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The University of The Gambia’s Participation, Experience, and 
Challenges in the Global Understanding Project 

Cajetan Nnaocha1 

                                           School of Arts and Sciences 

University of The Gambia, The Gambia 

Abstract 

This article reflects on the University of The Gambia’s participation, 
experience, success story, and challenges in the Global Understanding 
(GU) project initiated by East Carolina University (ECU) in 2003 (Chia, 
Poe, & Yang, 2011). The University of The Gambia (UTG) has been a 
member of the GU project since 2004 and their participation has been one 
of immense benefits, which are worth sharing. This article is based on my 
practical experience of the GU project and its umbrella organization, 
Global Partners in Education (GPE) at The UTG and on feedback from 
UTG students who have participated in the project. Reflecting on our 
experience in the GU project will bring to the fore the unique nature of 
UTG being situated in a developing country with few infrastructures. This 
article will serve as an incentive for improving on their successes and 
confronting our challenges to create a better participation in the GU 
project in the near future. The writer argues that to thrive in today’s 
globalized learning environment, students need to complement their 
academic and career learning with the international skills that will allow 
them to understand and work in a global community.  Globalization of 
education has become a means to an end (Nayyar, 2011). 

Introduction 

Globalization and global education have become veritable means through which the 
world has been compacted into a global village.  Today, integrating regional studies into 
the global perspective is now a recurring issue. In an attempt to teach all places across 
time, technology and teachers ensure coverage. And in order for students to see a less 
compartmentalized world that reflects global interaction, as well as later global 
exchanges, curricular integration is now essential.  
 
To succeed in today’s global education environment, students increasingly need to 
complement their academic and career learning with the international skills that will 
allow them to understand and work in a global community. This is because globalization 

                                                           
1
 The author sincerely thanks Prof. Muhammadou Kah, President of the University of The Gambia for his invaluable support toward 

the GU project, Professors Rosina Chia, Jami Leibowitz and Biwu Yang of the East Carolina University for their useful suggestions 

to the University of The Gambia toward the entire GPE/GU programmes and for their support/advice in the writing of this article. All 

errors contained herein are, however, mine. 



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of education and education of globalization has become both means and ends in 
themselves. As we forge ahead towards global integration and unity, global education 
has become an essential exercise. 
 
With improvements in technology, distance education is emerging as a formidable 
proponent and could potentially even the playing field in terms of educational access. In 
order to determine the viability of using technology to deliver education, a historical 
participation of UTG in the GU project, its benefits and challenges is explored. This 
article provides an introspective analysis of the students’ perception of distance learning 
via the GU project. It also reveals the strengths and challenges, as well as the factors 
associated with collaborating with international universities through distance learning as 
a means to increasing access to education in The Gambia.  

The GU project is a multicultural programme initiative of ECU for promoting harmony 
and co-operation among universities in different parts of the world (Chia et al., 2011). 
The UTG has been an active member of the GU project since 2004. Participating in this 
project has come with a lot of benefits and challenges which are worth sharing.  

Global Partners in Education (GPE), the parent organization to the GU project, has 
become a medium of establishing international activities, projects and programmes.  
Since its inception, GU/GPE has witnessed tremendous growth and success in global 
academic initiatives using internet based technology (through a virtual classroom 
setting), thereby justifying the use of Information Communication Technology (ICT) as a 
cost effective way to rapidly set up a global network of education partners. It has 
thereby facilitated the sharing of curriculum, pedagogy, programmes, projects and 
administration within its partner Universities.  

In the GU course, partner interactions take the form of videoconference and IRC chat 
where students engage one another in discussions on college life, 
customs/traditions/culture, religion, meaning of life, prejudice and stereotypes, music, 
language etc. The outcome is that global education is breaking away from the traditional 
methods and focusing on critical self-reflection and cultural thoughtfulness that can 
improve understanding of multinational, social, and cultural issues which make students 
become well-informed global citizens. In our contemporary times we need to understand 
how the globe is interrelated and to appreciate its diversity and complexity. This article 
is based on feedback received through group discussions with UTG students who 
participated in the GU course over the years. 

