge of its operations represented (Ghana- Education-Service, 2020). Findings show that enhancing organizational interoperability requires executive buy-in for the CSSPS implementation to be viable. The management team had executive support from the government through the MoE to support the CSSPS management. Management understanding, their readiness and support for the CSSPS as well as ability to cooperate with staff and the stakeholders involved (Gasco-Hernandez & Gil-Garcia, 2018) determine the CSSPS organizational structure maturity level. As such, top-level management meets the technical staff quarterly to evaluate the development of the CSSPS. Before management engagement, the Staff of the secretariat first presents their report through the director SED. Thereafter, the technical staff of the secretariat together with the CSSPS coordinator and the director SED meet and brief the director-general of education on the affairs of the CSSPS. After the engagement with the director- 121 general of education, the management of CSSPS meets and interacts with other stakeholders involved in the CSSPS initiative annually for sensitization. These findings correspond to the assertion of Njomo et al. (2017), thus, sensitizing stakeholders is a key factor in the success and sustainability of an initiative like the CSSPS. It was evident from the findings that, technically, the CSSPS initiative has been sustained because of the allocation of funds from the MoE for the management and maintenance of the CSSPS. This indicates a clear executive buy-in to the CSSPS initiative as asserted by Gasco-Hernandez and Gil- Garcia (2018). The MoE has made available a considerate allocation of funds over the years for the CSSPS management. The allocation of funds for the management of the initiative has had a positive impact on the CSSPS initiative even though there are a few challenges. Table 6. 5: Summary of Organisational Viability of CSSPS Organizational Viability Level of CSSPS Requirement Characteristics Fit Low Moderate High Organizational Structure √ Organizational Organizational Maturity √ Viability Funding √ Source: Author’s Construction 6.3 Discussions of Findings This subsection after discussing the analyzed findings which fall in line with the literature seeks to provide answers to the questions of this study. This subsection is segmented into three to reflect 122 the framework of the study as well as the questions of the study. The questions that underpin the study include: 1. How fit is the CSPS implementation in the second-cycle educational level in Ghana? 2. How viable is the CSPS since its commencement? 3. What is the performance level of the CSPS initiative over the period? 6.3.1 The Task, Technology and the Environmental fit of CSSPS Implementation The fit requirements discussion, as well as task, technology and environmental requirements fit impact on the CSSPS, are presented in this section. This section also aimed at providing the answer to the first question of this study; thus evaluating the fitness of the CSSPS implementation in the second-cycle educational level in Ghana. From the analysis of the findings, GES introduced the CSSPS due to the numerous challenges emanating from the MSSPS. The GES aimed to promote transparency, equity and efficiency in the transition of BECE candidates into SCSs and increase enrolment, to significantly reduce the delay in the placement processes, the human manipulation factors and other challenges emanating from the manual system without a challenge. These findings can be lined along with Babah et al. (2020) and Blantari's (2020) conclusions on a similar study on the CSSPS, thus, the CSSPS initiative has increased enrolment and has significantly reduced the delay in the placement processes as well as the human manipulation factors in the SP processes. These subsequently, led to the initiation of the CSSPS and later design and development of the CSSPS web application. This discussion implies that: 123 Finding One: GES introduced the CSSPS to promote transparency, equity and efficiency in the transition of BECE candidates into SCSs and to increase enrolment, to significantly reduce the delay in the placement processes, the human manipulation factors and other challenges emanating from the manual system without a challenge. 6.3.1.1 Environmental Task Fit Analysis of the findings reveals that the CSSPS is surrounded by several stakeholders. The key among them includes BECE candidates, JHS heads, WAEC and second-cycle school heads. A broader engagement between these stakeholders and the implementing body within the CSSPS ecosystem and its environment. This corresponds to the assertion of Fageha and Aibinu (2013), thus, the planning stage of every project needs all concerned stakeholders' involvement. Again the CSSPS secretariat's ability to seek the views of the key stakeholders regularly helps the betterment of the CSSPS. These findings confirm the conclusions of Blantari's (2020) work on stakeholders' perception of the CSSPS which asserts the SP processes were easier and faster for all the stakeholders involved as compared to the manual system of SP of candidates. The CSSPS secretariat recognizes the role of the stakeholders such as the WAEC whose primary activity is to feed the secretariat the data for the placement to have a great impact on the CSSPS implementation. This is in relation to the finding of this study (Babah et al., 2020). The task fit identification with CSSPS stakeholder consultations was effectively carried out. Thus, the stakeholder’s involvement in the CSSPS implementation can’t be ignored. This discussion suggests that: 124 Finding Two: Engaging stakeholders belonging to the CSSPS ecosystem in Ghana is very essential because it encourages a culture of honesty between key stakeholders in a developing economy and the betterment of the CSSPS. 6.3.1.2 Technology Task Fit Besides the CSSPS environmental fitness, the CSSPS technical requirement is a required fit for effective CSSPS implementation. The findings of the CSSPS’s technical fit requirements analysis indicated that available personnel with the technical competency, understanding of CSSPS processes and the functionalities of its portal will determine the sustenance of the CSSPS. The correlated analysis indicates the technical competencies of staff (CSSPS secretariat) and the external stakeholders (heads of SCSs, BECE candidates' parents among others) are the betterment for the CSSPS. Additionally, CSSPS secretariat staff competencies will help the CSSPS planning and execution following its sustainability and practices. Nonetheless, GES personnel allocated to manage the CSSPS were not having the required skillset before the CSSPS initiation. This affected the initiative to achieve the standard technical requirements which include IT infrastructure improvement as stated by (Ubaldi, 2013). Further, from the findings, the implementation agency made available the means for the data generation. This positively impacted the standard of information published on the CSSPS portals. This suggests that: Finding Three: The characteristics of the technology in respect of the technical competence of the CSSPS secretariat staff and the external stakeholders involved in the initiative, and adherence to selection and placement policy and guidelines impacted the information published on the CSSPS various portals. 