How has the infusion and explicit use of ICT in schools impacted on skill development for post school transitions:A qualitative account of Scottish teachers and pupils.

The new Scottish Curriculum for Excellence, among other things, recommended the permeation of ICT in all subjects, thereby placing greater emphasis on teaching and learning through ICT. In addition, the introduction of life skills at the senior secondary school level that is compliant with the 21st century and advances in the knowledge economy would also be enhanced through ICT-based teaching and learning. As a result, it has redirected the focus of schools towards how young people can develop certain key capacities necessary for positive post school destinations and everyday living. This paper draws upon an empirical data from two secondary schools within a single local education authority, involving 18 teachers and 20 pupils, with the aim to explore the practicalities of the explicit role of ICT in the delivery of teaching and learning in schools. It also aims to ascertain how schools are meeting the individual needs of the pupils for a more positive destination beyond secondary school education. Data was collected through semi structured interviews and analysed using the Nvivo 10 software and thereafter followed by thematic analysis, while adopting the Miles and Huberman framework. It recommends a reassessment of the government policy on ‘ICT for all outcome' in schools with a more clearly defined roles of ICTs in schools and accountability of the ‘ICT for all outcome’ Initiative. It suggests strategies for pupils’ skill development through ICT use in school while highlighting the importance of an alignment with the pupils post school destinations.