CHALLENGES IN THE TEACHING AND LEARNING OF TEXTILES IN THE PRIMARY SCHOOL CURRICULUM IN MASVINGO DISTRICT ZIMBABWE
Isabel Makwara Mupfumira1+--- Leonora T. Nyaruwata2
1Robert Mugabe School of Education and Culture Great Zimbabwe University, Zimbabwe.
2Zimbabwe Open University, Zimbabwe.
ABSTRACT
The purpose of this research was to conduct an analysis of the challenges faced in the teaching and learning of Textiles in the primary school curriculum in Masvingo district Zimbabwe. The study was informed and guided by two theories namely the concerns-based adoption model (CBAM) and the pragmatist’s theory. A qualitative case study design was employed to allow for naturalistic methods of data collection. The study was conducted at five selected primary schools in Masvingo district, Masvingo province in Zimbabwe. The population of the study comprised teachers, parents, school development committee (SDC) chairpersons, school heads and the schools inspector. Convenience and purposive sampling was employed to get a total of 54 participants. The data was collected using interviews, observation and document analysis. The major findings of the research were that schools lacked facilities for effective teaching and learning of Textiles in form of personnel, infrastructure, equipment and consumables especially in rural schools. The other finding was that the nature of the Grade 7 examination created a negative attitude towards teaching and learning of Textiles. The study recommends that the Government should take a lead in creating a conducive learning and teaching environment for Textiles through provision of both human and material resources. The examination system should give equal status to all subjects assessed in the general paper.
Keywords:Challenges, Textiles, Teaching, Learning.
ARTICLE HISTORY: Received:29 July 2020, Revised:21 December 2020, Accepted:7 January 2021, Published:9 February 2021
In Africa and the world over countries are trying to address the question of the provision of skills and knowledge required in facing life’s challenges. Countries like Japan and German have realised great strides in technological advancement due to prioritising technical and vocational education (Boateng, 2012).
Textiles is technical and vocationally oriented where learning occurs through marrying theory and practice. Textiles as a practical area requires equipment, materials and specialist rooms for effective implementation (Domike & Odey, 2014; Ministry of Education Sports and Culture, 2002). According to Murethi (2009) TVE in some schools in Africa is ha mpered by lack of appropriate resources. The same situation may exist in Zimbabwe (Nziramasanga, 1999). An evaluation study by Domike and Odey (2014) in Nigeria revealed that many primary schools were experiencing challenges in terms of infrastructure and instructional material. In Zimbabwe studies at tertiary and secondary level have shown that lack of facilities and materials have negatively affected the implementation of curriculum (Mupfumira, 2011; Mupfumira. & Mutsambi, 2012). In Chivi District Zimbabwe, Shadreck (2012) established that teacher quality, lack of adequate laboratory equipment and consumables affect effective implementation of the F/N curriculum. Resources are the bedrock in the teaching and learning of practical subjects like Textiles.
The researcher did not come across studies which directly addressed challenges in the teaching and learning of Textiles. Mandina (2012) conducted a study on challenges in implementing of F/N curriculum in secondary schools in Chivi district, Zimbabwe. Chikoore and Museva (2014) studied obstacles in the path of implementing Technical/Vocational education in Zimbabwe secondary schools. Insufficient funding was cited as a major challenge hindering effective implementation of the curriculum. The other challenge was of teacher quality. Some of the measures suggested to address the challenges were that adequate resources be provided in schools for effective teaching and learning. In order to improve teacher quality, the recommendation is that seminars workshops and in-servicing should be organised at regular intervals.
Studies in Australia and New Zealand found that the lack of teaching and learning materials resources impacted negatively on implementation of curriculum (Schagen & Hipkins, 2008; Stone, 2006). Ndawi and Maravanyika (2011) say effective implementation of curriculum requires a conducive school environment. Textiles requires well equipped specialist rooms with work tables, sewing machines, laundry sinks, ironing equipment (Allwright, 1990). Effective teaching and learning of Textiles requires the right infrastructure, equipment and materials (Deepak, 2011).