125 The CSSPS publishing standards require that data generated (biodata, choice file and merit file) by WAEC be well structured and classified. The CSSPS various portals meet these standards which positively impacted the standard of publishing. Following the functional requirements of the CSSPS, the CSSPS secretariat had published numerous required functionalities onto the various portals. These findings confirm the assertion of (Bizer et al., 2009), thus, data should be well structured and classified to make it readable and accessible. The CSSPS portal's functional requirements such as check placement, manual, help manual, approved eVoucher and retrieve eVoucher among others were visible and actively working. The analysis revealed how information published on the various portals positively impacted the CSSPS various portals. This was a result of the CSSPS secretariat’s ability to publish the required information attributed to how data were produced by WAEC. The findings deviate from the assertion of Afful-Dadzie and Afful-Dadzie (2017), who asserts that information must be in various format (machine-readable) before is published for consumption. The analysis revealed the CSSPS portals have only text and images published. Training and sensitization are very essential parts of an initiative like the CSSPS (Erina et al., 2015). It was required that all stakeholders both staff of the implementation agency and the external stakeholders involved in the CSSPS initiative be given the essential administrative and technical training required. For instance, these enable all the stakeholders to involve to know their various roles and responsibility regarding the CSSPS. Again, the training and sensitization enable stakeholders to undergo the appropriate measures in the gathering and generation of data such as the vacancy declaration by the second-cycle school heads and WAEC generation data (candidates’ biodata, choice file and merit file) for placing candidates. This is because they have the technical 126 and administrative know-how. The analysis revealed the training and sensitization given to the stakeholders have positively impacted the CSSPS implementation strategy (Erina et al., 2015). Undeniably, this finding corresponds with Blantari's (2020) study on the need to offer training and sensitization on technical and administrative support for the CSSPS processes. However, it is evident from the analysis that even though GES offers its stakeholders involve in the CSSPS ecosystem the required training and sensitization in the CSSPS processes, fails to include the BECE candidates (one of the key stakeholders) in the data gathering and generation processes. This resulted in minor errors during the school selection process. This discussion suggests that: Finding Four: Categorically, the task requirements, technology requirements and environmental requirements were all fit for the implementation of CSSPS in Ghana. The CSSPS secretariat's effective pursuance and the application of the mentioned requirements impacted the implementation of CSSPS positively across its ecosystem. 6.3.2 CSSPS Economic, IT Infrastructure and Organisational Viability The viability dimensions of the CSSPS discissions as well as economic impact, the impact of IT infrastructure and Organizational impact on the CSSPS since its commencement are presented in this subsection. This subsection also aimed at providing the answer to the second question underpinning the study; thus determining the viability of the CSSPS since its commencement. 6.3.2.1. Economic Viability Analysis of the findings revealed that the CSSPS viability is vital since it affords various economic possibilities and their socio-economic activities (Gyaase & Gyamfi, 2012). The CSSPS economic 127 viability is characterized by stakeholders’ participation levels. Again, the analysis revealed that the CSSPS secretariat generates stakeholders’ interest and their involvement in the initiative through sensitization and the school placement information published which is of higher economic value. This is consistent with the assertion of Gyaase and Gyamfi (2012), thus, the functional development of a website with the relevant information that relates to the system and feedback which is reliable to the inquiries would engender trust and eliminate the negative perception of the system. As suggested by the findings, the performance of the CSSPS and its value creation was high, as a result of the sensitization level by the GES on the use of the CSSPS portal, admission issues and others. Debatably, users' perception of information determines its value, thus, stakeholders would find it worth visiting the CSSPS portals when the information published on the portal meets their needs (Ahmadi Zeleti, Ojo & Curry, 2016). The analysis revealed that key stakeholders such as heads of SCSs and their deputies among others involved in the CSSPS initiative frequently visit their various portals as a result of current information published on those portals which continually meet their needs. This disclosure is an indication that the CSSPS secretariat performs quality assurance on the school SP data among others before publishing them on the CSSPS portal. Regular updates and consistent information are very vital to cognizance of CSSPS's economic value (Ahmadi Zeleti et al., 2016). Since the value proposition of information availability meets the economic needs of the stakeholders involved in the CSSPS ecosystem, this discussion suggests that: 128 Finding Five: The economic value of the placement information among others, available on the CSSPS portals determines the stakeholders’ participation level in accessing and making use of that information. 6.3.2.2 IT Infrastructure Viability The CSSPS infrastructure viability which comprises the IT infrastructure maturity as well as allocation of resources influenced the CSSPS initiative implementation as asserted by Shao and Saxena (2018). The IT infrastructure viability analysis revealed that investing in the IT infrastructure of a country is directly linked to IT resource maturity (Shao & Saxena, 2018). The CSSPS secretariat's current IT infrastructure has not proven to be suitable since they rely on a third party to host the CSSPS. These findings confirm the conclusions of Babah et al.'s (2020) work on the perception of stakeholders on the CSSPS. Therefore, the GES and for that matter, the CSSPS secretariat need to upgrade their existing IT infrastructure to host the CSSPS and to meet the future demand of the CSSPS initiative. In line with the literature, the readiness of the IT infrastructure affects the CSSPS resource maturity significantly (Liang et al., 2007; Narh et al., 2019). The analysis result has further revealed that the government has always supported the CSSPS secretariat with some physical infrastructure needed to support the CSSPS initiative. This is a result of the CSSPS management team having executive support from the government through the MoE to support the CSSPS management and its sustenance. Again, management's understanding and readiness to interact with staff and external stakeholders at large (Gasco-Hernandez & Gil-Garcia, 2018). Adding to this, the findings revealed the IT infrastructure viability of the CSSPS suggestively, has not contributed enough to its viability. This suggests that: 129 Finding Six: The IT infrastructure maturity of the CSSPS secretariat is a measure of its infrastructural capabilities, its readiness as well as competencies of its human resource, which is critical to the CSSPS viability. 