21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Armada Hotel, Petaling Jaya, Selangor, Malaysia August 07 - 11, 2023 Integrating Home Economics Knowledge and Skills Towards The New Wave of Industrial Revolution A B S T R A C T B O O K ORGANIZED BY : COLLABORATION WITH
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Chief Editor Dr. Nor Asimah Zakaria Integrating Home Economics Knowledge and Skills Towards The New Wave of Industrial Revolution A B S T R A C T B O O K
1. Dr . Nor Asimah Zakar ia Sul tan Idr is Educat ion Universi ty 2. Assoc. Prof. Dr Sar imah Ismail Universi ty of Technology Malaysia 3. Assoc. Prof. Dr . Arasinah Kamis Sul tan Idr is Educat ion Universi ty 4. Dr . Zahidah Ab Lat if Sul tan Idr is Educat ion Universi ty 5. Dr . Sur iani Mohamed Sul tan Idr is Educat ion Universi ty 6. Dr . Mohd Yusof bin Kamaruzaman Sul tan Idr is Educat ion Universi ty 7. Dr . Mohd Nazr i bin Abdul Raji Sul tan Idr is Educat ion Universi ty 8. Dr . Shar ifah Maryam Bint i Syed Azman Universi ty of Technology Malaysia 9. Dr . Salmalina Salleh Universi ty of Technology Malaysia 10. Dr . Nornazi ra Suhai rom Universi ty of Technology Malaysia 11. Mrs. Farah Najwa Bint i Ahmad Puad Sul tan Idr is Educat ion Universi ty 12. Mrs.Elia Md Zain Sul tan Idr is Educat ion Universi ty 13. Mrs. Nor ’Aqilah Ahmad Zabidi Nat ional Universi ty of Malaysia 14. Assoc. Prof. Dr . Zaliza bint i Hanapi Sul tan Idr is Educat ion Universi ty 15. Dr . Anisah bint i Abdul Wafi Sul tan Idr is Educat ion Universi ty 16. Dr . Rahimah Jamaluddin Universi ty of Put ra Malaysia 21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS www.arahe2023.mahe.org.my ST President Welcome Message 6 Theme 1: Home Economic Teaching and Learning 7-55 Theme 2: Home Economics Curriculum and Policies 56-63 Theme 3: Culture and Values 64-103 Theme 4: Sustainability 104-123
INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 6 It is a great pleasure to warmly welcome all local and overseas speakers, participants, and accompanying representatives from various countries from different regions to participate in the 21st ARAHE Biennial International Congress 2023, Kuala Lumpur, Malaysia. The theme of the Congress is “Integrating Home Economics Education and Skills towards the New Wave of Industrial Revolution”. Along this journey, we will learn from various sessions that broadly cover a wide range of subthemes concerning the integration of culture, technology, and innovations related to the development and transfer of skills in home economics education towards new wave of industrial revolution. The Congress sets up a strategic platform opportunity for home economics professionals, academicians, researchers, teachers, and entrepreneurs by sharing, learning, and developing networking through dialogues, interactions, and exploring the global concerns for the development of individuals, families, households and communities in contexts of the industrial revolution. I do hope that the 21st ARAHE Biennial International Congress 2023 will be a successful meeting platform to gain knowledge from findings and insights of keynote addresses, symposiums, oral and poster presentations in order to stimulate ideas and establish collaborations. Finally, I wish all participants have an exciting and memorable experiences from this multiracial cultures, traditions, and beliefs, only in Kuala Lumpur, Malaysia. Thank you for your participation. MADAM RUSINAH JONED Chairperson of Organising Committee of 21st ARAHE Biennial International Congress 2023/ President of Malaysian Association of Home Economics 2021 - 2023
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS www.arahe2023.mahe.org.my ST
Abstract: This study aimed to propose a model for supporting home economics teachers in their professional growth and personal development. In many cases, there is only one home economics teacher in the entire school, and the opportunities for interaction and group study are scarce. They are solitary, and their class improvement relies on their own reflection and a trial-and-error process. Therefore, although they have acquired knowledge from their practical experience, they do not realize its existence or know its value. We examined a model of a “Ba” where knowledge that remains inherent in each individual is expressed within a community of home economics teachers, and knowledge for new practices is constructed through dialogue and discussion among the teachers. We used the concept of “Nonaka’s organizational knowledge creation theory” knowledge management as discussed by Nonaka et al. (1996), and supported and modified the SECI model (Socialization, Externalization, Combination, Internalization) to develop a knowledge creation model for home economics teachers. The online voluntary training sessions were produced for home economics teachers and analyzed the participants’ new creation of knowledge. Pre and post questionnaires were distributed to determine what kind of learning process each participating home economics teacher experienced and what kind of new knowledge was created. The effective online meeting enabled home economics teachers to think together, which they would not have had the opportunity to do face-to-face. The participants' independent and proactive knowledge acquisition process was recognized. The process of knowledge reconstruction and visions for new experiences of each participating teacher in "a place to encounter materials for thinking and to share ideas" were diverse and unique. Knowledge created in open-ended workshops is individual knowledge and cannot be attributed to any one person. Keywords: Knowledge Management Model, home economics teachers and SECI model Developing The Knowledge Management Model and System for Home Economics Teachers Sachiko Nakanishi¹ & Kaoru Horiuchi¹ ¹Tokyo Gakugei University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 8
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: Owing to the COVID-19 pandemic, the information and communications technology environment for education in Japan has improved. Efforts are underway to design a better in- service teacher training method. Accordingly, we implemented a teacher training program that included watching a lesson video that aimed to capture teachers’ awareness levels and recommendations on training program development. Following a discussion with the presenters, we asked a leader teacher in a local lesson study group to create an inquiry-based learning plan. In November 2019, a ninth-grade home economics class using the jigsaw method to decide on “payment methods” was filmed to create a 20-minute video. During 2021– 2022, we implemented eight teacher training programs. We asked teachers to watch the video and fill in their judgment of the effectiveness of jigsaw learning for achieving the goal and the reason behind it. Using User Local’s text mining tool, 201 teachers’ descriptive data were analyzed based on training purpose and form and teachers’ attributes. The most descriptions were positively evaluated for the efficiency and cooperativeness of examining information using a jigsaw activity based on the merits and demerits of payment methods. The teachers also appreciated that each student was responsible for the activity. Of the teachers, 28.4% wrote descriptions that indicated points for the improvement of the class or a pending judgment on its effectiveness. The ratio of teachers who indicated pending judgment was high among junior high school teachers and teachers with over six years of experience. The teachers were able to understand the merits and specific methods of inquiry-based classes and simultaneously reflect on their careers and identify concerns for class improvement based on their own experiences. The use of excellent class videos in teacher training was recommended. Keywords: In-service teacher training, lesson study, home economics, class video, text mining In-Service Teacher Training Program Using a Home Economics Class Video Based on Lesson Study Kishi Noriko¹, Arai Noriko², Imoto Rie³ & Suzuki Mayuko⁴ ¹University of Teacher Education Fukuoka, ²University of Fukui, ³Kagawa Nutrition University, ⁴Osaka Kyoiku University Corresponding author: [email protected] 9
Abstract: In Japan, children are increasingly eating dinner alone at home due to the shift to nuclear families and increase in dual-income families. Some families are so poor that parents have to work late into the night to make ends meet, but in reality, this has been observed even outside of poor households. There are said to be more than 6,000 children’s cafeterias (kodomo shokudo) in Japan, most of which are run with volunteer support. Here, children can come alone and are served meals for free or at a fixed price. Since they all eat together, this is believed to enhance their mental well-being and lead to the formation of community ties. This paper presents the support activities conducted by university students in a children’s cafeteria as one of their classes, the resulting changes, and the issues that were revealed. The study subject was children’s cafeteria support activities conducted by university students since 2018. These activities and the children’s and students’ impressions of them were analyzed. The children frequenting the cafeteria were initially not used to having the university students around but soon showed interest in them. Eventually, they learned each other’s names and began to build individual relationships. It was found that most of the children are in need of learning support. Many of the cafeteria’s supporters are elderly people, and therefore, they were pleased to see university students, who are physically strong, participating. It was also observed that it had been difficult for the university students to get involved in the community around their university, but through the activities at the cafeteria, they became more interested in local information among other things. Keywords: Children’s Cafeterias "Kodomo-Shokudo”, Protection of children and families, Relationships between University students and children Community Actual Conditions and Issues of Supporting Children’s Cafeterias "Kodomo-Shokudo” in Japan Minako Yoshi¹ ¹Mukogawa Women's University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 10
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: In the previous century home economists played an important role in helping children and families in times of national crises. During the Great Depression, they educated families about low-cost ways to eat healthy and make clothing, enhancing their reputation as advocates for children and families. The crises have changed, but home economists continue to advocate for families in the 21st century. A leading concern in this century is climate change and its effect on the number and severity of weatherrelated disasters. A report from the World Meteorological Organization states that in the past 50 years, there were five times more weather-related disasters, resulting in fewer deaths, but greater damage. The findings indicate that the increase was driven by climate change, more extreme weather events, and improved reporting. In 2022, the U.S. alone experienced 18 climate disasters, each with damages exceeding $1 billion. Weatherrelated disasters have the greatest impact on low-income families. As home economists we can help reduce the impact by equipping families in advance with the knowledge and skills they need to handle weather-related disasters. The Cooperative Extension Service is an excellent way to reach communities. Existing partnerships provide opportunities to improve resiliency in times of disaster. Our multi-faceted program includes a variety of educational tools, including an online self-paced emergency management training for childcare providers, a home emergency management booklet, and an emergency checklist. Faculty organize educational programs and display sample emergency kits so people can see what items to include and how much the items cost. The objectives are to increase the number of families and childcare providers who are familiar with the protective actions they need to take in emergencies, and to equip them with the knowledge needed to create an emergency kit to grab and take if they need to evacuate. Keywords: Emergency preparedness, disasters, emergency kit, childcare Preparing Individuals and Families for Weather-Related Disasters in the 21st Century Pamela R. Turner¹, Diane W. Bales¹, Laura Taylor Smith¹, Susan L. Moore¹, Jackie Embler Ogden¹ ¹University of Georgia Extension Corresponding author: [email protected] 11
