Strategies for Teaching Textile, Clothing and Designing in Zimbabwe: a Case Study of Two Universities of Technology

Abstract

Textile, Clothing and Design programmes' provision to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the stakeholders emanating from curriculum implementation approaches, such as students' failure, drop out and prolonged completion of programmes. This study therefore, sought to examine teaching strategies used to cater for the students in provision of the programmes in 2 sampled universities. The study adopted post-positivism paradigm and used mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. Questionnaire, interview and document analysis were used to collect data from 36 lecturers, 2 quality assurance directors, 2 faculty deans of studies, 2 chairpersons and 6 lecturers. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that lecturers used various teaching strategies to cater for the students, despite the absence of university curriculum implementation policy.

An Exploration of Teachers’ Pedagogical Knowledge on Teaching Practical Skills in Fashion and Fabrics to High School Learners

“…According to Chimbindi (2017), there are various methods and techniques that the Fashion and Fabrics teacher can employ during teaching to make students understand the lesson, and these teaching methods and techniques will take care of individual differences in students. These include lectures, demonstrations, group discussions, questions and answers, practicals, and assignments (Sarpong, Howard, & Amankwah, 2012).…”

“…According to Piaget (1970), in Chimbindi's (2017) theory, students interact with objects and events available in the physical and social environment and eventually comprehend the features held by such things or events using the process of assimilation, accommodation, and equilibration. Therefore, Fashion and Fabrics teachers must use appropriate strategies to create favorable teaching and learning environments that improve students' performance.…”

“…Shabiralyani et al (2015) further point out that if visual aids are not used during teaching, that will affect the teaching and learning for both the teacher and students, respectively. According to Piaget (1970) in Chimbindi (2017), students interact with objects and events available in the physical and social environment and eventually comprehend the features held by such things or events.…”