6.3.2.3. Organizational Viability The CSSPS organizational viability analysis was reliant on the organizational structure, the organizational maturity, which is the readiness and support and funding (Gasco-Hernandez & Gil- Garcia, 2018). These factors affected the implementation of the CSSPS in various ways. For instance, the management structure of the execution of the CSSPS initiative is well structured. Findings revealed the 6-member team managing the CSSPS initiative was very effective due to their understanding level of the CSSPS initiative and its processes. Findings also revealed that the CSSPS secretariat was successful in getting executive buy-in to support the CSSPS initiative (Gasco-Hernandez & Gil-Garcia, 2018). This finding suggests the CSSPS was successful because of the sufficient support from the government through the MoE. Again, the findings indicated management has over the years provide the resource required to the CSSPS secretariat responsible for the management of the CSSPS initiative. Studies revealed, that without support from the management of the MoE, the CSSPS is likely to be in danger of extinction. This is consistent with the assertion of Gasco-Hernandez and Gil-Garcia (2018), in their study, “the role of management in open data initiatives in local governments”. The analysis further revealed CSSPS secretariat was motivated due to budgetary allocation to the CSSPS secretariat to manage the CSSPS initiative. Hence, in this study, the CSSPS Secretariat has made the CSSPS economically viable for stakeholders involved to participate. Therefore, economically, the CSSPS has been viable since its commencement. This suggests that: 130 Finding Seven: The CSSPS organizational structure maturity level measured by organizational readiness and support for the CSSPS positively impacted its viability. 6.3.3 The Performance of CSSPS in its Implementation Discussions on the performance level of the CSSPS over the period are presented in this subsection. Performance measurement is a periodic assessment to determine the operational effectiveness of an organization or parts of the organization, information system and its characteristics based on defined objectives, standards, and criteria (Astutik, Sulistyowati & Rodiyah, 2019). The performance of a system is determined by its usage and user satisfaction using the system (Olayiwola, Akinwande, Jolayemi & Ibrahim, 2016). Further, according to the TTF theory, if the characteristics of an Information Technology meet the required task of an organization, then the Information Technology is likely to positively affect the performance of an information system or individual within an organization (Goodhue & Thompson, 1995). Following suit, this study evaluated the performance of the CSSPS in accordance with the mentioned criteria. This aided the researcher to provide answers to the third question of the study on the performance level of the CSSPS initiative over the period. In agreement with Astutik et al. (2019), Olayiwola et al.(2016), Goodhue and Thompson (1995) and the objective of Liang et al.'s (2007) FVT framework, the researcher develop a scorecard as shown in Table 6.6 to summarize the performance of the CSSPS. This is centered on the questions drawn from the analysis of the findings. 131 Table 6. 6: CSSPS Performance Summary No. CSSPS Fit and Viability Evaluation Yes No 1 Was the CSSPS fit for its intended usage? √ 2 Was the CSSPS consistent with the expectations of stakeholders √ (users)? 3 Were stakeholders' engagement and participation in the CSSPS √ implementation encouraging? 4 Did the web content and the various portals satisfy the user's √ needs? 5 Has the GES fully achieved the intended objective of the CSSPS √ implementation? Source: Author’s Construction From the analysis, the latent themes which arise out of the discussions were the items used to measure the fit and viability of the CSSPS, benchmarking on Tripathi and Nasina (2017) study on cloud computing adoption which assert that technology or an information system is fit for purpose when the task characteristics correspond to the requirements of the technology. From the research questions, thus question 1 and 2, the fit and viability dimensions were analyzed to point out that even though the GES did well in the CSSPS implementation, the GES has not fully achieved its intended objectives of the CSSPS implementation. The fit dimensions findings revealed that the CSSPS was fit (higher fit) for the purpose for which it was introduced. Also, the human resources, as well as technical resources required to make the CSSPS viable, were available hence, viable. The fit and viability findings discussed from the case analysis derive that: 132 Finding Eight: While the CSSPS was Fit for the purpose for which it was introduced, its viability objectives have not been fully achieved. Finding Nine: The CSSPS performance level when introduced was below expectation but has improved over time, hence satisfactory performance. 6.4 Chapter Summary The analysis of the presented findings in the previous chapter (chapter 5) was discussed in this chapter. The chapter reviewed the literature to address the questions that underpin the study. The chapter analyzes the task dimensions, environmental dimensions as well as technology dimensions of the CSSPS implementation. Again, the economic viability, the IT infrastructure viability and organizational viability analysis of the CSSPS. Finally, the fit and viability dimensions were discussed in this chapter and settled on the performance of the CSSPS over the period following the FVT. 133 CHAPTER SEVEN SUMMARY, CONCLUSION AND RECOMMENDATIONS 7.1 Introduction The analyses of the findings were discussed in the previous chapter (chapter 6). This was done in relation to the literature review, the framework of the study, the method used as well as findings. The summary of this study, discussions of the study, the study implications, limitations of this study as well as the conclusion were presented in this chapter. 7.2 Summary of the Research Process The objectives listed were framed for the study: 1. Evaluate the fitness of CSPSs in the second cycle of education in a developing economy like Ghana, with a focus on the CSSPS. 2. Evaluate the viability of the Computerised Selection and Placement System (CSPS) implemented by the GES since its commencement. 3. Evaluate the performance level of the CSPS implemented by the GES over the period. In addressing the stated objectives, the FTV was adapted in this study as the theoretical lens. The FVT was adapted because is deemed fit for evaluating the CSSPS 1) implementation processes since its commencement and 2) performance expectations from the stakeholders involved regarding the implementation of the CSSPS by the CSSPS secretariat. This evaluation was based on the task-technology fit requirements of the CSSPS, its economic viability, the IT infrastructure viability as well as organizational viability. The study extended the fit dimension of the FVT to 134 include the environmental construct. This helped in the evaluation of the stakeholders involved in the CSSPS ecosystem particularly, the key among them whose involvement is relevant to the CSSPS implementation processes aside from the CSSPS secretariat. The critical realism paradigm, as well as a case study approach, was employed in this study. This study also used physical artifacts; semi-structured interviews; documents; archival records informal discussions; follow-up sections to collect data from the respondents. The study presented the findings for the study after the data gathering and was analyzed and discussed in relation to the study of the questions underpinning the study and the adapted research framework. The analyzed findings listed in the preceding chapter led to nine (9) findings. The findings of the study are mapped to the questions that underpin the study, also the study's contribution and practice as shown in table 7.1. 7.3 Mapping Objectives of the Study to Findings and Contributions This subsection mapped the research objectives to the findings of the study, recommendations, and contributions to research and practice. The presentation of the findings is grouped into three. 