Abstract: Experiencing a variety of experiences in early childhood is important for the healthy development of children. However, children from economically disadvantaged families tend to have fewer life experiences and that may lead a developmental gap for children. Therefore, public education should provide opportunities for all children to acquire rich life experiences. This study will identify the contribution of early childhood experiences to children's development and examine whether children can acquire life experiences through early childhood education and elementary school education (home economics and Life environmental study). Review of previous studies and analysis of Course of studies for elementary school and kindergarten and other guidelines of early childhood education. It was found that Children with more life experiences tend to have better social skills. Though elementary schools and Child facilities can provide the opportunities of their life experiences, children got those experiences at home most frequently. The early childhood education program specifically promotes real-life experiences for children, which has been given special emphasis in recent revisions. The learning contents of elementary school is also providing a lot of opportunity of experiences but whether that is enough is questionable and it is necessary to allow children to acquire more experiences in public education. Although the Courses of study and other guidelines promote teaching with hands-on experience, the Spread of COVID-19 infection, teachers' increasing busyness, safety instruction, lack of manpower, and reduced nature environment have made it difficult to provide hands-on experience. We need to affirm and promote the importance of real-world experience once again. Keywords: Life experience, child development, course of study, early childhood education, home economics, life environmental study. How Can Japanese Children Get Life Experiences Through Elementary School and Early Childhood Education? Keiko Masuda¹ ¹Tokoha University, Japan Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 12
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: In recent years, lifestyle changes in Japan have led to the externalization and simplification of eating habits, and there is a need for "short cooking time" dishes such as frozen foods and retort- pouch foods, and for easily consumed foods that "do not require cooking". On the other hand, there has been an increased awareness in school and social education of the need to prepare healthy meals with excellent nutritional balance. Some point out that the tendency to spend less time preparing meals has progressed further in the 2010s since the Great East Japan Earthquake. Therefore, this study uses data from the "Survey on Awareness of Dietary Education" conducted by the Ministry of Agriculture, Forestry and Fisheries (MAFF) to clarify changes in awareness of dietary habits. The following materials were used in the analysis; 1. the "Survey on Dietary Education" conducted by the MAFF from 2010 to 2021, 2. Japanese home economics textbooks (elementary, junior high, and high school) published since the 2010s.According to the "Survey on Dietary Education," the number of people who want to practice a nutritionally balanced diet has been on the rise over the past decade. At the same time, however, the survey revealed a situation in which people also emphasize the importance of not having to spend a lot of time and effort (in meal preparation) in order to prepare "staple food, main dishes, and side dishes. Japanese home economics textbooks have presented menus consisting of multiple dishes with nutritional balance in mind, and for the high school textbooks published in 2022, there are no major changes in the basics, but there are suggestions for combining single dishes. Keywords: Healthy eating habits, cooking, home economics education Status on Healthy Eating Habits Awareness from the MAFF "Survey on Dietary Education" Noriko Watase¹ ¹Tokyo Gakugei University Corresponding author: [email protected] 13
Abstract: During the three years of the ongoing pandemic caused by COVID-19, Japanese schools distributed one ICT terminal per student, improved the school Wi-Fi environment, and promoted the use of ICT under the GIGA (Global and Innovation Gateway for All) School concept by the Ministry of Education, Culture, Sports, Science, and Technology. The benefits of using ICT to enhance education in home economics, which aims for individualized and optimal learning, are significant. Home economics is a practical and experience-oriented subject, and students have learned a lot from the process of making and experiencing things with their own hands. While some things can be learned efficiently online, others can only be learned in person. To explore the desirable use of ICT in home economics when the post-COVID-19 era arrives, this study aims to investigate the actual status and awareness of ICT use among junior high school home economics teachers and develop a vision for ICT use in home economics education in the future. A questionnaire survey of junior high school home economics teachers was conducted in Kanagawa Prefecture from December 2022 to January 2023. The results of the survey show the use of ICT in home economics classes to be increasing. However, about 20% of the teachers use ICT for less than 25% of their annual class time. While the use of presentation software and videos on the web as teaching materials witnessed an increase in classes, interactive ICTs, such as creating opportunities for students to talk with each other through videoconferencing or share their opinions via posting them on the bulletin board, have not been sufficiently used in classes. Although the current state of utilization is insufficient, home economics teachers are eager and willing to learn to use ICT. Keywords: Actual conditions, attitudes, home economics teachers, ICT Actual Conditions and Attitudes of Home Economics Teachers toward ICT Utilization in Urban Japan Kaoru Horiuchi¹ ¹Yokohama National University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 14
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: High school home economics in Japan is a required subject for all students and aims to develop the ability to take practical attitude to improve their lives. In Chiba Prefecture, there is an organization called the Home Economics Education Promotion Committee, composed of high school home economics teachers. One of these, the Lesson Research Department, is engaged in activities to improve teaching skills of home economics teachers. The purpose of this research is to examine the class practices published in the book "Ankoro," which we edited, and to discuss future activities. The Lesson Research Department has printed, and bound examples of actual classes conducted by teachers in Chiba for distribution to each school for 16 years. In order to let many people know about our activities, we compiled and published a book "Ankoro" (Kyoiku- Tosho, Co., Ltd) in 2013, compiling the contents from the first for seven years. We continued our activities further and last year published a sequel, "Ankoro vol. 2" (2022 Kyoiku-Tosho, Co., Ltd). After reviewing the contents, we found that "Ankoro" includes practical studies to improve daily life, such as "Culture and Wisdom of Clothing Life: Furoshiki Lecture" and "Thinking about Food Loss: My Declaration of Action". In addition, community collaboration efforts and roundtable discussions on learning about life planning were also discussed. It was found that high school home economics courses are engaged in a lot of learning related to the SDGs.By reviewing the actual classes and compiling them into a book, we were able to deepen our understanding of home economics lessons. It was confirmed that many of the classes were closely related to the SDGs, and we would like to continue further training for better lessons Keywords: Teaching skills, home economics education, "ankoro" Activities To Improve Teaching Skills in High School Home Economics from The Publication of The Practical Book Atsumi Wakatsuki Gakushuin¹ ¹Fujiwara Funabashi Chiba, Japan Corresponding author: [email protected] 15
Abstract: ‘Broad interest in the traditions and cultures of our homelands’ has long been considered knowledge we should nurture in our children in Japan. ‘The continuation and creation of lifestyle culture’ is also raised in the new curriculum guidelines for home economics in elementary, junior, and high schools. Through studying traditional lifestyle culture, we can learn the wisdom of our predecessors, who made use of limited resources, and can shine a light on 21st century clothing, food and housing related lifestyle culture. In this research, we analyze textbooks published in 2022, after the Ministry of Education’s recent course of study guidance was released, and compare it to our previous research. The aim is to examine changes in ‘lifestyle culture’, and ‘sustainability and lifestyle’, in new publications. Six newly published (2022) home economics textbooks (from six publishers) were analyzed by picking up keywords related to ‘sustainability’ in the topics of food culture, clothing culture, and housing culture. Contents related to sustainability and lifestyle culture increased in the new textbooks. They contained detailed descriptions and illustrations on sustainable lifestyles and clothing, and information on topics relating to Japanese culture and values, like fermented foods, cooking to combat food-loss, and traditional clothing. Some textbooks also covered the 17 sustainable development goals and how they relate with each area of home economics. It was apparent that sustainability is a key topic in home economics. In new textbooks there is more detail on lifestyle culture relating to clothing, food, and housing. This is because study of traditional lifestyle culture is included in the new course of study for home economics. It was clear that, through studying traditional Japanese culture and values, an understanding and awareness of sustainable lifestyle culture for the 21st century, focusing on SDGs, is being fostered in Japanese students. Keywords: Lifestyle culture, sustainability, high school students, home economics textbooks, lifestyle Lifestyle Culture in Home Economics in Japanese High Schools - How New Textbooks Cover Lifestyle and Sustainability Yuko Kamei¹, Ikuko Nakada², Yumi Shimura³, Keiko Semba⁴, Mutsuko Abe⁵ & Nobuko Narafu⁶ ¹Aikoku Gakuen Junior College, ²Kokugakuin Tochigi Junior College, ³University of Yamanashi, ⁴Former Kagawa Nutrition University, ⁵Part-time lecturer at Jissen Women's University, ⁶Japanese International School in Dusseldorf Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 16
