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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/9419

Title: The state of textiles education in Senior High Schools in the Greater Accra Region, Ghana
Authors: Okai-Mensah, Christiana K.
Issue Date: 27-Oct-2016
Abstract: The SHS Textiles programme in Ghana has been designed to provide Textiles students with adequate basic knowledge and skills for further education in Textiles as well as selfemployment or apprenticeship for those who might terminate their education at the Senior High School level. It is known that some SHS Textiles graduates are unable to acquire and practise the basic skills taught in the SHS Textiles syllabus. This has resulted in a number of them unable to establish for themselves any serious Textiles business at the end of the course. Textiles education is gradually collapsing at the SHS level. The objective of the study however, sought to examine the scope of content of the Textiles syllabus to understand its teaching and learning processes, in order to suggest strategic ways to make Textiles education at the SHS more interactive for students to engage in. The study used mixed methods research approach. The data were collected using convenience and judgemental sampling of 186 students, 12 teachers, three lecturers, three WAEC officials and two CRDD coordinators, in the Greater Accra Region. Data collection instruments were interviews, observations and questionnaires. The descriptive research method was used to report the findings. The study revealed that equipment and tools available in the sampled schools were either damaged or inadequate for effective practical work and demonstration. This makes the teachers to simply describe the tools and equipment that are needed for lessons without the students getting the opportunity to see or use them in class. Teachers are also not able to complete the Textiles syllabus within the stipulated three year-period due to the reduction of the teaching periods from 21 to18 per week even though many more topics have been added to the 2008 Textiles syllabus that was previously in use. These factors have negative effects on Textiles education in the SHS, hence the poor performance of the Textiles students in the WASSCE and ultimately, their inability to engage in entrepreneurship development in Textiles and employment after they graduate from SHS. It is recommended that Ghana Education Service should make provision for schools which offer Visual Arts and Textiles in particular to have the relevant textbooks, permanent iv studios, tools, materials and other equipment such as looms, padded and development tables for practical work in the schools that offer Textiles. GES should also organise periodic inservice trainings and field trips to enhance the teaching/learning methods used by Textile teachers and to introduce them to new topics that have been included in the Textiles syllabus
Description: A thesis submitted to the School of Graduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirements for the degree of Master of Philosophy in Art Education, 2015
URI: http://hdl.handle.net/123456789/9419
Appears in Collections:College of Architecture and Planning

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