1) The findings of the fit dimensions, describe the CSSPS task requirements, the requirements of the technology and the environmental requirements. 2) The findings of the viability dimension and 3) the findings on the CSSPS performance since its inception. Table 7.1 summarizes the study findings in relation to the objectives of the study. Additionally, the contributions to the study, implications to the study and recommendations are outlined. 135 Table 7. 1: Mapping Research Objectives to Findings and Contributions (Metrix) Research Research Findings Supporting Contributions, Implications and Objectives Literature Recommendations Task, Technology and Environmental Fit on CSSPS Implementation 1. GES introduced the CSSPS to promote Babah et al. The study provides an in-depth understanding To evaluate the transparency, equity and efficiency in the (2020) and of what necessitates the introduction of the fitness of CSPSs transition of BECE candidates into SCSs Blantari (2020) CSSPS. This study established the need for IS in the second and to increase enrolment, to significantly researchers to extend their studies on evaluating cycle of reduce the delay in the placement processes, the impact and implication of CSPSs. education in a the human manipulation factors and other developing challenges emanating from the manual economy like system without a challenge. Ghana, with a The FVT adapted in this study offers focus on the Fageha and researchers the importance of external CSSPS. 2. Engaging stakeholders belonging to the Aibinu (2013) and stakeholder engagement in the CSPSs CSSPS ecosystem in Ghana is very essential Blantari (2020) implementation. because it encourages a culture of honesty between key stakeholders in a developing economy and the betterment of the CSSPS. Arguably, this study was the first to evaluate the performance level of the CSPS using FVT and 3. The characteristics of the technology in presents the perspective of multi-stakeholder on respect of the technical competence of the CSSPS to determine its fit and viability in a CSSPS secretariat staff and the external developing economy such as Ghana. stakeholders involved in the initiative, and adherence to selection and placement policy and guidelines impacted the information published on the CSSPS various portals. Technical and organizational dimensions outlined in this study affect the performance of 136 4. Categorically, the task requirements, Afful-Dadzie and the CSPS. Most literature has not considered technology requirements and environmental Afful-Dadzie these dimensions. These success factors must requirements were all fit for the (2017) and be examined to promote the success of the implementation of CSSPS in Ghana. The Blantari (2020) selection and placement. CSSPS secretariat's effective pursuance and the application of the mentioned requirements impacted the implementation of CSSPS positively across its ecosystem. Economic, IT Infrastructure and Organizational Viability of CSSPS To evaluate the 5. The economic value of the school placement Gyaase and This study converges on a point the need for viability of the information among others, available on the Gyamfi (2012) institutions implementing CSPS to clearly Computerized CSSPS portals determines the stakeholders’ define the information needs of the key Selection and participation level in accessing and making stakeholders involved in the CSPSs Placement use of this information. implementation processes to mitigate issues and System (CSPS) challenges regarding the annual selection and implemented by placement challenges. the GES since its commencement. 6. The IT infrastructure maturity of the CSSPS secretariat is a measure of its infrastructural Shao and Saxena capabilities, its readiness as well as (2018), Babah et The study provides an in-depth understanding competencies of its human resource, which al. (2020) and of how regular engagement with the key is critical to the CSSPS viability. Liang et al. (2007) stakeholders involved in the initiative will enhance their involvement and use of the various CSPSs portals. 7. The CSSPS organizational structure maturity level measured by organizational 137 readiness and support for the CSSPS Gasco-Hernandez The study makes available an opportunity for positively impacted its viability. and Gil-Garcia institutions or implementation agencies in (2018) developing economies implementing CSPSs to follow the best measures and appropriate processes that best fit their ecosystem. The study established that IT infrastructure, managerial and technical competencies should be looked at critically in the CSPSs implementation. This will help sustain the initiative and further compare the standards with international standards. The Level of Performance of CSSPS To evaluate the 8. While the CSSPS was Fit for the purpose for An achievable policy guideline and strategy performance which it was introduced, its viability development are required for the CSPSs to level of the objectives have not been fully achieved. direct and guide the stakeholders involved in CSPS their ecosystem. A clear policy framework implemented by would define these stakeholders’ roles and the GES over responsibilities as well as the timeline for their the period. activities. 9. The CSSPS performance level when Astutik et al. Implementation agencies and institutions across introduced was below expectation but has (2019), Olayiwola other developing economies implementing such improved over time, hence satisfactory et al. (2016) and initiatives can emulate the same to make such performance. Goodhue and initiatives viable and sustainable. Thompson (1995) 138 The CSPSs is a technology-driven initiative, therefore the need for policymakers to improve their IT infrastructure to host the CSPS and to meet the future demand of the initiative and not only rely on other third-party infrastructure. The need for continuous public sensitization before selection and placement of processes to mitigate the anomalies (the argument that the candidate chose or did not choose a school or program, misspelled names among others) that normally occur in the selection and placement activities. The need to improve schools infrastructure and other facilities of least endowed schools to attract students and parents to shift from the loud and persistent outcry for the endowed schools', refusal to accept the school placed apart from their first and second choice of schools thereby trooping to the CSSPS secretariat to change the school they were placed as revealed by this study. The need to abolish the 5% allocation of total vacancy giving to heads of schools to satisfy their protocols concerning placement, instead placement be based on candidates’ results and the selected school to build up confidence in the 139 school placement processes as well as smooth and timely placements. The needs to introduce a cutoff point in the aggregate results for placing candidates to aid candidates to prepare adequately for the BECE. The need for institutions to factor private second-cycle schools into their selection and placement activities as the number of candidates placed in public schools keeps increasing annually. This would reduce the pressure (overcrowded classrooms) on the public schools. Source: Author’s Construction 140 Environmental - BECE Candidate - JHS Heads Figure 7. 