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: We conducted a survey to understand the actual state of the dietary habits and behaviours of young adults and obtain knowledge to conduct effective food literacy education activities aimed at this generation. The questionnaire survey targeted both male and females in their 20s who were working, while students were excluded from the sample. 51 men and 55 women participated. We aimed to understand the obstacles to improving dietary habits and the content of food literacy that respondents were interested in, as well as their current sources of food information, including social media usage. As a result, it was found that after graduation from school, the majority of respondents do not participate in food education activities. The main obstacles to improving dietary habits were lack of time and finding cooking to be inconvenient. In addition, it was found that young adults in their 20s use social media daily and have a high demand for easily accessible food education activities. The reasons for wanting to use social media for food education included the fact that short videos are easy to understand. On the other hand, there was also a tendency to seek experiential food education activities such as cooking classes as activities to participate in. In the case of women, there was a significantly higher tendency to seek out dietary information related to weight loss than male case. Through additional interview surveys, it was found that, particularly in terms of diet-related content, the desire to "lose weight" was prioritized, and there was a need to develop critical food literacy and ability to select the appropriate information. There are still many challenges in the eating habits of young adults, and it was discussed how to improve the quality and enhance the food education activities that are tailored to this generation as lifelong learning. Keywords: Food literacy; dietary habit; food education; SNS; lifelong learning. Questionnaire Survey on Food Education Activities Among Young Adults Naoe Nishihara¹ & Kano Takasugi² ¹Japan Women’s University, ²University of the Sacred Heart Corresponding author: [email protected] 17
Abstract: In Japan, children learn home economics as a compulsory subject from the elementary school to the senior high school. However, home economics is not recognized as one of the most important subjects among schoolteachers, because home economics is not an entrance examination subject in most universities. The objective of this study is to examine the relationships between parenting anxiety of fathers and mothers who have pre-school children, age at which housework began, time to play with their children on weekdays and learning home economics. We predict that home economics education can extend parent’s ability to solve the problem and decrease their parenting anxiety. Questionnaires were obtained from 3095 parents (nursery school and kindergarten users) who are living in a local city located at Kanto region (return rate of 74.5%). Mothers were 2192, Fathers were 86. Parenting anxiety, age at which housework began, time to play with their children on weekdays and home economics learning were asked by a questionnaire in 2021. This work was supported by KAKENHI (JP20K02399). The results showed that the percentages of parents believed home economics learning was helpful in their parenting were 66.7% of mothers and 50.0% of fathers. The relation between parenting anxiety and home economics learning were examined. One-way ANOVA was used. Mothers who believed home economics learning helped there parenting were showed significantly lower parenting anxiety. Also, significantly relationship was found between home economics learning and fathers’ and mothers’ age at which housework began. Parents who believed home economics learning helped there parenting were showed significantly younger age at which housework began. Younger age at which housework began showed longer time to play with their children on weekdays and lower parenting anxiety. From this research we can conclude that it is very important learning home economics for parenting. Keywords: Home economics education, parenting anxiety, pre-school children Effects Of Home Economics Education on Parenting Anxiety of Parents Who Have Pre-School Children Iwasaki Kaori¹, Hibi Kyoko² & Terasaki Satomi³ ¹Tokyo Kasei University, ²Mejiro University, ³Hosei University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 18
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The purpose of this study was to analyze the research trend and researcher network of the Journal of the Korean Home Economics Association using social network analysis. From 2010 to 2022, 627 papers published over 13 years were analyzed using Excel and NetMiner 4.5, and the results of the study are as follows. First, the average number of published papers per year is 48.23, and the average citation counts of published papers is 7.84. By field of home economics, the percentage of children and family studies was the highest (59.97%), followed by consumption and family management, clothing, home economics education, dietary, and housing. As for the research method, the proportion of quantitative research was the highest (71.61%), followed by qualitative research (16.27%), and mixed research (12.12%). Second, the keywords that appeared the most in the title of the Journal of the Korean Home Economics Association were effect (206 times) and relationship (102 times). The subjects of the research were infants (95 times), parents (72 times), children (65 times), mothers (54 times), adolescents (53 times), and consumers (52 times). And many studies have been conducted to find out the effects (72 times) or mediating effects (69 times) between variables. As a result of four centrality analysis results, the core keywords with all centrality values in the top 10 were effect, consumers, mediated effect, parents, and moderating. Third, there were the total of 712 authors who published papers, and authors who published 2 or less papers accounted for 85.50% of the total. The author who published the largest number of papers published a total of 17 papers, and the maximum number of authors of the same paper was 6. This study is meaningful in analyzing long-term research trends in major academic journals in the field of home economics in Korea. Keywords: Research trends, social network analysis, the Korean Home Economics Association. Analysis Of Research Trends in The Journal of The Korean Home Economics Association Using SNA Jung-Hyun Chae¹, Mi Jeong Park¹ & Ju Han² ¹Department of Home Economics Education, Korea National University of Education ²Department of Home Economics Education, Kangwon University Corresponding author: [email protected] 19
ST Abstract: As the financial economy becomes more complex with technological innovation and globalization, the importance of acquiring life planning literacy is increasing. In Japan, the age of legal age was lowered from 20 to 18 in 2022, and it is necessary to learn financial literacy and responsibility for one's own life for teenagers. The authors developed teaching materials in March 2023 for developing life planning literacy for pre-school students through university students. The developed teaching materials incorporated performance tasks based on practical questions faced in daily life. These questions were appropriated for each developmental stage. The materials for higher education students contain trade-offs in various decisions regarding economics, career planning, and time in daily life. The purpose of this study is to organize the characteristics of the developed teaching materials and to examine their educational effects through classroom practice with university students. As a preliminary survey, a questionnaire survey conducted to identify mastery of life planning literacy of university students. The survey was carried out in April 2023, and be collected 259 responses from three universities (recovery rate 96.3%). The class practice using the developed teaching materials are carried out in lectures related to family resource management for 55 students belonging to the A university in Japan. Pre- and post- questionnaires and worksheets were analyzed the preliminary survey, the actual status of college students' life planning literacy was not different from the score of junior high school and high school students which is revealed the authors' existing research. The high-level group for understanding of technical terms in Home Economics and the student group who imagine more concretely future could reach good score about life planning literacy. Keywords: Teaching material, life planning literacy, university student, family resource management Examining of The Teaching Material for Acquiring Life Planning Literacy on Japanese University Lesson Megumi Okutani¹, Mayuko Suzuki², Keiko Kaga³, & Kumiko Ohmoto² ¹University of Teacher Education Fukuoka, ²Osaka Kyoiku University, ³Hirosaki University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 20
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The modern home economics education (HEE) history in China has been more than 110 years. We like to share the growing and innovation of Chinese HEE with all. It contains three stages. At first Chinese women' s education started in the beginning of 20th century, that time was called "the beginning of home economics education" joined with women's education in China. China's government advocated the women's education, many women's schools were opened, especially in the middle-large cities. Only fewer young girls could get the basic HEE in the primary and secondary schools from richer family or ecclesia. During 1930s-1952, HEE came into the women's higher education of China and was developing step by step. Five missionary colleges and Hebei Provincial Women's Normal College (National) set up a major of home economics (HE) and recruited fewer girl's students. The HEE major mainly included three of directions, food nutrition, child welfare and applied arts, while after the second war HEE preferred to child welfare, because children refugee should be care around China. While HEE focused on cultivating applied talents what social need and elegant wives for rising the quality of human life. It was the second stage of HEE. Since 1985, HEE is reset in Chinese high education combined with the women's higher education. The home economics major involved in nutrition, food science, gender education/child education, family science and elder care, ect. Women's students can learn more professional HE theory and technique what service the society in the college. Graduates of HEE will be professionals and teachers and go to schools or home services industry. According to China's government report now, 23 colleges or universities set up the major of HEE or family sciences for undergraduate. Hebei Normal University and Ginling College have recruited graduate students of master's degree for research on the home economics since 2021 and 2022. So, we call it is HEE fast developing and blooming stage. Now, Many HE associations/societies or home servicers companies are blooming in China, such as Jiangsu Association of Home Economics (JAHE), Jilin Home Economics society and Chinese Federation of Home Economics, ect. We organize annual meeting to exchange the scientific research, discuss the HE problems and improve HE development in China. Keywords: Home economics education, development and blooming, China. The Development and Blooming of Home Economics Education in China Banquan Jin¹ ¹Ginling College Nanjing Normal University Nanjing, China Corresponding author: [email protected] 21
