Comparative study of teaching and learning of textiles in selected Senior High Schools and Vocational Institutions in the Eastern Region of Ghana.
The study employed the qualitative research method with interviewing, questionnaire administration and observation to examine the scope of teaching and learning of textiles in selected Senior High Schools and Vocational Institutions in four selected districts in the Eastern Region of Ghana. The research focused on examining the scope and content of the textiles programme followed in the Senior High Schools and Vocational Institutions to identify the strengths and weaknesses of teaching and learning processes in those institutions. The population studied consisted of 350 textiles students and 50 textiles teachers in 11 Senior High Schools and 5 Vocational Institutes. The study revealed that many of the Senior High Schools and Vocational Institutions do not offer their students opportunities for organising art exhibitions and excursions although these are requirements of the textiles syllabus. There are no standardized textbooks to guide teaching and learning of textiles in the SHS and in the Vocational Institutions. In the Vocational Institutions, the teachers teach more practical lessons and less theory as compared to the Senior High Schools. There are inadequate tools, equipment and materials for teachers and students to do practical works in the SHS and Vocational Institutions. It was also observed that most of the Senior High Schools have both broad and traditional looms that could not be used for teaching and learning of weaving because they were broken or not in good shape while Vocational Institutions do not have any looms suggesting that weaving is taught theoretically in these institutions. With few materials available to the selected schools, the teachers allow the students to use improvised tools to help them in skills acquisition lessons. It was found out that the Senior High Schools’ time-table and course content do not give enough scope for teaching and learning of textiles to enable the students further their education or create self employment after school. Unlike the Senior High Schools, the Vocational Institutions’ time- table and course content is enough for self employment, although they have to go through apprenticeship for a year or two before becoming self employed. It is therefore recommended that effective recruitment of trained and professional teachers and efficient administration of the Vocational Skills programme by the MOE should be encouraged in the SHS. The government should also assist the Vocational Institutions financially and to recruit teachers. This is because professional vocational teachers are trained purposely to teach vocational subjects such as Textiles and other related subjects.
A thesis submitted to the School of Graduate Studies, Kwame Nkrumah University of Science and Technology, in partial fulfilment of the requirements for the Master of Arts degree in Art Education on September.