1: Refined Research Framework for CSSPS - WAEC - SCSs Heads Task - Data Protection Act, 2012 (Act 843) FIT Technology - Technical Competency - Functional Requirement Computerized School Selection and Placement E conomic System Performance - Stakeholder Participation - Information Access I .T. Infrastructure - Resource Maturity - Allocation of Resource Viability O rganization - Organizational Structure - Organizational Maturity - Funding Source: Author’s Construction 141 7.3.1 The CSSPS Fit Requirements The CSPS fit requirements analysis and discussion revealed four findings. As shown in Figure 7.1, it was revealed in the findings that the CSSPS is fit for its implementation purpose. In addition, the analysis of the study indicates the various task characteristics, the technology characteristics and the environmental characteristics identified to meet the required fit characteristics of the CSSPS. Also, the requirements of the technical fit such as personnel with the required skill and competence for the CSSPS management and the stakeholders involved, knowledge of the CSSPS procedure, the functionalities of the CSSPS portal and adherence to SP policy and guidelines were fit for the implementation of the CSSPS. In addition, engaging stakeholders belonging to the ecosystem of the CSSPS like heads of second-cycle Schools, BECE Candidates, WAEC, JHS Heads and parents/guardians are also fit for the CSSPS implementation. The involvement of these stakeholders as indicated in the findings is significant in achieving the objectives of the CSSPS. This significant factor influences the expansion of the task-technology fit dimension by adding the environmental construct as presented in Figure 7.1. The environmental factor according to Garg, Joubert, and Pellissier (2012), represents the task environment where the activities of the CSSPS are performed. This task environment is regarded as the key or closest external stakeholders (actors) aside from the CSSPS secretariat performing the activities of the CSSPS. Thus, the findings (findings two, findings three and findings four) of the study fit perfectly for the implementation of the CSSPS. Furthermore, the task, technology and the environmental constructs of the fit dimension as shown in figure 7.1 were affected positively by factors such as available funding, frequent stakeholder engagement and available personnel with the required technical skill set and competence for the management of the CSSPS. For instance, training and frequent engagement of the relevant stakeholders positively affected the fit requirements. Hence, the 142 CSSPS secretariat's ability to employ these fit requirements effectively, positively affected the implementation approach of the CSSPS. 7.3.2 The Viability of CSSPS The second objective of the study, determining the viability of the CSSPS since its commencement was dependent on the economic viability of the CSSPS, the IT infrastructure and organizational maturity. These factors influenced the implementation of the CSSPS and its performance respectively. The viability characteristic of each factor was revealed and evaluated to determine the level of the effect on the CSSPS as presented in figure 7.1. Finding five of the study identified that the economic value of the school placement information among others, available on the CSSPS portals determines the stakeholders’ participation level in accessing and making use of this information. The value of this information was established to have influenced the stakeholders positively in the participation in the CSSPS initiative. This means the value of generated and published information on the CSSPS portals by the CSSPS secretariat can interest these stakeholders to visit the portals. Additionally, if this information meets the needs and objectives of stakeholders, they will frequently access the various CSSPS portals for such information. Fundamentally, these stakeholders have benefited from the CSSPS as a result of required information frequently available on the various portals hence, its higher economic viability. Finding six of the study revealed IT infrastructure maturity of the CSSPS secretariat is a measure of its infrastructural capabilities, its readiness as well as competencies of its human resource, which 143 is critical to the CSSPS viability. As revealed by the analysis of the finding, the CSSPS secretariat's present IT infrastructure has not proven to be suitable for the implementation of the CSSPS due to their inability to procure the IT infrastructure required to host the CSSPS. The CSSPS secretariat relies on a third party to host the CSSPS. Though the CSSPS is hosted by a third party, it has not affected the CSSPS sustenance and its viability. Finding seven of the study revealed the CSSPS organizational structure maturity level measured by organizational readiness and support for the CSSPS positively impacted its viability. These factors comprised the CSSPS management structure, organizational maturity (organizational readiness and organizational support) and the funds made available by the government through the MoE. The findings revealed these factors positively impacted the CSSPS viability since its commencement. To conclude, the CSSPS is viable because of the positive effects of the viability factors on the implementation of the CSSPS. 7.3.3 The CSSPS Performance Level The CSSPS performance level since its commencement answered the third question of this study. The performance level is a measure of how the fit dimension together with the viability dimension impacted the CSSPS initiative. Findings eight and nine conclude while the CSSPS was fit for the purpose for which it was introduced, its viability objectives have not been fully achieved. Again, the performance level of the CSSPS when introduced was below expectation but has improved over time, hence satisfactory performance. This can be attributed to the impacts on the fit requirements as well as viability requirements. This is evidence that the fit requirements of the CSSPS may be high but may affect its performance if not implemented effectively. 144 7.4 Implication to Research, Practice and Policy The implication of this study is in three aspects: research, practice and policy. 7.4.1 Implication to Research This study has contributed to literature in three major dimensions. First, the study has expanded Liang et al.'s (2007) FVT to include environmental factors in the fit dimension to evaluate the CSSPS. The environmental factor in this study mainly focuses on technology support for the evaluation of management and environmental uncertainties which according to Garg, Joubert and Pellissier (2012) could either be threats or opportunities. Secondly, applying the fit viability theory in this study inspires researchers to pay much attention to CSPSs task, their technology and the environmental aspect of its implementation as well as their performance and not focus only on whether or not the CSPSs afford a better alternative as compared to the manual SP system; stakeholders’ satisfaction of the CSPSs; relevance and transformation of the CSPSs and how it is helping shape the technological facets in a developing economy educational system. Finally, the study adds to the existing knowledge by probing into the CSPSs implementation in a developing economy that had received little attention. This study also establishes the need for researchers belonging to the IS discipline to extend their research on evaluating the implication and impact of CSPSs. 