Abstract: Universities play a major role in addressing a variety of regional issues, such as declining birthrates, aging populations, and declining populations. In addition, as opportunities to improve communication skills have been lost due to the COVID-19 crisis, it is significant for university students to deepen their learning of home economics in cooperation with the community and to have opportunities to be involved with children. With this in mind, students enrolled in the home economics teacher training course at Hiroshima University planned and operated craft sessions for parents and children, in cooperation with administrative agencies, and verified the results. In collaboration with Higashi-Hiroshima City, where Hiroshima University is located, a community activity project called "Nonta's Home Economics Room" was launched in 2021. We planned a hands-on course to design and embroider a talisman that parents can use to wish for their child's growth, a so-called Semamori. Fourth-year students played a central role, and course students from first-year students to graduate students served as staff members. The course was held three times in 2021 and four times in 2022 at four facilities in the city, including a university, two roadside rest stops, and a civic hall. In all, 135 people participated in the course in 2021 and 150 people in 2022. Publicity for the course highlighted the governmentʼs sponsorship, such as in the city's public relations magazine and SNS. The core students created a manual for the staff and put in place a management system, such as offering the staff pre- training sessions, which was useful for the program’s smooth implementation. Through these planning and management efforts, the students not only improved their teaching abilities, but also were able to enhance the reputation of the university in the region. Keywords: Craft sessions, home economics teacher training course, university students Management of Parent‒Child Craft Sessions by Students in A Home Economics Teacher Training Course Kaori Murakami¹, Ami Yamatake², Yoko Kajiyama¹ & Akiko Suzuki¹ ¹Hiroshima University, ²Hiroshima Bunka Gakuen University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 22
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: In order to promote the healthy growth of children physically and mentally, it is important for families, kindergartens, and researchers to work together to promote food education activities that will lead to the prevention of lifestyle-related diseases in the future. H-Kindergarten holds a "Pakupaku Bento Day" once a month, where children eat the same menu (one side dish) for the poupous of food education. We, researchers at Hiroshima University, have provided recipes for "Pakupaku Bento" from Japanese daily dishes, including items that are rarely made by young mothers and ingredients that children do not like, and have studied changes in parents' awareness and attitudes regarding lunch box making. Before and after Pakupaku Bento Day, which was held from 2018 to 2022, we conducted a questionnaire survey of the parents of H-Kindergarten about their awareness of making bento, their practice of making bento, etc. We received responses from more than 150 parents over the five years. Through the “Pakupaku Bento” project, the parents began to pay attention to the use of seasonal ingredients and nutritional balance, and whether the ingredients for dinner can be used as side dishes in lunch box. In general, the number of parents who think it is important to increase the variety of ingredients and to incorporate seasonal ingredients into bento has increased. In addition, some parents recognized that children could eat ingredients which children formerly disliked by changing the cooking method. Some parents even began to make side dishes made in the “Pakupaku Bento” on a daily basis. In addition to making items that children enjoy and are relatively easy to cook, some parents have begun to make things that they had never made before, and have come to think about nutritional balance, such as menus using root vegetables and mushrooms, etc. Keywords: Food education, bento box making, kindergarten, awareness, and practice Food Education Practice for Parents and Children Using Common Recipe Bento in A Kindergarten Shinji Imakawa¹ & Hiroko Kaikiri² ¹Hiroshima University, ²Hiroshima Bunka Gakuen Two-Year College Corresponding author: [email protected] 23
Abstract: Vegetables contain various types of dietary fibers (indigestible polysaccharides). Dietary fiber intake is widely recommended as a nutritional therapy to alleviate hyperglycemic and diabetic conditions. Inulin is a heteropolysaccharide mainly found in burdock, Jerusalem artichokes, and chicory. Among these sources, burdock, Arctium, is routinely used as a source for food and traditional medicine in Asian countries, including Japan. It is known that inulin intake reduces postprandial glucose level; however, details regarding the mechanism of this action remains unclear. In this study, we investigated the effect of burdock and inulin on glucose metabolism. To evaluate the effect of burdock and inulin on glucose metabolism, we added burdock (raw, boiled and a boiled sample’s supernatant liquid) and inulin to the solution containing maltose and αglucosidase (maltose-digestive enzyme). Glucose produced from digested maltose was measured using the mutarotase GOD assay. We regarded the amount of glucose released or produced as the activity of α-glucosidase. We employed the Ostwald viscometer to measure the viscosity of the inulin solution. The addition of raw burdock decreased the activity of αglucosidase. Boiled burdock and the supernatant liquid sample also decreased the activity of this enzyme but the degree of suppression was less than that observed when raw burdock was added. The addition of inulin, in the range of 3.3 to 6.7%, decreased the activity of α- glucosidase. The viscosity of inulin solution depended on its concentration from 0 to 6.6% and the relationship showed an almost direct proportion. These results suggested that inulin, a component of dietary fiber, has a suppressive effect on the α-glucosidase activity, and that high viscosity of inulin solution may inhibit the reaction between the digestive enzyme and its substrate. We suggest that burdock may be the available food material that contributes to the suppression of intestinal glucose absorption and improvement of glucose metabolic diseases. Keywords: Dietary fiber, Japanese traditional vegetables and digesting enzyme activity Effect Of Dietary Fiber Present in Japanese Traditional Vegetables on Carbohydrate- Digesting Enzyme Activity Yo Tsuchiya¹ ¹School of Nutrition,College of Nursing and Nutrition, Shukutoku University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 24
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The content of housing of Home Economics in Japanese elementary schools includes "keeping tidy and cleaning." The purpose of this research is to clarify when education about "cleaning" began in the early days of Home Economics education in the Meiji period, and how it was taught after the Second World War. 20 textbooks from 1874 to 1893 and 37 textbooks from 1961 to 2020 were analyzed. The results were as follows: Description of cleaning can be found in “Kajikenyakukun”, the oldest translated Home Economics textbook published in 1874. In "House-hold Hints", the final chapter of "Chambers's Information for the people V.2", which is said to be the original of the textbook, sentence corresponding to the textbook was found. It was translated almost exactly like the original. In “Beeton's the Book of Household Management”, which is said to be the original of “Kanaikokoroegusa” published 1876, there was no corresponding passage, but in the chapter on the work of House-Maid of the English book, very detailed description of cleaning was found. Subsequent textbooks were influenced by those textbooks. After the Second World War, elementary school Home Economics included the content of 'Keeping tidy', and it came to be learned in relation to ‘cleaning’. The content of cleaning in elementary school Home Economics textbooks has become simpler than in the Meiji era. It came to be explained according to the social situation of each era, such as environmental problems. It was clarified that the starting point of education on "household cleaning" in Home Economics was translated Home Economics textbooks which contents were influenced by Home Economics books written in England and America, and the content of current education about cleaning is influenced by the social situation. Keywords: Cleaning housing, home economics education, home economics textbook. Beginning and Transition of Education about Cleaning in Japanese Home Economics Mami Omote¹ ¹Kyoto Women’s University Corresponding author: [email protected] 25
Abstract: In Western Australia (WA), a range of emerging issues confront Home Economics as a discrete subject now and into the future. These include a fresh curriculum review at the national level, ad hoc implementation within WA schools, inconsistent curriculum enactment since the introduction of the Technologies Learning Area in WA commencing 2018 (with which Home Economics is now aligned) and changing external societal pressures, especially in relation to foods and textiles. This paper reports on an exploratory review undertaken into the perspective of teachers who deliver the subject, as they are most impacted by the current and future issues and pressures. The review reported here comprise findings from a survey completed by over 100 Home Economics teachers across WA. Preliminary survey findings revealed inconsistencies regarding subject delivery, implementation and curriculum enactment of Home Economics across the state. In addition, respondents expressed varying degrees of satisfaction in alignment with current professional development and curriculum support, both within their schools and associated curriculum bodies. These findings offer insights into respondents’ current understandings, perceptions and future visions for Home Economics in WA from the Home Economics teachers’ perspective, and can potentially assist future policy makers and stakeholders, as well as help identify and address the changing needs of students, educators, and the community in the development of the whole child in the 21st century. Keywords: Home Economics teachers, Home Economics in 21st Century and curriculum Western Australian Home Economics Teachers ‘Perceptions of The Function and Relevance of Home Economics in 21st Century: An Exploratory Review Michie Moriyama¹, Takumi Cho¹, Akiko Hiraiwa¹, Atsuko Yamamoto² & Toshiko Kumazaki² ¹Aichi Gakusen University, ²Aichi Gakusen College Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 26
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The purpose of this study was to meta-analyze research on ESD programs conducted in home economics classes in Korean secondary schools and to examine changes in home economics education that reflected the lives of students in the era of the IR4.0. To select primary papers for meta-analysis, keywords such as 'environment', 'sustainability', 'ESD', 'green', 'ecology', 'home economics' were searched from 1989 to April 2023. Together, 'development', 'application', and 'effectiveness' were used. First, 138 articles were collected, and 84 articles were additionally collected through the web pages of the Korean Association of Home Economics Education and the Korean Home Economics Association. Afterwards, a total of 65 theses were preliminarily selected based on 1) studies targeting middle and high school students, 2) studies that verified the effects of home economics classes, and 3) studies with pre- and post-analysis. In the process for determining paper eligibility among the 65 candidate studies, 23 papers were excluded if subject interest or class satisfaction was investigated rather than student achievement, or if the average or standard deviation value was omitted. Therefore, a total of 42 papers were finally selected for meta-analysis. To calculate the effect size, the standardized mean difference between the pretest and posttest was analyzed, and a weighting method according to sample size was used. 63 effect sizes were calculated from 42 studies. A homogeneity test result showed the effect sizes extracted do not seem to be from the same population (Q=757.11, df=62, p<.001). Therefore, the result of measuring the overall effect size using a random effect model was .45 (SE=.08), indicating that the sustainable development education program is effective in the home economics classes. As a result of classifying student achievement by ESD perspective, the number of effect sizes from the social perspectives such as community spirit, gender equality, safety, health, food, and cooperation was the largest. On the other hand, the number of the effect sizes from an economic perspective was very small. Through these results, it was confirmed that ESD practiced in home economics education was effective, and it was confirmed that further studies applying economic perspectives in ESD, such as sustainable production and consumption and corporate sustainability, were needed through home economics classes. Competency-based education is an approach that fits well with the students’ capabilities required in the era of the 4th industrial revolution that they are facing. Keywords: Competency-based education, home economics classes, sustainability. Meta-Analysis on Sustainability in Korean Home Economics Education: What Have We Done? What Should Be Done Next? Nan Sook Yu¹ & Mi Jeong Park² ¹Korea University ²Korea National University of Education Corresponding author: [email protected] 27