 
Participation Process for the GU Virtual Link 

 
The GU course at UTG is not open to all students. Being a developing country with low 
infrastructure, not all students have basic computer knowledge. As a result, any 
intending students must undergo basic computer training and orientation organised by 
the IT department of the university before they can be eligible for the course.  In effect, 
the course is not open to first year students who are expected to undergo basic 
computing as a prerequisite to taking the GU course.  



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For the actual GU classes, test links are conducted by the technical directors of the 
partner institutions before the first session with a view to detecting and correcting any 
technical error that may affect the actual link. 
 
Prior to the commencement of classes, students are required to attend a meeting where 
they are familiarized with the videoconferencing system. Some of them have never had 
class in a virtual format and so, are generally nervous and inquisitive about the whole 
process; hearing their voices or seeing their faces on the camera. Students are also 
briefed on the purpose of the Global Understanding Class and expected learning 
outcomes. 
 
Prior to each link, a forum on the UTG Digital Planet (a course management system) is 
created for students to discuss their own ethnic cultures and identify the relevant ones 
to showcase. This brainstorming exercise gets the students ready to answer questions 
from their fellow students in other countries.  
 
Finally an assignment titled “Examine the place of GU class in the face of globalized 
education” is given to students at the end of the global link experience. This is an 
assessment that calls for comprehensive information on the perceived successes and 
challenges of the programme which are later presented in the form of student 
presentations. The aim of this activity is to engage all the students in organized work 
where they share and exchange ideas they have learnt from the programme. Presenting 
their assignments is considered necessary and appropriate, as Stager (2005) suggests 
that knowledge is better constructed if shared by participants in a social context.  
 
The GU project is implemented in such a way that each member institution is partnered 
with three other institutions from different regions of the world. Each institution meets 
with each of the three partner institutions consecutively so that students from all four 
countries develop a broader view of the world around them. Typically six consecutive 
videoconference links are allocated to each of the collaborative partnerships between 
member institutions.  Professors from each institution introduce the course and 
determine the direction of the class which may be either videoconference or Skype. And 
when neither works (as may be the case sometimes), all students work in IRC chat. The 
lead professors constantly keep in touch and jointly make decisions on how they would 
like to conduct the course within the broad framework of the project bearing in mind the 
peculiarity of the partner institution.  The course is framed in such a way that the lead 
professors have flexibility to tailor it to suit the needs and resources of their own 
institutions. The technical support person from each institution maintains a close link 
with the partner institution’s technical person to ensure a smooth connection. 
 
The GU project started in 2003 and UTG joined a year later which has added a new 
dimension to UTG’s learning. For example, the project through the classroom link has 
added an interesting dimension to the curriculum by introducing a new teaching 
methodology and enhanced international interaction. Virtual classroom interaction 
before participating in the GU project was only read about in books. More so, many 



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students at UTG take this course either as a major or minor requirement for their 
degrees; depending on the degree programs pursued. This proves the importance 
students attach to the GU programme.   
 
Since UTG’s participation in the GU project, more than eighty students have 
participated and passed through the programme. And it is interesting to note that some 
of the UTG students who have passed through the programme still attend links during 
their free periods to refresh and enrich their knowledge more.  The GU project has 
become a household name at UTG particularly amongst many participating schools like 
ICT and Arts and Sciences. In all, the GU project has been variously described by our 
students in positive lights.  

Benefits emerging out of UTG’s participation in the GU Project 

The students have unanimously acknowledged that their participation in the GU project 
has enhanced their various degree programmes. They have gained access to 
educational opportunities not typically available in The Gambia or in the traditional 
classroom set-up. Before now, their learning activities were limited to the four walls of 
the traditional classroom environment where they were only absorbers and listeners.  
But now they are contributors in the GU setting. Some of their comments in this regard 
are: “The Global Education project is breaking down the walls of traditional classrooms.” 
“It gives us opportunities to socialize and interact with different international students.” 
“GU takes you from where you are to where you may not have been.” “GU is education 
without borders.” “GU is a catalyst which quickens global learning.” “GU is a potential 
pillar for global education growth.”  

