Enhancing Home Economics and Textiles Education in Malawian Secondary Schools: Tackling Challenges and Exploring Innovative Solutions

Abstract

This paper explored how students gained knowledge and skills in Home Economics (HEC) and Clothing and Textiles (CT) within the context of the disintegrated curriculum in Malawian secondary schools. It was based on the interpretive paradigm and constructivist theory, using a mixed-methods research design that leaned toward qualitative approaches. The main research question investigated how the teaching and learning environment, along with educational policies, influence the development of knowledge and skills in these subjects. The study specifically examined the knowledge and skills taught in HEC and CT, the teaching methods used, and the factors affecting the selection of these methods. Data collection involved five techniques: document analysis, questionnaires, classroom observations, face-to-face interviews, and focus group discussions, with a total of 163 participants from two educational divisions and six secondary schools. Results showed that students have limited knowledge and skills in HEC and CT, with instruction mainly theoretical and little practical assessment. Both subjects face significant challenges, including insufficient resources, a lack of innovative teaching methods, and a reliance on traditional strategies. Teachers tend to strictly follow curriculum documents, leading to less engaging activities, while the use of information and communication technology (ICT) remains uncommon. The study found issues such as inadequate time allocation, a shortage of qualified teachers, and structural problems within the curriculum. To improve HEC and CT instruction, the study recommends integrating ICT, adopting innovative teaching strategies, providing refresher courses for teachers, building well-equipped labs, and enhancing financial and administrative support for schools.