145 7.4.2 Implication to Practice This study contributed to practice by drawing out technical and organizational dimensions that impacted the performance of the CSSPS. Many studies have not considered these dimensions. These success factors must be examined to promote the success of the SP in general in developing economies. The information needs of the stakeholders involved in the initiative must be well defined using regular engagement in the implementation procedure of the CSPSs to mitigate the annual SP challenges. This will assist institutions implementing CSPSs to provide effective guidelines which will improve their decision-making on the SP processes. Again, institutions or implementation agencies in developing economies implementing this initiative are deemed to follow the best measures and procedures that best fit their ecosystem. According to the findings, the CSSPS implementation should take into account IT infrastructure, managerial, and technical competencies. This will help sustain the CSSPS initiative and further compare the standards with international standards. 7.4.3 Implication to Policy Concerning policy, an achievable policy guideline and strategy development is required for CSPSs like the CSSPS to direct and guide the stakeholders involved in its ecosystem. A clear policy framework would define these stakeholders’ roles and responsibilities as well as the timeline for their activities. Again, implementation agencies and institutions across other developing economies implementing such initiatives can emulate the same to make it viable and sustainable. 146 Again, the CSPSs is a technology-driven initiative, there is, therefore, the need for institutions to improve their IT infrastructure to host the CSPSs, store the large volume of data generated annually during the SP processes as well as meet the future demand for the CSPSs initiative and not only relying on a third-party IT infrastructure as revealed by the study. In addition, there is the need for continuous public sensitization before the SP processes to mitigate the anomalies (the argument that the candidate chose or did not choose a school or program, misspelled names among others) that normally occur in the SP activities. Adding to this, the need to improve schools infrastructure and other facilities of least endowed schools to attract students and parents to shift from the loud and persistent outcry for the endowed schools', refusal to accept the school placed apart from their first and second choice of schools as revealed by this study. Further, there is the need to abolish the 5% allocation of total vacancy giving to heads of schools to satisfy their protocols concerning placement as revealed by this study, instead, placement be based on candidates’ results and the selected school to build up confidence in the school placement processes as well as smooth and timely placements. Additionally, the policy that if candidates fail English language and Mathematics or either of the two subjects will not get placed should be abolished and rather introduced a cutoff point in the aggregate results for placing candidates to aid candidates to prepare adequately for the BECE. Finally, there is the need for institutions implementing CSPSs to factor private SCSs into their SP of students as the number of candidates placed into the public schools keeps increasing annually. This would reduce the pressure (overcrowded classrooms) on the public schools. 147 7.5 Research Limitations Some limitations were identified in the cause of this study just as in every research. These limitations identified called for further research directions. This study focused only on public SHS within the Greater Accra Metropolis and does not contain any elements like vocational and technical SCSs. Further, the researcher contacted several public SCSs for this study, five of these schools assented without holding back information deemed for public use. Again, the GES is yet to consider private SCSs for the CSSPS. As a result, private SCSs were not included in the study to assess their fitness and performance level. For this reason, the study was confined to the implementing agency and other key stakeholders such as public heads of SCSs, BECE applicants, and their parents/guardians. Again, this study employed qualitative methodology to evaluate the CSPS implemented by the GES in a developing economy. In terms of the number of respondents, this limited the researcher's options. However, the adapted theory provided the needed understanding of the underlining objective. Additionally, as directed by the research title, this study focused on a single case analysis. 7.6 Future Research Directions This study adopted a qualitative approach to evaluate the fitness and performance level of the CSPS in a developing economy. Using a mixed-method approach in this study may perhaps produce different results. Therefore, future studies can employ different method approaches in this study to evaluate the fitness of the CSPSs across developing countries. 148 Again, this study adapted Liang et al.'s (2007) FVT to evaluate the fitness and performance level of the CSPS. Future studies can use other theories to unearth other relevant characteristics that relate to the CSPSs implementation to present more generalizations of the findings of this study. Other research can replicate this study by combining the FVT with other theories for both public and private SCSs to evaluate the CSPSs' fitness and performance level. 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Intellectual Economics, 9(1), 80–89. https://doi.org/10.1016/j.intele.2015.10.003 166 APPENDICES APPENDIX A- INTRODUCTION LETTERS FOR DATA COLLECTION 167 168 169 170 APPENDIX B: INTERVIEW GUIDES INTERVIEW GUIDE FOR IMPLEMENTING AGENCY (CSSPS SECRETARIAT) Introduction: My name is Joshua Nii Akai Nettey, an MPhil student of the University of Ghana Business School pursuing Management Information Systems. I am conducting a study on “Evaluation of Computerized School Selection and Placement Systems in Ghana Using Fit and Viability Theory.” Research Overview: The purpose of this study is to evaluate how task and technology fit the requirement of Computerized School Selection and Placement Systems (CSSPS) in a developing country’s environments such as Ghana in addition to its economic factors, IT Infrastructure and organizational viability has affected its general performance. Again to explore the implementation of the CSSPS in Ghana to present policies that will improve it outcome. This study seeks to: 1. Evaluate how task and technology fit the requirement of CSSPS in Ghana. 2. Evaluate the viability of the CSSPS since its commencement. 3. Examine the fit of the implementation of CSSPS in Ghana. The interview questions are constructed at the sections below. You are however not under any obligation to answer questions to which you feel uncomfortable with. Thank you in advance for your contribution to this study. Your involvement to this study is vital to it success. Your responses will be appreciated and would remain confidential and anonymous. Student Contact Supervisor Contact 171 Phone: 0275 697 715 / 0558 707 856 E-mail: AOwusu@ug.edu.gh E-mail: akaipoco@gmail.com (The following questions seek to provide an overview of the interviewee or institution) Background of Respondent: 1. Kindly tell me about yourself and enlighten me on your job details. 2. Kindly provide a background of your institution (vision, mission, mode of operations, number of employees, firm location). 3. Please how long have you been working with GES? PART A (The following questions seek to investigate the environmental requirement of CSSPS implementation) 1. How responsive is the CSSPS? (access speed, user interfaces, slows down, always available, interactive etc.?) 2. What are the benefits that the CSSPS has brought to the institution? (is there any challenges as well?) 3. What are the challenges GES faces with regards to the CSSPS implementation? PART B 172 (The following questions seek to investigate the task requirements that underpin the CSSPS implementation) 1. What precipitated the automation of the Manual Selection and Placement System? 