The programme has also contributed in various ways in arousing students’ interests on 
international issues, building global good will, and enhancing their knowledge and 
perspectives about the partner countries that constitute the GU. Working with these 
diverse countries no doubt has enhanced their knowledge about the world.  Certain 
myths, prejudices or stereotypes about “the other” have been dispelled.  

Similarly, GU virtual links in the era of globalization and technological advancement 
have achieved the aim of helping to increase understanding and tolerance of other 
cultures and broadened their social horizon.  In a student’s words:  

With GU, my bias and stereotypes are gone. I learned about diverse 
cultures which have replaced misconceptions. I had earlier thought that 
developed countries, especially USA and China have no culture and 
tradition. But now, I have found that after all these are countries with rich 
cultures which are preserved and respected. 

Greater understanding of other participants in their diversity has been created as well. 
Students are of the view that the GU project is surely one of the quickest ways of 
promoting literacy, understanding and inter-cultural exchanges and appreciation of the 
diversity and complexities of the world. “Through it we can live in harmony, peace and 
co-operation despite our diversities.  I learned to become less critical about others and 



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realized that there could be different points of view on any issue,” commented one 
student.    

The understanding of issues from different perspectives among the students has been 
one of the laudable gains of the project. Students are no longer narrow minded; rather 
they are culturally conscious and sensitive to controversial international issues.  A case 
in point was when a UTG student asked about the issue of Taiwan and Tibet 
independence. Their partners explained that both Taiwan and Tibet are part of China 
and that it is not something up for discussion. In the course of virtual classroom links 
some students expressed culture shock, a kind of re-orientation one experiences when 
he or she encounters a new culture. For instance, we found out that some countries do 
not pay bride price in marriages, practice monogamy and do not have extended family 
systems, as we have them here in The Gambia. As for us, “we were brought up and live 
in communal and extended family structure – a family group knit together which 
includes not only parents and children but also uncles, aunts, grandparents etc.” In The 
Gambia, the tradition is that the groom pays a determined amount as a bride price and 
a man can marry as many as four wives. We were surprised that this does not happen 
in some other countries. Nevertheless, we realised that different countries have different 
cultures. This is a kind of re-orientation for our students. 

The GU goodwill has exposed the students to knowledge of other countries and issues 
on globalization. In this era of globalization, global education has become the main 
activity that will bring us to the level we want to be. Students have acquired knowledge 
about other countries that have made them become global citizens.  In our 
contemporary time we live in a globalized society with diverse cultures and traditions, 
and students understanding of these cultures are often limited to what they see, read 
and watch on television. And the prospect of living and studying in other countries of the 
world is treasured but due to financial and other constraints, it is not possible for most 
students to just do that. Given the situation, it becomes necessary and interesting for 
students to have that unique experience of meeting other students through the GU 
virtual classroom links. Represented below are a few quotes of participating students 
expressing their thoughts:  “It has exposed me to the issues and facts about global 
learning.” “GU gives easy and increased access to information resources.” “GU is like 
iron sharpening iron.”  

The GU programme has facilitated skill and personal development among students. It 
has achieved the aim of helping to increase students’ language skills and personal 
development. As some of them are Language students, it is an important opportunity 
that will enhance their careers. Some of them confided in me their plans in the near 
future to purse a course of study in global issues.   

The GU programme is inculcating in our students, knowledge, skills, values and 
changes in behaviour that will make it easier for them to adapt to any new environment 
around the globe. We have recognised that while the UTG virtual experience is new and 
has its own attraction, very soon virtual classrooms and video conferencing will be 
common and permanent learning structure in our University. 
 



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UTG students have benefited immensely through the GU programme. For instance, 
their typing speed and awareness have increased through constant usage and chatting 
on computers with their partner students. Some of their comments were: “the 
programme has improved my language and technical skills through interaction.” “The 
course has made me a better user of the English language.” “My reasoning and critical 
thinking has been widened.” It has developed my skills of responding to questions and 
issues.”  “Global Understanding project is surely one of the quickest ways of promoting 
literacy.” “The GU project has helped me to experience international education and 
language learning.” For example, they have learnt that ‘Ni hao’ is how you are in 
Chinese language while ‘Laye’ is come. 