These studies have shown that practical subjects face challenges. Therefore the current study examined the challenges in the implementation of Textiles in the primary school curriculum in Masvingo District Zimbabwe in order to come up with possible intervention measures to these challenges.
The study was guided by the following questions.
Curriculum implementation is influenced by a number of factors namely the teacher , the learners, resource material and facilities, interest groups, the school environment, instructional supervision and assessment (Module 13, 2000; Nkomo & Vengesayi, 1995).
The concerns-based adoption model (CBAM) and pragmatism were the theoretical frameworks which guided this study. CBAM helps to articulate change, assess the status of individuals involved in the implementation process of a program for example Textiles (Loucks, 1983). CBAM helps to provide guidelines for designing assistance and support activities that promote success in the implementation of curriculum (Anderson, 2002; Loucks, 1983). Pragmatism advocates for learning by doing (Shah, 2010). Pragmatists consider learning as preparation for practical life (Khasaweh, Ain, Ain, Miqdadi, & Hijazi, 2014; Shah, 2010). The central theme of pragmatic education is activity thus the need to link theory with practice (Educational System, 2013; Yun, 2000). In Textiles pupils learn through practical engagement in, sewing, repair work and laundry work.
Technical and vocational education requires equipment and facilities to enable teachers to effectively implement the curriculum (Gudyanga, 2014). Fullan (2008) suggest that communities and school boards must be involved or be supportive for curriculum change to be successful. There is need for cost –sharing between the state and interest groups such as parents, School Development Committees (SDCs), missions and local authorities for successful curriculum implementation. The running of technical and vocational subjects like Textiles is highly capital intensive (Gudyanga, 2014). The increased costs associated with subjects like Textiles include smaller class sizes, specialist rooms, high cost equipment e.g. sewing machines, sewing and laundry work equipment and consumables (Alan, 2008; Mupinga, Burnett, & Redmann, 2005). Some studies on TVE have established that some facilities are inadequate and in some cases, obsolete (UNESCO, 2010). A challenge of facilities, equipment, and materials constrains the implementation of TVE programmes like Textiles (Bvekerwa, Chavhunduka, & Chinyemba, 2011; Sharma, 2008). An effective technical education can not take place without the adequate provision of learning facilities (Oviawe & Uwameiye, 2010; Teaching Home Economics, 2013).
Interest groups influence curriculum implementation. Developing partnerships with the communities in the implementation of the curriculum, enriches the teaching and learning of Textiles in the primary school curriculum (Burkill & Eaton, 2011). The interest groups include parents and teachers associations, school development Committees (SDC’s) religious organisations, local authorities, companies and private school proprietors (Module 13, 2000). Module 13 (2000) says interest groups can influence implementation in the following ways:
Module 13 (2000) claims, that assessment in form of examinations greatly influences curriculum implementation because communities generally value public examinations certificates. Due to the great value given to the public examinations, teachers may concentrate on subjects that promote academic excellence (Module 13, 2000). Examinations define the standard of performance of a curriculum and provide status of a subject in the community. Textiles a component of H.E. in the primary school curriculum is examined at grade 7 in the General paper. H.E. which incorporates Textiles is allocated an average of 3 questions out of 50 in the General paper and other subjects are allocated an average of 12 questions (Zimbabwe Examinations Council, 2015; 2016; 2017; 2018; 2019). Zvobgo (1999) argues that practical subjects must carry equal weighting as academic subjects for them to be valued. Rao (2010) says examinations are of great importance because they shape the operation of the education system. It has been established in literature that teachers considered testing as the ultimate purpose of teaching (Chun, 2007).
Peresu and Nhundu (1999) consider teachers as the main agents in the implementation of curriculum, because they are responsible for determining the students learning experiences. The teacher is at the most crucial point of curriculum development which is the implementation stage (Ifeoma & Nkem, 2013). Hoadley and Jansen (2009) and Marsh (2009) argue that the teacher’s attitudes, his /her motivation and competence influence the achievement of the intended curriculum. The teachers’ competence and attitude contribute towards effective curriculum implementation (Hoadley & Jansen, 2009; Tope, 2012).