Abstract: Since the latter half of the 20th century, there has been concern about the decline in interest in science, especially in Japan. Moreover, the need for activities to increase interest in science and awareness of the importance of its study have been reported. Attempts to develop new cuisines using scientific and technological approaches that apply the principles of physics and chemistry, known as molecular cooking, are spreading globally. Understanding science through the preparation of familiar dishes is expected to increase interest in science and technology. Therefore, we held a cooking class using molecular cooking for high school and elementary school students, examined its effectiveness, and asked the opinions of teachers on how to utilize it. In 2019, we conducted cooking classes for 47 high school students in Hiroshima and Nagasaki prefectures. The classes included pre- and post-questionnaire surveys on changes in interest in science and cooking an explanation of the historical background and theory of basic techniques of molecular cooking and the prepation of molecular caviar, espuma, and sheet-like dishes using fruit juices and jams. In 2020, a seminar on molecular cooking, including practical training, was held for 15 teachers in Hiroshima Prefecture. In a post-survey of high school students, more than 90% stated that the cooking class was interesting and increased their interest in cooking, and more than 70% stated that the dishes were tasty and they increased their interest in conducting experiments. The majority of elementary school students, as well as high school students, responded that the dishes were tasty and interesting. The individual creativity of each student in preparing the dishes was evident, and comments from teachers after the seminar suggested the usefulness of this program as an integrated educational activity that incorporates home economics, science, and the arts. Keywords: Cooking, molecular cooking, science education, students, and integrated educational activity Science Education Activity to Stimulate Visual and Taste Senses using the Molecular Cooking Method Mihoko Tominaga¹, Treiber Fritz² & Masahiro Yuasa³,⁴ ¹Hiroshima University, ²University of Graz, ³University of Nagasaki, ⁴Kobe University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 28
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: Organization stated in its updated recommendations released in 2014 sugar intake should not exceed 5% of total energy intake. Malaysia has the highest obesity rate in Southeast Asia, with 14.1% and 44.6% of its population being obese and overweight, respectively. Therefore, we implemented a nutrition education program on sugar intake among university students in Malysia to prevent NCDs and assessed its effectiveness and sustainability. In April 2019 and September to October 2019, 102 students from MARA University of Techonology participated in a nutrition education program. Following the workshop, a questionnaire survey was conducted regarding program evaluation. Th survey items were “Were you glad to attend the workshop? “Would you like to participate in a similar workshop again in the future?” and “Do you want to practice what you learn here?” The themes of the nutrition education workshops were thus: “Be careful about consuming too much sugar” for the first workshop and “Thingking about ways to eat wellbalances meals and reduce sugar intake” for the second, Overall, the nutrition education program appeared to be successful. More than 80% of the students commented that they were glad to have attended the workshop. Additionally, approximately 90% of the students replied that they intended to relay the information they learned to someone or that they would practice what they have learned; they also reported having a positive view of the nutrition education. Nutrition education does not endonce it is implemented but needs to be continued. By providing university students with nutrition education invertions and then having serve as ambassador for the avoidance of excessive sugar consumption and prevention of NCDs in their hometowns, it is anticipated that the outcomes will improve Keywords: Non communicable diseases, sugar-sweetened beverage, sugar intake, Malaysia. Implementation and Evalution of a Nutrition Education Program for Students in Malysia Chinatsu Tobari¹ & Masoka Takamasu² ¹Japan Women`s University, Mejirodai Bunkyo-ku, Tokyo Japan ²Department of Health and Nutrition, University of Human Arts and Sciences, Saitama Japan Corresponding author: [email protected] 29
Abstract: Preadolescents are in the transition period from childhood to adolescence and must handle increased academic expectations and pressure. Little is known about the possible association between academic stress and personality types of preadolescents. This study intended to identify personality types among Korean preadolescents based on the Five-Factor Model of personality and to examine differences in academic stress between personality types. Participants were 1334 preadolescents from the Panel Study on Korean Children. Data were analyzed using latent profile analysis and analysis of covariance. Children rated their five-factor personality traits (extraversion, openness, agreeableness, consciousness, and neuroticism) and academic stress. Four personality types were identified among Korean adolescents: the under controllers, the over controllers, the resilient, and the ordinary. There were significant differences in academic stress by personality type. The under controllers were the most vulnerable to academic stress. The resilient were the most robust group to academic stress. The findings suggested that academic stress intervention must consider the personality types of students. The under controllers, characterized as high extraversion, openness, and low agreeableness, need special attention or intervention priorities regarding reducing academic stress. Keywords: Personality type, five-factor model, academic stress, and preadolescents. Personality Types and Academic Stress of Korean Preadolescents Yeon Ha Kim¹ ¹Department of Child and Family Studies, Kyung Hee University, Seoul, Korea Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 30
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The purpose of this study was to examine how consumer life related contents and perspectives based on Education for Sustainable Development (ESD) in the middle school home economics textbooks could promote youth’s competencies for a sustainable society. For this, an indepth content analysis was conducted for 8 textbooks. The educational contents were analyzed based on the three categories of ESD: environment, economy and society. Its perspectives were analyzed based on four types of ESD perspectives: point-out challenges, individual problem solving, societybased problem solving and self-initiated participation. The major findings were as follows: First, the analysis results of the contents in consumer life related units showed that 370 of the 691 learning elements (54%) were ESD related contents, which consisted of the social component (64%), the economic component (20%) and the environmental component (16%). Second, the analysis results of 370 learning elements from the ESD perspectives illustrated that the most frequently mentioned perspective was the individual problem solving (35%), followed by the point-out challenges (20%), the society-based problem solving (18%), and the least used perspective was the self-initiated participation (8%). It may be argued the ESD contents were mainly dealt with in terms of self and family life, and few perspectives required social or self- initiated participation. However, considering that sustainable society can be realized above all through their own active participation, home economics textbooks do not seem to fully reflect the ESD perspective. This study concludes that Korean middle school home economics is a school subject as a good leverage that can be used to build youth’s competencies for a sustainable society. However, it appears consumer life related contents did not address ESD contents in a balanced and integrated manner. Also, due to a lack of promoting active participation, home economics has its limitation in terms of empowering youth’s competencies for a sustainable society. Keywords: Environmentally sustainable approach, home economics curriculum, youth, and responsible consumption ESD Contents and Perspectives Reflected in Korean Middle School Home Economics Textbooks: Focusing on Consumer Life Related Units Ji Sun Kim¹, Sang Hee Sohn² & Soo Hee Lee² ¹Taerang Middle School, Korea, ²Seoul National University, Korea Corresponding author: [email protected] 31
Abstract: Various studies have examined high teacher turnover intentions, showing that burnout, workload, and stress make teachers want to leave the profession. However, the influence of national and regional context is also significant. Though the turnover rate of schoolteachers in Japan is considered lower than that of other developed countries, junior high school home economics teachers have a relatively high intention to leave the profession. Therefore, this study aimed to determine what factors influence the turnover intention of junior high school home economics teachers in Japan. We developed and administered a questionnaire survey containing basic demographic questions to discover the background, and questions about (1) turnover intention, (2) working conditions, (3) work-family conflict, and (4) professional and personal experiences that influence developing the curriculum. We collected data via postal mail from a random sample of 800 junior high school home economics teachers between August and September 2022. In total, 374 teachers responded to the survey, and the response rate was 46.8%. We analyzed the data through factor analysis, ttest, and ANOVA using the software R version 3.6.2. Simple tabulations revealed that 271 respondents were regular teachers with home economics teaching licenses, and 33 were non-regular teachers. Of the regular teachers with home economics teaching licenses, 52 (19.2%) indicated that they intended to leave their positions, 151 (55.8%) had no turnover intention, and 68 (25.1%) were other, including no response, which was generally similar to the results of previous studies. The most common reason for wanting to leave the profession was "burden of classroom management and leading club activities" (45.2% of all respondents), followed by "balancing work and home life" (42.9%). Correlation analysis indicated a significant negative correlation with age for "burden of classroom teaching and club activities" and "lack of knowledge or skills" among the reasons for leaving the profession and a significant positive correlation with age for "age limits". Keywords: Home economics teachers, junior high school teachers, turnover intent, questionnaire, work-life conflict. Turnover Intentions of Home Economics Teachers in Japan: A Quantitative Survey Akira Segawa¹ & Shintaro Murata² ¹Kagoshima University, Japan ²Mie University, Japan Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 32