Their use and application of the latest ICT on the global link have enhanced their 
technical know-how and global friendliness.  As one of the students exclaimed, “GU 
project has made my years in the university meaningful and rewarding!”  As another 
student said “I can now operate our UTG E-learning gadgets and connect universities 
without assistance from our technical person when we want to link.” Watching our 
technical man operate the various ICT equipment has been very beneficial. 

This programme has helped students to acquire friendships and develop closer and 
stronger relationships. GU is all about meeting and interacting with people which 
creates friendliness and goodwill. To some of our students, the GU project has given 
them the rare privilege of meeting with students with integrity and value. Not only 
making friends but elements of trust, credibility and instant rapport were other benefits 
of video conference. The GU has helped to develop a network of relationships that may 
prove beneficial for their futures. These were some students’ comments: “GU is a 
channel of creating rapport and friendliness.” “It provides opportunities for effortless 
social interaction.” “GU is collegiality in practice.” “Surely through GU, the march 
towards achieving the vision of making the world really a ‘global village’ is on the track.” 
“I have many ‘Toubab’ friends (Gambian local name for white men) around the world 
now.”  

The GU project has created the spirit of self-reflection in the minds of our students 
which is a step towards an independent mind and thinking. Indeed, the GU project calls 
for a moment of self–reflection and stock taking of the personal self. They are no longer 
imagining what the rest of the world looks like; rather they have seen and experienced 
it. For one student; “the GU project has made me to question some of the harmful 
cultural practices in Africa such as female genital mutilations (FGM), polygamy, belief in 
witchcraft, re-incarnation, etc.” 

In the same vein, our technology person has benefited hugely from the GU project. For 
instance, through the GU project he has acquired new technical skills, IT knowledge, 
learned how to set up E-learning, how to trouble shoot networks and the project has 
kept him abreast with the latest technological equipment/infrastructure.  In fact, in the 
words of our Network Administrator, Pa Sara Drammeh,  

The GU project has made me what I am today technologically. Learning 
from a computer mediated expert like Elmer Poe and a data network and 



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information security expert, Biwu Yang at East Carolina University has 
been such a wonderful experience!    

His diligence and eagerness to learn these things and work to develop this course in the 
face of the infrastructure challenges at UTG has, in 2011, fetched him the first ever 
Annual GPE Technology Personnel Award.  

In general, the GU project has broadened students’ general knowledge, self-
development and awareness to enhanced self–confidence and esteem.  It has helped 
students to work in peaceful and harmonious ways with other students from different 
nationalities, continents and races; especially when they engage in group assignments 
and seminars in a school setting where we have students from different countries of the 
world; having developed awareness of group dynamics and personal sensitivity towards 
others. The students described their general positive experience in these ways:   “GU is 
really enjoyable!” “The experience is good.” “GU is flexible, rewarding, accessible, eye 
opener.” “GU is the place to be.” “GU leads and others follow.”   

Despite the different cultural background amongst the GU students, they tolerate each 
other’s peculiar nature and operate with the principle of “unity in diversity.” One student 
had once said that “the GPE has come to unite us through GU despite our differences.  
The GU project emphasises those issues that unite rather than separate us through 
education.” 

In all, the students perceived and scored the GU project very high. It has transformed 
and benefitted them in several ways.  The students in their direct comments described 
GU as: “GU has changed the face of education.” “GU is a potential source of global 
education growth.” “GU is synonymous with knowledge sharing and dissemination.” “GU 
project introduces us to modernity.” “GU is education on wheels.”  

The GU project in general has achieved the vision of creating a network where students 
from different countries have the opportunity to become global citizens and to function 
effectively in a globalized community. The students believe that the GU project has 
achieved the three fold objective providing global awareness; enhancing positive global 
attitude; and acquiring real global collaborative experience.  
 

Challenges in The UTG’s Participation Experience 

Successful virtual classroom links in themselves cannot operate in a vacuum or 
isolation. It is a function of an inter-related technology and the human factor.  These 
factors are critical in the GU project as it can mar or make it. Despite the success story 
in our GU project, we are still confronted with some basic challenges. The factors which 
challenge UTG’s participation in the GU project are in the area of infrastructural 
facilities/equipment and the human factor. Our inability to match our 
infrastructure/equipment with the developed countries which use the latest facilities in 
their virtual classes remains a challenge.  This explains why sometimes we are not 
heard or seen clearly by our partner universities during links. 