Implementation of practical subjects was negatively affected by lack of specialised personnel. For successful implementation of the curriculum, teachers should be adequately prepared (Gatawa, 1990; Peresu & Nhundu, 1999). A teacher with relevant skills knowledge, competences and experience is able to furnish students with appropriate skills and knowledge at the right level. Teachers need to be equipped so that they can adjust to demands of new curriculum implementation (Idris & Rajuddin, 2012). Staff development equips teachers with relevant classroom instruction strategies and keeps them abreast with new requirements in the field (Walker, Green, & Tilford, 2003).
Both internal and external school management is responsible for quality assurance at the school (Everard, Morris, & Wilson, 2004; School Supervision, 2006). Supervision as one integral component of management facilitates effective learning and promotes quality in education (Chike-Okali, 2006; School Supervision, 2006). The school administration and state through the Ministry supervisory team monitors if the curriculum is being implemented as expected and if the necessary support is being provided (Lawrence, 2010; Ndawi & Maravanyika, 2011; Nkomo & Vengesayi, 1995). Adepoju (1998) asserts that instruction is improved through monitoring practices of people involved in teaching and learning of pupils. Through supervision teachers are assisted to improve in their teaching resulting in improved curriculum implementation (Reforming school supervision for quality improvement, 2007). The Wallace Foundation (2013) considers monitoring as one of the key responsibilities of management (principal). The Wallace Foundation (2013) considers effective principals as those who work relentlessly to improve the quality of instruction thereby improving pupil achievement.
External school management’s mandate is to ensure policy implementation for effective instructional practices (School Supervision, 2006). The external school management has the responsibility for the provision of both human and material resources to support the implementation of curriculum (Adu, Akinloye, & Olay, 2014). It is crucial for school managers to pay adequate attention not only to planning of curriculum but also to its effective implementation. The provincial, district and local supervisory team should have mechanisms for monitoring on a continuous basis the performance of both teachers and students in Textiles, in order to institute remedial action where necessary (Kimbui, 2012).
Examinations like the Grade 7 examination at primary level provide for a test based accountability system. Test-based accountability system strengthens incentives for teachers to commit themselves to their work. Muskin (2015) argues that if a system truly expects its whole curriculum to be taught, then the whole curriculum must be tested meaningfully because there is a link between education and examination. Chamisa (2005) says examinations play a major role in determining the success of a subject because you cannot examine something, if it is not worth teaching. Muskin (2015) says that a link between assessment and the curriculum helps to ensure that what a system sets as its learning goals for students is what it assesses in its programmes of assessment.
The study made use of a qualitative multi case study design in order to obtain an in-depth understanding of the phenomenon under study. A qualitative multi case study investigates phenomenon within a real life context making use of multiple sources (L. Cohen, Manion, & Morrison, 2005). Yin (2009) supports the use of multi case studies because they provide room for replication and guard against putting one’s eggs in one basket which might be risky. Investigating challenges in the teaching and learning of Textiles in the primary school in a natural setting of the school did bring about deeper insights and understanding of the phenomenon (Kombo & Tromp, 2009).
The study population comprised of primary schools in Masvingo District both urban and rural.
The major participants of the study were teachers who were selected in order to understand the challenges they faced in teaching Textiles in the primary school. Yin (2017) advices researchers against depending on one key informant therefore, the researcher used varied data sources for credibility to provide collaborative evidence. School heads, teachers, parents, SDC chairpersons and the schools inspector were included as participants to enhance credibility and authenticity of the research findings (Gray, 2011).
Purposive and convenience sampling were used to select the primary schools and for the participants. This was in order to select participants with the relevant data for answering the research questions (Creswell, 2013). The sample constituted 5 schools, the school heads of the sampled schools and SDC chairpersons, 15 teachers, 28 parents the schools inspector responsible for managing primary education. The sample constituted a total of 54 participants.
The study made use of three data generation tools i.e. the interview, observation and document analysis. These data generation methods are now briefly described
The researcher used a semi structured, one on-one and focus group interview. The technique gave room for the researcher to undertake an in-depth analysis and obtain detailed information on the issue under investigation (Bryman, 2012; Creswell, 2013).