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: Since the founding of New China, labor education has always been a focus of primary and secondary education. Home economics education content, because of its fit with the characteristics of students’ physical and mental development, has always occupied an important position in compulsory education labor courses. Based on the combing of the evolution process of compulsory education labor course setting since the founding of New China, combined with the five home economics task groups in the “Compulsory Education Labor Course Standards (2022 Edition)”, this paper analyzes the evolution characteristics of home economics education content in labor courses, and puts forward suggestions for the implementation of home economics education in labor courses, so as to promote the implementation of compulsory education labor courses in the new era. Keywords: Compulsory education labor course; home economics education; content evolution; implementation suggestions. The Evolution of Home Economics Education Content in Compulsory Education Labor Courses since the Founding of New China Wang Pei¹, Li Mengbo¹ & Chen Hongying² ¹School of Economics and Social Welfare, Zhejiang Shuren University, Hangzhou, Zhejiang, China ²Zhejiang Research Center of Modern Service, Hangzhou, Zhejiang, China Corresponding author: [email protected] 33
Abstract: TThe COVID-19 pandemic that started in 2019 has put tremendous pressure and impact on the health care resources of various countries, and has also changed the family life significantly due to frequent home quarantine and remote work. As the national policies for pandemic prevention and control adjust, the world will gradually enter the post-pandemic era. In response to the new changes in human life caused by the pandemic, the discipline of home economics should actively adapt to the new needs of families and society in the post-pandemic era. This paper reviews the research on family health management, family relationship maintenance, and family model changes during the pandemic, based on the historical development of family science disciplines in countries such as the United States, Japan, and Germany, as well as the current development and construction of family science disciplines in China. On this basis, we propose the new demands of society and families for the discipline of home economics in the postpandemic era. From an interdisciplinary perspective, we seek to improve and supplement the discipline system and knowledge structure of home economics in the post-pandemic era in the areas of family medical resources integration, family mental health maintenance, and family members’ relationship management. We hope to provide references for the future construction of home economics disciplines, and to enable the discipline of home economics to better meet the needs of families and society in the post-pandemic era and promote the sustainable and healthy development of the discipline of home economics. Keywords: Post-epidemic era, home economics, disciplinary system, knowledge architecture. Disciplinary System and Knowledge Structure of Home Economics in The Post- Epidemic Era Xiong Xiao-Yan¹ & Yang Chen¹ ¹Ginling College, Nanjing Normal University, Nanjing, Jiangsu, China Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 34
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The importance of family life education in home economics has been increasing; however, owing to children’s privacy and various family environments, there are difficulties in teaching and learning of family studies. We obtained suggestions from the characteristics between Japan and South Korea by comparatively analyzing the learning content of the family life area, targeting elementary school level of home economics textbooks. The learning content of the family life area was quantitatively and qualitatively examined by targeting Japanese and Korean textbooks published by different companies (8 companies in total). Both countries have an education system that provides uniform education throughout the country using national textbooks. The ratio of family life area in home economics textbooks was 15.7% in Japan (average of 2 companies) and 20.2% in South Korea (average of 6 companies), showing a higher percentage in Korean textbooks. In the content, Korean textbooks dealt with “relationship between oneself and one’s family,” “understanding and taking care of one’s family,” “family life and work,” and “division and practice of family work.” Japanese textbooks dealt with “personal growth and family,” “family life and work,” and “relationship between family and local people.” While Korea focuses on family life, Japan also deals with the relationship between the family and the people around them. In terms of family relationships, Korea emphasizes family needs, care, and consideration, while Japan emphasizes spending time with family. Japanese textbooks focus on getting children interested in family life, while Korean textbooks have detailed terminological explanations about the family and present an ideal image of a family. Keywords: Comparative analysis, home economics education, family life education, and Japan and Korea Comparison of Family Life Education in Japanese and Korean Elementary School Home Economics Textbooks Hyojung Jung¹ & Setsuko Nakayama² ¹Faculty of Education, Shinshu University, Japan ²Faculty of Education, Chiba University, Japan Corresponding author: [email protected] 35
Abstract: In the past, learning in cooking practice tended to be aimed at acquiring knowledge and skills related to cooking, and evaluations were based solely on knowledge and skills. In the new curriculum, learning activities are now evaluated from three perspectives: 1) Knowledge and skills, 2) The students’ abilities to think, make judgments and express themselves, and 3) The students’ motivation to learn. This means that cooking practice is no longer simply about acquiring knowledge and skills, but rather it is necessary to clarify what other competencies are to be fostered through the learning activities of cooking practice and determine how to evaluate them. This study develops an evaluation model that enables high school home economics teachers, as evaluators, to enhance the quality of learning evaluation. A group of one researcher and two cooperating teachers was formed, and continuous conferences using social networking services were conducted to improve the quality of home economics teachers’ evaluations. The conferences were held from November 2022 to March 2023. The conversations, documents, photos, and other information shared by the group were not disclosed to anyone outside, and the conferences proceeded in the closed space of the group. The conferences focused on evaluating cooking practices, as per the cooperating teachers’ request. At the first conference, the cooperating teachers could explain the evaluation of students’ knowledge and skills but could not visualize the evaluation of students’ abilities to think, make judgments, and express themselves in cooking practices. By setting up a social networking service, a place where people could easily communicate, various specific cooking practice situations were shared. As the number of conferences increased, the cooperating teachers were observed to gain confidence. Eventually, the cooperating teachers were able to attempt to create a rubric with three different perspectives for the evaluation of cooking practices. Keywords: Evaluations, high school home economics, cooking practice subtheme: home economics teaching and learning. A Study of Evaluations from the Viewpoint of Evaluator Training in High School Home Economics Setsuko Nakayama¹ ¹Chiba University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 36
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The purpose of this study was to develop and validate a scale that can grasp the reality of the three systems of action for middle and high school students in home economics. For this purpose, a total of 105 questions, 35 questions for each system of action, were developed as a 5-point Likert scale in order to measure technical action, communicative action, and emancipative action as preliminary questions by reviewing domestic and international literature related to the three systems of action. The procedure for revising and supplementing the developed preliminary questions by reviewing the content validity of the home economics education expert was executed twice. A preliminary survey was conducted on middle and high school students with 70 developed preliminary questions, and 166 copies were collected. As a result of exploratory factor analysis of the collected questionnaires to test the validity of the scale, it was found that 38 questions 7 factors were appropriate. After constructing this survey based on the results of exploratory factor analysis, this survey was conducted on middle and high school students, and 548 copies were collected and a confirmatory factor analysis was performed. A total of 38 questions were finally selected through confirmatory factor analysis, including basic living ability 5 questions, self-management ability 4 questions, information processing ability 4 questions, communication/interpersonal ability 12 questions, critical thinking ability 3 questions, decision-making ability 7 questions, empowerment 3 questions. The Model Fit was x2=1846.741(p<.001), CFI=0.865, TLI=0.853, RMSEA=0.058, and the Standardized Regression Weights for each question was more than 0.5, so it can be seen as a suitable measurement instrument for measuring the status of the three systems of action of middle and high school students in home economics. The three systems of action scales were found to have significant correlations with self-acceptance, future planning, intimacy, uniqueness, which are sub-factors of the self-identity scale, and social participation scales therefore confirmed that they have recognized concurrent validity. Keywords: Middle and high school student, three systems of action, scale development; validation. A Study on The Development and Validation of Three Systems of Action Scale for Middle and High School Students Seong Youn Choi¹ ¹Chon-nam National University, Korea Corresponding author: [email protected] 37
Abstract: The main purpose of this study was to evaluate the implementation of Classroom Assessment in Home Sciences subject’s curriculum at the secondary school in the states of Kelantan, to provide suggestions for improvement in the implementation of Classroom Assessment to of Home Science subjects. This evaluation was performed by using the Stake Countenance Model, that is clients-oriented evaluation model that involves three components; Inputs, Process and Outcomes. The data analysis performed using SPSS Windows version 24.0. Descriptive analysis, such as frequency, percentage, mean and standard deviation were used to prove the research questions and inferential analysis as Multiple Regression to test the research hypothesis. The results showed that the implementation of Classroom Assessments among Home Science teachers is almost entirely successful. This is based on the analysis of the study which shows that the results of the immediate outcomes of the implementation of Classroom Assessment such as increasing teachers’ knowledge and teachers’ skills are at a high level. The input evaluation show that the teacher’s basic knowledge related to Performance Standards, Bloom's Taxonomy Level, Specification Test Schedule, scoring method and assessment ethics are high. As for the process evaluation, the result showed the level of the process of implementation of Classroom Assessment in planning, administering tests and recording and reporting is very high, while the activity of analyzing evidences and applying assessment information is high. The Multiple Regression analysis found that there was one independent variable that contribute to the enhancement of the teacher’s knowledge and teacher’s skills towards Classroom Assessment. Keywords: Classroom assessment, home sciences curriculum, stake countenance model and home science teachers An Evaluation of Implementation of Classroom Assessment in Home Sciences Curriculum using Stake Countenance Model Among Home Sciences Teachers Nor Asimah Zakaria¹ & Nor’Aqilah Ahmad Zabidi² ¹Department Family and Consumer Science, Faculty, Technical and Vocational, Sultan Idris Education University ²Faculty of Education, National University of Malaysia Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 38