2. What was the expectation/goal of GES with regards to the automation? 3. To what extent have those expectations/goals been met? (If yes, which ones have been met or have not been met?) 4. Is the CSSPS a new initiation of the GES with regard to student placement or there was existing initiative as GES structure or it was an entirely new initiative? (if yes, what informed GES the need to opt for the CSSPC?) 5. What are the functional and non-functional requirements of the CSSPS? (Users – Add, edit, search. Administrator: Create, edit, data sorting, configure. Security, availability, accessibility, performance, reliability) 6. Is there any legal framework supporting or guiding the CSSPS implementation? 7. Is there any policy guideline for the CSSPS implementation? (If yes, is it being pursued? If no, why?) 8. What are the data publishing standards that support the CSSPC initiative? (Data protection laws & licensing, data standards, accessibility on the portal. Portal: data visualization, search, usability, multiple data format & download) 9. Were all stakeholders well sensitized (informed) on the implementation of the CSSPS? (eg. Heads of Schools, Students, parents) 10. How fit is the CSSPS for the purpose for which it was implemented? PART C 173 (The following questions seek to investigate the technological requirement of CSSPS implementation) 1. Did GES have the technical competence before the implementation of the CSSPS? (If yes, what was the level of technical competence of GES? If no, was there the need for GES to train staff before the commencement?) 2. Does the current technical staff of GES have the requisite skill-set to manage the CSSPS? 3. Do heads of SHS, students and parents (external stakeholder) have the technical capacity to provide the required data for the CSSPS initiative? (If yes what is their level of competence?) 4. How were the external stakeholder trained on the required data for the CSSPS initiative? (What form of training was given? What role was assigned to them? In what capacity were they to serve in their respective roles? Were they trained on data security and integrity?) 5. What are the procedures involved in the selection of schools and programs by the external stakeholder? (Process, medium of data transfer) 6. What are the measures put in place to ensure that dataset provided by the external stakeholder are of quality and free of integrity issues? 7. How long does it take to publish the placement of student after writing the BECE? 8. How often does GES update external stakeholders of the CSSPS on school selection and placement of students? 9. Which external stakeholder does the CSSPS seek to serve? Eg. Heads of SHS, students or parents 174 10. What type of information do you provide for the external stakeholder when the placement of student is released? 11. What are the feedback system(s) put in place to address the external stakeholder’s challenges when the placement of student is released? (Eg. Phone in, website, web portal, email) 12. Is the feedback system functional? (How does it work?) 13. Is there a need for all technical staff of the initiative to undergo any special training? 14. Have the technical requirements of the CSSPS had an impact on its implementation? PART D (The following questions seek to understand the economic value of the CSSPS implementation) 1. How much does it cost for a candidate (external stakeholders) to access the CSSPS? (when applying for the Selection of school and program before BECE?, for school placement after the BECE?) 2. To what extent does the CSSPS impact (positive/negative) the work of GES, activities of heads of SHS, Students and parents/guardian’s (external stakeholders) at large? 3. To what extent does the CSSPS give the GES and the external stakeholder’s value? 4. Do private schools (Junior High Schools) apply to be part of the CSSPS initiation during selection of schools and program prior to the BECE? - If yes, what are the processes involved? If no what could be the reason? 5. How often do the external stakeholder’s call GES to ask for information that are not available to them? 175 PART E (The following questions seek to understand how IT infrastructure factors shape the implementation of the CSSPS) 1. What is GES capacity level in terms of hardware and its associated software for operating the CSSPS? (Secure servers, network/internet security, connectivity, hosting, upgrading, etc) 2. What is GES maturity level in operating the hardware and related resources of the CSSPS? (coordinating, controlling, monitoring and supervising) 3. Does GES have the database for keeping the records of CSSPS operation? 4. What is the extent of GES infrastructure maturity level necessary for the implementation of the CSSPS? PART F (The following questions seek to understand how organizational readiness influences the implementation of the CSSPS) 1. What is the current CSSPS management structure? (members and their responsibilities) 2. Do they have adequate knowledge of CSSPS initiatives as well as it operations? 3. How is the CSSPS management structured to support the CSSPS implementation? (coordinator, authority, expect, manage) 4. To what extent is the readiness of the management to commit resources to the CSSPS initiative? 5. How often do managers at the top level meet technical staff to assess the CSSPS progress? 6. How often do management interact with other stakeholders (i.e. heads of SHS, students and parents) on the CSSPS progress? 176 7. Do management get feedbacks from other stakeholders with regard to CSSPS implementation? 8. How often do management/the ministry (MoE) allocate adequate budgetary support and funds to maintain the CSSPS initiative? 9. What is the current management maturity (readiness/support) level for the CSSPS implementation? 10. What impact (positive/negative) does the CSSPS have on the external stakeholders? 177 INTERVIEW GUIDE FOR HEADS OF SENIOR HIGH SCHOOLS Background of Respondent: 1. Kindly tell me about yourself and enlighten me on your job details. 2. Kindly provide a background of your school (category of school, listed in WAEC register, program offered, day/boarding, number of staff, school location). 3. Please how long have you been working in your school? PART A (Environmental factors that underpin CSSPS implementation) 1. How responsive is the CSSPS to you? (access speed, user interfaces, slows down, always available, interactive etc.?) 2. What are the benefits that the CSSPS has brought to your school? (is there any challenges as well?) 3. What are the challenges facing the implementation of the CSSPS to your school? PART B (Task Requirements that underpin CSSPS implementation) 1. For how long have you known the CSSPS? (years spent using CSSPS platform in this school) 2. What are your views on CSSPS? (Increased enrolment, decreased enrolment, stabilized enrolment) 3. What are your expectation of the CSSPS implementation with regards to admission? (is it fit for purpose) 4. Have those expectations been met? (Which ones have been met or have not been met?) 5. In your view, how fit is the CSSPS for the purpose for which it was implemented? 178 PART C (Technological Requirement of the CSSPS implementation) 1. What is your current level of experience in the use of CSSPS and computer system at your school? (non – user, novice, average user, above average user, expert user) 2. How has the CSSPS minimized delay in student placement in your school? 3. Have you ever received any training in using the CSSPS? (from GES, self-taught, friends, colleagues, others) PART D (Economic Value of the CSSPS implementation) 1. How much does it cost you to access the CSSPS? (before, during and after selection and placement) 2. What impact (positive/negative) has the CSSPS brought to the work of your school and the various staff at large? 