The researcher utilised the non-participant observation method. Observations are considered an important tool for gathering data for descriptive studies (Marshall & Rossman, 2008). Observation was important in this study for verification of interview data (Corbin & Straus, 2008). The observation method accorded the researcher an opportunity to get firsthand information (L Cohen, Manion, & Morrison, 2011; Silverman, 2010).
In this study data was presented in narrative form. At the early stages the data was edited, segmented and summarised. This was later followed by coding and engaging in associated activities like findings themes and patterns (Gray, 2011).
Trustworthiness concerns were captured through credibility, dependability and conformability.
Credibility was ensured through prolonged engagement, member checking, triangulation (MacMillan & Schumacher, 2010; Marshall & Rossman, 2015). Conformability was captured through prolonged engagement in the field. Dependability in this study was ensured through triangulation and member checking.
Research ethics are the moral principles which specify what is acceptable in research by a particular group (Gray, 2011; Marshall & Rossman, 2015). The ethical issues which were considered were informed consent, confidentiality and permission feedback.
The study revealed some challenges influencing the teaching and learning of Textiles. These were resourcing Textiles, attitudes towards the teaching and learning of Textiles and assessment.
It was confirmed through the various school cases that resources were a challenge in the teaching and learning of Textiles. Challenges identified in resourcing Textiles related to both the human and the material resource.
In this research it was established that provision of adequate material resources for teaching and learning of Textiles in form of infrastructure, equipment and consumables was quite a challenge especially in the rural schools. There were no workshops, equipment and consumables for teaching Textiles at the rural schools. However the urban schools were better resourced although they suffered inadequacies in the laundry work component. Literature has emphasised the need for adequate resources because effective technical education can not take place without the adequate provision of learning facilities (Teaching Home Economics, 2013; Uwameiye & Oviawe, 2010).
To address the challenge of material resources in Textiles, the urban schools instituted levy for Home Economics (H.E.) which covers consumables for Textiles. H.E. levy payment was possible through community collaboration. The participants held the view that government should finance Textiles in order to address the resource challenge. The study established that parents especially of rural schools were not in a position to carry the burden of financing Textiles. This was expressed by one urban school head when he said, “The government should help to construct specialist rooms because some schools have no funds to construct these rooms. Government should also provide the grants which were given in the past. The grant would be distributed to various needs.” Ogwu and Ogwu (2012); Chikoore and Museva (2014) supported government involvement in resourcing practical subjects. Mandina (2012) study on challenges in teaching F/N recommended that the provision of adequate resources would foster effective teaching and learning of the subject.
The data collected through interviews of the school heads and teachers indicated that there was a challenge of inadequate Textiles knowledge of the human resource especially at the rural schools. The reason being that the teachers teaching Textiles at grade 6 and 7 level had not specialised in H.E. incorporating Textiles at diploma and University level. The school heads and teachers at the rural schools felt that the government should provide H.E. specialists to support effective teaching of Textiles as they did for agriculture. As one school head said, “Takangoona teacher we agriculture auya” Translation “We were just given an Agriculture teacher”. Literature presents the view that teachers with deep mastery of subject content and pedagogy are the most effective (Gatawa, 1990; Peresu & Nhundu, 1999). It was established across the school cases that the teacher quality could be enhanced through teacher staff development in form of seminars, workshops, conferences, in-service training. One school head supported attendance of these by saying; “Teachers share ideas, knowledge and skills, on their weaknesses and challenges and how to improve and map the way forward.” Teacher enhancement programmes such as workshops, seminars and in-service were supported by Mandina (2012) and Chikoore and Museva (2014).
