Relationship between Millinery Curriculum Content and Millinery Skills Acquired by Higher National Diploma Fashion Design Students
DOI:
https://doi.org/10.53819/81018102t5333Abstract
Millinery art enormously contributes to the performance of Fashion Design graduates in the fashion industry. Competency-based training in Ghanaian Technical Universities demands a special focus on the various courses of study to determine the effectiveness of the skills acquired. The study's objectives were to examine millinery curriculum content used to train students in millinery art and determine the relationship between curriculum content and millinery skills acquired by HND fashion design students. The study hypothesis determined the significant relationship between the content of the millinery art curriculum and the millinery skills HND Fashion Design students acquired. Multi-stage sampling and systematic random sampling techniques were used to select five Technical Universities and students in the five regions of Ghana. Proportion random and stratified sampling were used to select 249 students from a population of 662. A total of 28 industry supervisors were purposively selected. The study adopted a cross-sectional descriptive survey to collect quantitative and qualitative data. MANOVA analysis on the hypothesis was tested at p ˂ 0.05 alpha index, and it was rejected due to statistically significant differences between curriculum content and millinery art skills acquired. Multiple linear regression was used to determine the strength of the relationship between curriculum content and millinery skills acquired. The result was accepted at R2 = .301, (5, 243) =17.391, p = .535 ˃ 0.05 with weak correlation of 30.1%. The study concludes that there is a direct relationship between the millinery curriculum content in Technical Universities and the millinery art skills acquired by Higher National Diploma Fashion Design students in Ghana, with curriculum content having a moderate effect of 30.1% on skill acquisition. The study recommends that the Fashion Design departments of the TUs review the millinery accessory curriculum using the CIPP model. It further recommends that TUs strengthen partnerships with the fashion industry to create more meaningful internship opportunities that do not financially burden students. The study suggests investing in improved instructional resources and facilities for millinery art education, including upgraded equipment and a wider range of materials. Additionally, it recommends implementing a more robust assessment system that regularly evaluates the effectiveness of the millinery curriculum in terms of skill acquisition and industry readiness. Lastly, the study advises fostering creativity and innovation in millinery design within the curriculum to better prepare students for the competitive fashion industry.
Keywords: Millinery Curriculum, Skills Acquired, Fashion Design Students
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