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: This study determined the state of micro food business in Agoo, La Union responding to the following objectives: 1) to determine the profile of the selected micro food business; profile of the enterprise; the management of the enterprise; the level of awareness of the entrepreneurs as to the business laws, policies and ordinances; the level of implementation of the workers’ benefits; the degree of seriousness of the problem encountered by the entrepreneurs; relationships among entrepreneurs profile, profile of enterprise and their problems encountered. The descriptive survey and case study methods of research were used in the study with interview and guide questions as the main tools in gathering the data and needed information. Frequency counts, percentages, mean and Pearson Product moment Correlation Coefficient were used to analyze data. The entrepreneurs of the micro food business were within the age bracket of 31-50, females, married college graduates. The entrepreneurs were sole owners of their business ; had been tending their business for less than five years ; acquired their business through their savings, rented their stalls; hire 1-2 employees, required their helpers to work from Monday to Friday ; had an average sales of P10,000 and below; and all of them accomplished the needed requirements to operate a business. Entrepreneurs were moderately aware of the business laws, policies, and ordinances as well as the possible benefits of their workers. Problems with their workers and operation of business were serious and problems with production and marketing were slightly serious. There were significant relationships between the entrepreneurs’ profile and the problems they encountered. Keywords: Micro food business, entrepreneur, management State Of Micro Food Business in Agoo, La Union: Basis for A Training Program Veronica B. Carbonell¹ ¹Don Mariano Marcos Memorial State University, South La Union Campus, Agoo, La Union Corresponding author: [email protected] 39
Abstract: The purpose of this study is to explore the direction that early childhood teacher education might go in the post-human era. Post-humanism inspires questions about not only ways of knowing, but also about the privileging of dis/embodied knowing over feeling, intuiting, sensing, making, and moving. In particular, we utilize the concept of 'sympoiesis' emphasized by Donna Haraway. According to Francesca Ferrando (2019), Donna Haraway's co-production is related to the concept of 'symbiosis' and is raised to criticize the concept of 'autopoiesis' of life, which divides life between an organism and its environment. We try to explore what it means to become a teacher from the perspective of post-humanism. Using several events in the course of early childhood science education, we try to figure out the meaning of becoming an early childhood teacher. In this study, several research materials are involved; such as the reflective journal of professor, seven preservice teachers’ interviews and their reflective journals, and various documents. These data are not generated and then labeled as fixed in. We tried to penetrate the data or "plug in” like the concept of Deleuze and Guattari to see the results of multiplicity, ambiguity, and inconsistent subjectivity (Jackson & Mazzei, 2012). As well as we try to reconfigure their learning as a relational material discursive worlding process in-between human and nonhuman bodies (Murris & Haynes, 2020). Through several events from the early childhood science education course, becoming-teacher does not move from A to B. Rather, it ‘makes a multiplicity’ through ‘changes in nature as it expands its connections’ (Deleuze & Guattari, 1987, p. 8). Keywords: Posthumanism, sympoiesis, and preservice teachers- becoming Early Childhood Teacher Education in The Post-Human Era: Forcusing on The Concepts on Sympoiesis and Milieu Hyojin Ahn¹, Sunghee Kim², Hyeyoung Kyung³, Yongsung Lee⁴, Jaewon Jeong⁵, Jisun Min⁶ ¹InCheon National University, ²Wondang Elementary School Daycarecenter, ³Sookmyung University, ⁴Incheon Gyeongwon Elementary School Affiliated Kindergarten, ⁵Gyeonggi Environmental Energy Agency, ⁶Siheung City Hall Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 40
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The purpose of this paper is to show some challenges in the early childhood education field through the lens of Deleuze-Guattari’s concept of ‘Resonance’. In the early education field, discourses and relations between child/adult are full of ideas and practices of authority and boundary-making. In the classroom, children usually create the boundaries of everyday activity following the classroom rules and regulations that are already made and often go unquestioned. In this study, using a case study at one kindergarten classroom, we tried to penetrate the data or "plug in” the DeleuzeGuattari’s resonance’ concept to explore the possibilities to understand the child as ‘being-of-the- world’(Taguchi, 2010). Results are as followed. 1) Child’s being and knowing cannot be separated. She learns to know the world in intra-action with their being and the material reality around her. This must have consequences for how we, as a teacher, teach, perform and evaluate learning processes in early childhood education. 2) In this perspective, learning takes place right in the middle of things, in our very living and doing pedagogical practices. If we want to make ourselves aware of how and what we learn from/within the events taking place, we need to open ourselves up to what happens right now and in the middle of the thickness of the actual present with all its multiplicities. Through the symphony of 'resonance' that can be expressed in resonance, we want to talk about the competence and potential of young children. In addition, the effort and process of understanding the relationship between young children, who constitute the world view as active actors, and the material they encounter in their lives as they live in the posthuman era as a material, can contribute to understanding their 'becoming entangled'. Keywords: Deleuze-guattari, resonance, becoming-children. Some Challenges of Early Childhood Education Through the Lens of Deleuse- Guattari’s Resonance: Becoming-Children Sunghee Kim¹, Jaewon Jeong², Hyeyoung Kyung³, Hyojin Ahn⁴, Yongsung Lee⁵, Jisun Min⁶ ¹Wondang Elementary school Daycarecenter, ²Incheon Gyeongwon Elementary School Affiliated Kindergarten, ³Sookmyung University, ⁴InCheon National University, ⁵Gyeonggi Environmental Energy Agency, ⁶Siheung City Hall Corresponding author: [email protected] 41
Abstract: Japan’s problems include a declining birthrate, growing number of lowbirth-weight infants, and increase in maternal depression and abuse. To ensure the healthy development of children, numerous measures from pregnancy to child rearing have been promoted, including preconception care in recent years. In Japan, school education also includes content on pregnancy, breastfeeding, infants, and young children. The Courses of Study of the Ministry of Education, Culture, Sports, Science and Technology were revised in 2017 for elementary and junior high schools and in 2018 for senior high schools. And classes based on the new Courses of Study began in 2020 for elementary schools, in 2021 for junior high schools, and in 2022 for senior high schools. Therefore, the purpose of this study was to obtain basic data for providing seamless support from preconception through infant and young children, and I decided to analyze the descriptions in home economics textbooks to investigate the content of home economics education regarding pregnancy, breastfeeding, infants, and young children. As a result, junior high school textbooks contained few descriptions of pregnancy and infants and focused on young children's development and how to interact with young children. High school textbooks included descriptions of the effects of preconception health care, pregnancy and breastfeeding, infant and young children development, and play, but only basic content, and some sections were insufficient as preconception education. Elementary school textbooks did not include these topics. In the future, it is desirable not only to promote home economics in school education by enhancing its contents and strengthening cooperation with other subjects, but also to enhance education and support in various settings such as local governments, hospitals, and companies. Keywords: Home economics, textbook, pregnant, infant, young children, Japan Descriptive Analysis of Pregnancy, Breastfeeding, Infants and Young Children in Japanese Home Economics Textbooks Mayu Haraikawa¹ ¹Department of Child Studies, Seitoku University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 42
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: TThe primary problem of the construction of home economics is to clarify its own academic value in the process of social development. Discipline value consists of normative value and practical value. Normative value is the value determined by social norms, and is the epochal value formed with the development of social culture and social civilization. Freedom, equality, dignity and so on are normative values formed after the development of human civilization in modern times. The normative value core of home economics is to meet the people's yearning for a better life. The normative value of home economics includes freedom value and equality value. Among them, the free value of home economics is embodied in liberating human beings from the heavy housework; The value of equality is reflected in the difference of professional division of labor among employers, domestic service practitioners and service objects, without distinction between high and low. In the modern society where, artificial intelligence is increasingly replacing simple family work, exploring the normative value of home economics can point out the direction for the future development of home economics. Keywords: Home economics, better life, normative value, freedom value, equal value. Research on the Normative Value of Home Economics Guo Ren-Han¹ ¹Department of Sociology of Zhejiang Shuren University Corresponding author: [email protected] 43
Abstract: The purpose of the study was to investigate School- Based Assessment (SBAs) practices and their impact on home economics education. The study sought to address the following research questions 1) what are the teachers’ perceptions on school-based assessment practices and their impact on home economics in secondary schools? 2.) What are some of the possible factors affecting the school-based assessment practices? 3) What is the teacher’s current school-based assessment practices in the teaching of home economics in secondary schools. A descriptive research design utilizing the qualitative research approach was employed. A sample of 20 participants was purposively selected, comprising of home economics teachers and head teachers. The data was collected through interviews. Thematic analysis was used to analyses data. The study revealed that school-based assessment has positive benefits to the learners. SBAs equip the learners with life skills, survival skills and prepare learners for the future. The study established that the current practices of SBAs is theory based and most teachers teaching in schools are on secondments and are not very qualified to conduct SBAs. Teachers also indicated some factors affecting the SBAs as lack of funding, infrastructure, materials and equipment. The study recommended that school-based assessments should be done uniformly in all the secondary schools that implement Home Economics and school administrators should ensure all resources for SBAs are available in schools. The Government should provide furnished home economics laboratories in public secondary schools. Keywords: School-based assessment, practices, impact, home economics education. School Based Assessment Practices and Their Impact on Home Economics Education in Zambia Esther Malama¹, Hosea Chishala Lupambo² & Mable Tamba³ ¹School of Education, The University of Zambia, ²Rock View University, ³Chisengi Secondary School Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 44