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Other similar challenges are inadequate computers, lack of regular access to the 
Internet, low bandwidth and regular power failure. There are human challenges as well; 
for instance, the inability to prepare for the virtual class in time and other anomalies 
prevalent at UTG as a university in a developing country with a poor education budget. 
In terms of infrastructure/equipment challenges, UTG is at the verge of procuring state 
of the art equipment that will address these challenges.  

It is interesting to note that our partner universities have not abandoned us in the face of 
these challenging situations. They have always assisted us by making useful 
suggestions on how we can have successful links. For instance they have suggested to 
us to use either Skype or IRC when connection through H.323 videoconferencing was 
not available. At one occasion we were given a web camera by our parent body, ECU, 
to boost our links.  More importantly, our partner universities have always scheduled 
test links to help us have hitch free links. 

The challenges of few computers at UTG are solved by dividing students into groups. 
Instead of allowing all students to go in the ‘chat room’ at the same time we divide them 
into two groups; one group will be in class discussion in videoconference, while the 
other will be on chat. This has always worked out successfully.   

Other challenges are communication issues such as grappling with understanding some 
unfamiliar English accents during virtual class discussion. To solve this challenge, our 
students are currently undergoing a course of study in Sociolinguistics/Phonology. 
Before now, understanding English accents from the original English speakers has been 
an issue among students; especially when they come in contact with exchange 
programme students who visit UTG from Europe or America. 

Many students at UTG are not subscribers of the GU course as they are not computer 
literate and are not likely to get some interactions on chat rooms, emails etc. However, 
UTG is overcoming this challenge with the making of basic computing a compulsory 
course for all students of the university.  

The GU project is a chain of actions. What affects one affects all. Therefore, students’ 
challenges are not in isolation. For instance, when we experience network breakdown it 
affects all and sundry. Sometimes our students’ hope of having a virtual class is dashed 
either because of power failure or the human factor. Nothing is more challenging than 
when students are ready to learn and do not have that opportunity due to some factors 
that can be handled and solved. This remains a daunting issue at UTG. However, 
sometimes we use the missed link period to reflect on our previous class links and at 
some other times we brainstorm on how to improve on our links. Most of our challenges 
are man-made. 

However one unique challenge students face is that they do not have access to 
computers except during the GU class.  This makes it impossible for students to have 
constant contact with partners after the official link hours. Some students said “what 
may make the GU project meaningful is its regularity.” “They should not whet our 



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appetite and leave it to dry.” “We need more of these links and more access to 
computers.” “We should not be cut off from our friends overseas.” 

Students appreciate the directness of the one–on–one conversation and the spontaneity 
and holistic interaction that characterised the video conferencing. For one, it has 
enabled them to have direct and instant feedback which is very essential in the GU 
project. Funny enough, one student in one of the classes asked, “as we have North and 
South Carolina, do we also have West Carolina?” But he was answered and told that 
there are only North and South Carolina.   

Some students preferred and rated emails high, as in their view, e-mails had the 
advantage of helping them interact with their partner students. Others preferred chatting 
due to its speed of response and enhancement of their computer literacy and typing 
speed. To most of them, before now, their computer awareness and typing speed were 
very low; as they do not have constant access to computer usage. Now due to constant 
interaction via chatting on internet following the opportunity offered by GU project, they 
are becoming proficient in the use of computers. In the same vein, they felt that 
communicating via emails provided a better method for orderly and comprehensive 
information distribution and sharing. 

The stress on one-to-one partnering and correspondence between students is indeed 
an exceptional idea which worked appreciably well. Most UTG students are still in close 
touch with their partner students from GU member countries. And there are indications 
of continuing relationship among students.    

Although distance learning will not be effective for every student and for every situation, 
it offers a useful way to increase accessibility to education for many people that may 
have previously been denied the opportunity to pursue global education.  
 