3. To what extent does the CSSPS give your school and individual staff’s value? 4. How often do you fall on GES to request for information regarding the CSSPS that are not available to your school? PART E (IT Infrastructure Factors shape the Implementation of the CSSPS) 1. How endowed (equipped) is your school in terms of infrastructure and teaching resources? (in terms of hardware and other related software for participating in the use of CSSPS) 2. Have your school (staff) had any training on the CSSPS by the GES? (What form of training was it? Which category of staff were trained, what role was assigned to them?) - If no, is there the need for any training on the CSSPS implementation? 179 PART F (Organizational Readiness that Influences CSSPS Implementation) 1. Do the management of your school have adequate knowledge of the CSSPS? 2. How often do management interact with GES on the CSSPS implementation? 3. What are the procedures involved in receiving students that are placed into your school? 4. What are the challenges faced with respect to students placed into your school? 5. What are the measures put in place to ensure students placed in your school are the real students coming to offer the program they chose? 6. How relevant is the CSSPS to decision making in your school? 180 INTERVIEW GUIDE FOR SENIOR HIGH SCHOOL STUDENTS Background of Respondent: Please tell me about yourself, your school and program (gender, age, previous school, school selected etc.) PART A (Environmental factors that underpin CSSPS implementation) 1. How responsive is the CSSPS to you? (access speed, user interfaces, slows down, always available, interactive etc.?) 2. What are the benefits that the CSSPS has brought to you? (is there any challenges as well?) 3. What are the challenges facing the implementation of the CSSPS in your view? PART B (Task Requirements that underpin CSSPS implementation) 1. What are your views on CSSPS? (Increased enrolment, decreased enrolment, stabilized enrolment) 2. What are your expectation of the CSSPS implementation with regards to school placement? (where you placed in your school of choice? Are you offering a course of your choice?) 3. Have those expectations been met? (Which ones have been met or have not been met? which level where you place? 1st, 2nd, 3rd choice) 4. In your view, how fit is the CSSPS for the purpose for which it was implemented? PART C (Technological Requirement of the CSSPS implementation) 1. What training have you received so far with regard to the use of CSSPS? (from GES, self- taught, friends, colleagues, others) - If no, is there the need for any training on the CSSPS implementation? 2. How was the operation of CSSPS explained to you? 181 3. What is your level of experience in the use of computing device to access the CSSPS? (non – user, novice, average user, above average user, expert user) 4. In your view, how has the CSSPS minimized delay in school placement? PART D (Economic Value of the CSSPS implementation) 1. How much does it cost you to access the CSSPS? (when applying for the Selection of school and program before BECE?, for school placement after the BECE?) 2. What impact (positive/negative) has the CSSPS brought to you and your education? 3. To what extent does the CSSPS give you value as a student? (meets expectations, credibility, accurate placement, meet specific needs) PART E (IT Infrastructure Factors shape the Implementation of the CSSPS) 1. How endowed (equipped) are you in terms of infrastructure and the resources for accessing the CSSPS? (in terms of hardware and other related software) 2. What are the procedures involved in checking school placement? (whether or not you got placed in your choice of school and your choice of program? 3. What are the challenges faced with regards to student placement? PART F (Organizational Readiness that Influences CSSPS Implementation) 1. How often do you hear issues about the CSSPS? (barely, during selection and placement) 2. Which media do you hear issues that relates to the CSSPS? (print, electronic) 3. What type of information do you access with respect to CSSPS? (up-to-date information) 4. What are your impressions about the CSSPS? (and suggestions for the future) 182 INTERVIEW GUIDE FOR PARENTS/GUARDIAN Background of Respondent: Can you please tell about yourself (age, number of children) and your occupation? PART A (Environmental factors that underpin CSSPS implementation) 1. How responsive is the CSSPS to you? (access speed, user interfaces, slows down, always available, interactive etc.?) 2. What are the benefits that the CSSPS has brought to you as a parent/guardian? 3. What are the challenges facing the implementation of the CSSPS in your view? PART B (Task Requirements that underpin CSSPS implementation) 1. What are your views on CSSPS? (Increased enrolment, decreased enrolment, stabilized enrolment) 2. What are your expectation of the CSSPS implementation with regards to school placement? (is it fit for purpose, where your ward(s) placed in their choice of school) 3. Have those expectations been met? (Which ones have been met or have not been met?) 4. How many children/ward of yours have been placed in the senior high school through the CSSPS? 5. In your view, how fit is the CSSPS for the purpose for which it was implemented? PART C (Technological Requirement of the CSSPS implementation) 1. What training have you received so far with regard to the use of CSSPS? (from GES, self-taught, friends, colleagues, others) - If no, is there the need for any training on the CSSPS implementation? 2. How was the operation of CSSPS explained to you? 183 3. What is your level of experience in the use of computing device to access the CSSPS? (non – user, novice, average user, above average user, expert user) 4. In your view, how has the CSSPS minimized delay in school placement? PART D (Economic Value of the CSSPS implementation) 1. How much does it cost you to access the CSSPS? (when applying for your ward’s Selection of school and program before BECE?, for school placement after the BECE?) 2. What impact (positive/negative) has the CSSPS brought to you as a parent/guardian? 3. In your view, how fit is the CSSPS for the purpose for which it was implemented? 4. To what extent does the CSSPS give you value as a parent/guardian? (meets expectations, credibility, accurate placement, meet specific needs) PART E (IT Infrastructure Factors shape the Implementation of the CSSPS) 1. How endowed (equipped) are you in terms of infrastructure and the resources for accessing the CSSPS? (in terms of hardware and other related software) 2. What are the procedures involved in checking student placement? (whether or not your ward(s) got placed in their school of choice and choice of program? 3. What are the challenges faced with regards to student placement? PART F (Organizational Readiness that Influences CSSPS Implementation) 1. How often do you hear issues about the CSSPS? (barely, during selection and placement) 2. Which media do you hear issues that relates to the CSSPS? (print, electronic) 3. What type of information do you access with respect to CSSPS? (up-to-date information) 4. What are your impressions about the CSSPS? (and suggestions for the future) 184 Closure: 1. Do you have any question to ask me or might want me to ask? 2. Do you have any general comment on the CSSPS? 3. Are there any additional documents (manuals, brochure or flyers) that can provide me with further information I may need? Thank you for your time and participation. 185 Appendix C: Documents and Archival Records 186 187 188