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: Home economics education has always shown that it cares about the people’s wellbeing throughout its history by offering skills such as cooking, laundry, housekeeping, sewing, child care and many more. This paper examined the benefits of applying home economics knowledge and skills in the community towards the new wave of industrial revolution. The study adopted the descriptive research design of the qualitative mode of inquiry and data was collected through interviews and focus group discussion. Student teachers were interviewed using semi structured questionnaire and focus group were conducted to women’s groups in the community in Lusaka. Data collected was analyzed using thematic analysis. The findings of the study revealed that the benefits of applying home economics knowledge and skills include; improved standard of living, promotes selfreliance and entrepreneurship and it is a tool for poverty eradication which are the core for employments and wealth creation for sustainability. It can be concluded that Home Economics education which is mainly knowledge and skills oriented can improve the home and community livelihood economically and socially. Home economics education makes significant contribution towards family life and stability and helps raise the quality of life of the individual, family, and society. The study recommended that the knowledge and skills learnt in home economics can be improved through networking at local and international level to sustain people’s lives. Further Home economics education should be encouraged in the formal and nonformal organizations to enhance the knowledge and skills in entrepreneurship for sustainable livelihood. Keywords: Home economics, benefits, wave of industrial revolution, knowledge, skills. The Benefits of Applying Home Economics Education Towards a New Wave of Industrial Revolution Anna Phiri¹, Esther Malama², Rossetta Mhlanga³ & Lupambo Hosea Chishala¹ ¹Rockview University, ²The University of Zambia, ³Mufulira College of Education Corresponding author: [email protected] 45
Abstract: How to carry out family education work has a significant impact on the lifelong development of children, the immediate interests of each family, as well as the future of the country and the nation. In recent years, China has begun to attach importance to family education and has taken various measures to enable parents to carry out family education effectively. At the national and local levels, a series of documents related to family education have been promulgated, which provides effective support for enriching family education guidance. However, the guidance work for family education in local governments in China is still in its early stages, while Japan's family education support services have some achievements. Therefore, this study takes the family education support regulations formulated by local governments in China and Japan as analysis samples. Based on sorting out the family education support regulations of both countries, this study compares and analyzes the similarities and differences in legislative background, system architecture, and specific content of the family education support regulations in both countries, with the aim of providing some suggestions for local governments in China. Keywords: China, Japan, family education, local regulations. Comparative Study of Local Regulations on Family Education in China and Japan Xiaomin Wei¹ ¹Anhui Normal University Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 46
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: The Visual Merchandising (VM) course is a compulsory course for vocational college students in the Fashion Design Diploma Program (SRF). Previous studies have shown the existence of problems faced by vocational college teachers due to several factors such as time constraints, lack of suitable places, limited equipment and materials, as well as lack of mastery of knowledge and skills in teaching VM. Therefore, this study was conducted to explore the current practices and approaches carried out by vocational college teachers. This qualitative study involves 3 informants among teachers and 6 informants among students. The research instrument involved a semi- structured interview session and the results were transcribed and then analyzed using Atlas.ti software. The findings of the study show that there are 3 main approaches used by vocational college teachers in teaching and learning, namely the student-centered approach, the teacher- centered approach and the material-centered approach. The findings also show that teachers use a variety of teaching strategies that are felt to be in line with the content and criteria of the VM course. The findings of the study also show that the creativity of teachers in developing teaching strategies and approaches is important to ensure that students understand and go through a fun learning experience. Keywords: Visual merchandising, fashion design, and vocational college students. Visual Merchandising (VM) Teaching and Learning: Current Practices and Approaches Among Vocational Colleges Teachers Rahimah Jamaluddin¹ & Norimah Mohd Salleh² ¹Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor Malaysia ²Sepang Vocational College, Dengkil, Selangor Malaysia Corresponding author: [email protected] 47
Abstract: The lack of soft skills is cited as the main reason why graduates in Malaysia are unemployed. Due to globalization, employers are seeking graduates who can impress them not only with their great academic results but also possess excellent soft skills such as teamwork, communication, problemsolving, and project management. Project-Based Learning (PjBL), in its nature as a pedagogical method, has the capability of harnessing the potential of students in soft skills. Therefore, this study was conducted to identify the preservice teacher’s perception of PjBL in developing their soft skills. This study’s survey had a sample size of 67 second-year students, enrolled in the Bakery and Confectionery course. A set of a questionnaire is designed and administered to the respondent. Data were analyzed using descriptive, t-test, and ANOVA. The findings of the study show that PjBL has been able to equip the preservice teachers with work-related skills and by completing the projects, they were able to improve their soft skills, mainly in problem-solving and teamwork. The findings of the study proved that PBL is a relevant approach to developing soft skills. Keywords: Project-based learning, 21st-century skills, soft skills, preservice teacher. Preservice Teachers Perceive Their Soft Skills Development During Project Based Learning Suriani Mohammed¹, Anisah Abdul Wafi¹, Zaliza Hanapi¹ ¹Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak Malaysia Corresponding author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 48
21 ARAHE BIENNIAL INTERNATIONAL CONGRESS ST Abstract: Currently, the employability issues among graduates have been emphasized by many institutions including TVET. Previous statistics from the Ministry of Higher Education in 2023 have shown that entrepreneurship becomes one of the initiatives to encounter employability issues. Previous studies have shown that several series have been designed, plan and develop to enhance the skills and intention to become an entrepreneur among TVET students. However, the impact has not yet been achieved due to the lack of understanding towards entrepreneurship as a career besides negative perception and adequacy of mastery knowledge towards entrepreneurship skills. Therefore, this study was conducted to explore the TVET students’ perceptions and feedback toward their entrepreneurship projects that have been assigned throughout the semester. This qualitative study involved students who have been taking Entrepreneurship Practices and Economics and Family Management. The research instrument involved a semi-structured interview and document analysis. The results were transcribed and then analysed by using thematic analysis. The findings of the study show that the main skills needed by TVET students are marketing including digital marketing, networking, and entrepreneurship education besides business capital. The findings showed that entrepreneurship can become a chosen career among TVET graduates however, these young entrepreneurs should be helped in terms of entrepreneurship education related to digital marketing, business capital, and financial management. Keywords: Entrepreneurship, career, employability, TVET graduates. TVET Students Becoming Entrepreneurs: An Implication Of The Entrepreneurship Project Anisah Abdul Wafi¹, Suriani Mohammed¹, Zaliza Hanapi¹ ¹Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak Malaysia Corresponding author: [email protected] 49
Abstract: The aim of this study was to analyze challenges faced by Technical Education, Vocational and Entrepreneurship Training institutions in fashion and textile design technology training in Zambia. A total of 120 respondents were targeted by the study consisting of principals, deputy principals, lecturers and students from the targeted institutions out of which only 87 respondents participated which gives a response rate of 73%. The study was guided by the following objectives: to establish the state of equipment and physical facilities used for fashion design and textile courses at TEVET institutions, to analyze the challenges faced by Technical Education, Vocational and Entrepreneurship Training institutions in fashion and textile design technology training and to suggest measures to address the challenges faced in this particular training. From the findings of the study, it was concluded that fashion and textile course was dominated by female staff. Most of the academic staff had long working experience and were able to give valid information towards the study. The teaching staff in the institutions was academically qualified; however, there was need for upgrading of skills. The equipment and physical facilities were available but inadequate and needed up-grading and more textbook to be purchased for all institutions. There was need for the academic staff in the institutions to upgrade their skills in the use of current technology in all the processes related to fashion and textile design including the use of computer aided design software (CAD). Hence, the study recommended that lecturers needed further training to upgrade their technical skills, which can be done in higher technical colleges and universities in the region or abroad that offer fashion and textile design. The government should provide additional learning and training state of the art equipment to replace the obsolete resources. The curriculum developers should involve the technical institutions and industry in the development of new module curriculum of every course for their inputs. Keywords: Clothing and textile industry, Textile design technology, Technical Education, Vocational and Entrepreneurship Training, computer aided design. Challenges Faced by Technical Education, Vocational andEntrepreneurship Training (TEVET) Institutions In Fashion And Textile Design Technology Training: A Case Study Of Lusaka District Betty Beenzu Chilonde¹, Chishala Lupambo¹ & Malvern Kanyati¹ ¹School Of Education, Rockview University Corresponding Author: [email protected] INTERNATIONAL CONGRESS 21 ST ARAHE BIENNIAL 50