What then can be improved in the GU course to provide even better benefits?  I believe 
that both the lead teacher in the GU project and the students can benefit from the 
process of accessing and responding to student pre-course expectations. Teachers can 
benefit from knowing before the course begins what their students expect of them. They 
then have the opportunity to adjust their tutoring style or manage the students’ 
unrealistic expectations to a more appropriate level. The students benefit from sharing 
their concerns and expectations of service with the teacher who will be directing them 
and shaping the way in which the service is provided (Stevenson & Sander, 1998). The 
end result should be greater satisfaction with, and improvement in, the quality of service 
delivery of GU project for all concerned.  
 

Conclusions 

With the help of new technology we have seen increased interaction between and 
among universities. The introduction of virtual and digital education by GU now 
transcends not only classrooms but geopolitical borders; thereby challenging the 
traditions of a system that have been in place since ages (Capalbo, 2012). The use of 
virtual links in global learning is a potential bright spot in the current GU project. As it 



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stands today, the number of UTG students who subscribe to GU course is on the rise. 
The course has made them learn to understand and respect one another’s cultures, 
languages and beliefs and that is what the Global Understanding project is projecting 
across the globe.  

The GU project has revealed some pertinent directions that will help mould our future 
global leaders. This is through decolonising their mind-set about their perception of 
other cultures/peoples. The GU project has provided a brilliant occasion for our students 
to acquire direct information about the cultures of other countries while at the same time 
showcasing their own cultures.  

I argue that to succeed in today’s global environment, students increasingly need to 
complement their academic and career learning with the international skills that allow 
them to understand and work in a global community. Globalization of education and 
education of globalization has become both means and ends in themselves (Capalbo, 
2012). 
 
We should humanize the GU course by focusing on the students and not the delivery 
system. After all, technology does not always teach distance learners, but effective lead 
teachers and technology administrators do (Dzakiria, 2004). In the near future, UTG 
hopes to build on their acquired experience from the GU project. This, it intends to do by 
procuring more infrastructure/equipment and improving on our delivery services and 
other noticeable human lapses. 
 
                                                   References  

Chia, R., Poe, E., & Yang, B. (2011). History of global partners in education. Global 
Partners in Education Journal, 1, 3-7. 

Dzakiria, H. (2004). Technology does not always teach distance learners, but effective 
distance teachers do. Malaysian Online Journal of Institute of Technology, 1, 60-
81. Retrieved from http://pppjj.usm.my/mojit/ 

Capalbo, R. (2012). Global education brief. Globalization 101: A project of The SUNY 
Levin Institute. Retrieved from 
http://www.globalization101.org/uploads/File/Education/Education2011.pdf 

Nayyar, D. (2011). Globalization and markets: Challenges for higher education. In 
Global University Network for Innovation (Eds.), Higher education in the world 3 
(pp. 40-50). UK: Palgrave Macmillan. Retrieved from  

 http://upcommons.upc.edu/revistes/bitstream/2099/8115/1/nayyar.pdf 
Stager, G. (2005). Towards a pedagogy of online constructionist learning. Proceedings 

of the World Conference on Computers in Education. Stellenbosch Cape Town, 
South Africa. Retrieved from 
http://www.stager.org/articles/onlineconstructionism.pdf 

Stevenson, K., & Sander, P. (1998). Improving service quality in distance education. 
Retrieved from 
http://www.eurodl.org/materials/contrib/1998/stevenson/index.html  

 

http://pppjj.usm.my/mojit/
http://www.globalization101.org/uploads/File/Education/Education2011.pdf
http://upcommons.upc.edu/revistes/bitstream/2099/8115/1/nayyar.pdf
http://www.stager.org/articles/onlineconstructionism.pdf
http://www.eurodl.org/materials/contrib/1998/stevenson/index.html


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About the Author 

Cajetan Ifeanyi Nnaocha is a Senior Lecturer in the School of Arts and Sciences, 
University of The Gambia. He received his MA in African History from the University of 
Lagos, Nigeria. He is currently pursuing his doctorate degree at St. Clements University, 
British West Indies.  He has teaching experience spanning over 18 years and co-
ordinates the Distance Learning of his university. His areas of research interest include 
colonial legacies, nation building, economic history, global education, and international 
boundaries. He can be reached at cnnaocha@utg.edu.gm.  

 

mailto:cnnaocha@utg.edu.gm