To the participants in the study, attitude was part of conditions influencing the effective teaching and learning of Textiles. The negative attitude of some teachers was a challenge noted in the study and also in literature by Mandina (2012). The class teachers at the urban schools would sometimes encroach on the Textiles time by not releasing children on time giving the impression that Textiles was not important. To fight this negative attitude of class teachers, one school teacher expressed the need for cooperation between school administration and the teachers. To resolve this situation, one school head said, “I see that teachers follow the time table. You need to check sometimes because the grade seven teachers do not send the children on time. I instruct the teachers to make follow ups saying that you are taking my time.” To counteract the negative attitudes of the class teachers, one urban teacher said they aim to produce good quality products which are appreciated by learners, teachers and parents. The idea is to demonstrate that Textiles can foster self-reliance in the learners (Boateng, 2012).
The poor learning environment contributed to a negative attitude towards the teaching and learning of Textiles. The participants felt these attitudes may be addressed by improving the environment in which the subject is taught through provision of H.E classrooms, equipment and consumables for teaching and learning of Textiles. No effective technical education can take place without adequate material resources (Puyate, 2004).
The other factor which contributed towards a negative attitude was lack of supervision of H.E. and Textiles. To improve the attitude it was suggested that the school management should also ensure that the subject is taught by supervising the teaching and learning of H.E. incorporating Textiles. By supervising the subject it will be accorded importance and not be marginalised. The teachers attitude is important for effective teaching and learning as expressed by Puyate. (2008) who argued that teachers should have the right frame of mind for effective curriculum implementation.
The study has shown that the grade 7 assessment system of Textiles pauses challenges for the teaching and learning of Textiles in the primary school in Zimbabwe. It has been observed that there was on average 3 questions on H.E. in the general paper whereas the other content subjects had an average of 14 questions each out of 50 questions. As expressed by a statement from one teacher, “So it’s considered a waste of time. For example, RME has 14 questions SS has 14 questions ES has 16 questions and HE 1 question. The teacher says why teach what is not tested”. Lack of seriousness in examining H.E. incorporating Textiles resulted in challenges in the teaching and learning of Textiles. Literature has indicated that examinations play a major role in determining the success of a subject (Chamisa, 2005; Muskin, 2015). Chamisa (2005) says if you cannot examine or test for something, it is not worth knowing. To address challenges paused by the general paper in the teaching and learning of Textiles the school heads and teachers suggested that H.E. be given equal status as other content subjects. In this way, H.E. and Textiles will be taken seriously. The distribution of test items could be such that each of the 4 content subjects is allocated an average of 12 questions out of the 50.
The participants suggested that the status of Textiles can also be improved by examining H.E. as a separate subject like agriculture. As one school head pointed out, “It’s the same as agriculture since they are both practical subjects. Agriculture has an examination paper. Just as Agriculture has its own examination why not have an H.E. examination paper.” The participants also felt that the situation may be addressed by including practical work in the assessment so that teachers also teach practical in Textiles. Literature has shown that examinations play a major role in determining the success of a subject (Chamisa, 2005; Muskin, 2015).
The findings on the challenges in the teaching and learning of Textiles led to three conclusions. The first conclusion was that resources were a challenge in the teaching and learning of Textiles. Resources are pivotal to effective implementation of school programmes through provision of a conducive learning environment. The second conclusion was that class teachers and some of the supervisory personnel had negative attitudes towards teaching and learning of Textiles. The study also established that the assessment system presented challenges in the teaching and learning of Textiles. This was based on the finding that Textiles is marginalised in the grade 7 General paper examination.
It was concluded from the study that challenges of resources can be addressed in a number of ways. One of the ways was by government funding the construction of infrastructure, and purchase of equipment for Textiles. Government could also reinstate grants, part of which may be used to fund Textiles practicals. The other way was for rural schools to also introduce an H.E. levy to support teaching of Textiles practicals. With reference to the challenge of negative attitudes towards Textiles, the conclusion was that a conducive learning environment could be provided through proper resourcing of schools so that teachers enjoy teaching Textiles. The other conclusion was that if teachers attended staff development programmes their skills and knowledge will be enhanced thereby boosting their confidence and attitudes towards Textiles. It was also concluded from the study that improving the status of H.E. in the national grade 7 examination may help to create a positive attitude towards Textiles.
Funding: This study received no specific financial support. |
Competing Interests: The authors declare that they have no competing interests. |
Acknowledgement: Both authors contributed equally to the conception and design of the study. |
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