Implementation of Adult Education Principles in Dressmaking Training in Non-Formal Education Units (original) (raw)

Rudiments of Dressmaking Technology for Adult Learners

International Journal of Scientific & Engineering Research, 2020

Abstract This paper on the rudiments of dressmaking technology covers descriptions of various sewing equipment, sewing machines, sewing tools, their functions, differences and basic care requirements. The purpose is to provide a reference material for adult learners who are interested in acquiring dressmaking skills for hubby cultivation and vocational functions. It emphasizes the importance and function of clothes by describing the technical skills required for converting materials/fabrics into clothing. These include the procedure for taking body measurements, explaining facets of clothing construction such as stitches, seams, fullness, neckline finishes, placket openings, hems, and fasteners. It concludes on the note that the described fundamentals of dressmaking technology is not prescriptive, but provides basic insight into the essentials of the skill-set and skill training for aspiring dressmakers. The contents thus offer a helpful guide to beginners who are poised to acquire requisite education and enter the highly lucrative profession of dressmaking. Keywords: skills, measurements, equipment, finishing, sizing of apparel, human body motion, sewing, fullness, construction.

Development Of Learning Models For Industrial Dressmaking At Fashion Technologi Vocational School

TEKNOBUGA: Jurnal Teknologi Busana dan Boga

The purpose of the research is to develop a project-based independent learning model in Vocational Fashion Technology. The research and development method uses 10 steps from Borg and Gall. The results of the development Project Based Independent Learning (PBIL) models are accompanied by PBIL learning manuals for educators. The steps of implementing the PBIL model, namely determining the fundamental questions, compiling project planning, preparing a schedule, monitoring students and project progress, analyzing project results and evaluating experience. Learning activities consist of face-to-face, independent learning by Android-based learning media and monitoring by social media. Effectiveness test results indicate , learning by PBIL models, students easier to learn lessons (97%); students helped in solving problems (91%); increase students’ courage to share opinions (85%); support students to work in a team(94%); motivate students to reach achievement (97%); students able to solve ...

The Teaching Techniques and Strategies Use by the Dressmaking Teachers Perceive by the Dressmaking Students

International Journal of Assessment and Evaluation in Education, 2018

The purpose of this research study was to determine the teaching techniques and strategies use by the dressmaking teachers perceive by the dressmaking students of Reina Mercedes Vocational and Industrial School. This research aims to answer the following: What are the teaching techniques used by the dressmaking teachers? ; What are the strategies used by the dressmaking teachers? ; What are the perception of the dressmaking students of these techniques and strategies of the dressmaking students about effectiveness of selected teaching techniques and strategies of their teachers? Three research questions guided the study. The descriptive quantitative research design was adopted. The stratified random sampling techniques was used to select a sample of 90 students. Research findings showed that the teaching techniques employed by the dressmaking teachers are the following: The teacher sets due date to accomplish the projects/job, The teacher catchers the student's attention when they are noisy, The Teacher corrects students' errors and supplies them with the correct answers and The teacher uses concrete examples in delivering the lessons and the teaching strategies used by the dressmaking teachers are the following: The teacher orients the students in maintaining and troubleshooting a sewing machine, The teacher guides the students the proper use of sewing tools and equipment, The teacher motivates the students by giving them credits if they accomplish the task or activity before the deadline, The teacher demonstrates actual drafting, cutting, lay outing demonstration before the students do their work and The teacher assist students in doing their works and the techniques and strategies employed by the dressmaking teachers really help the students in their study.

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

International Journal of Social Learning (IJSL)

Fashion and Fabrics is a discipline that involves practical and theoretical skills, and to achieve better results, teachers need to possess pedagogical knowledge for teaching practicals as well. This study aimed to establish the teachers' pedagogical knowledge for teaching Fashion and Fabrics practical skills in Eswatini High Schools. This qualitative study utilized a descriptive research design to get in-depth information. A sample of 16 Fashion and fabric teachers was purposively selected, with eight being interviewed, while the others were observed during their practical lessons. Data were analyzed using thematic analysis. The study results show that Fashion and Fabrics teachers need to gain pedagogical knowledge in teaching Fashion and Fabrics practical skills. They must prepare for valuable lessons, as evidenced by a need for proper student-sitting arrangements. Teachers were found not to use visual aids and supervise students' work for corrective feedback when necessar...

The constructivist view on Textile, Apparel and Fashion Education

Elixir Fashion Design 109 (2017) 47957-47961, 2017

Sustainable development remains an important global vision and Education for All (EFA) that represents an international commitment to ensure that every individual receives basic education of good quality is based both on a human rights perspective and on the generally held belief that education is central to individual well-being and development. The current textile, apparel and fashion scenario is characterized by complex factors such as reduced time to market and the need to improve the efficiency of business process and offer the client timely, effective and satisfactory services. This necessitates reorganization by companies, industry oriented research and human resource developmental efforts by the educational institutes to upgrade and adopt suitable measures to meet up the challenges of the changing apparel and fashion industry trends. The Textile and Apparel industry is highly human resource intensive and therefore relies on strong management systems and practices information technology driven operations, branding, marketing and communication, strategic planning of human resources and its effective management. In this article an attempt is made to view the current scenario and the scope of Textile and Apparel education, since Textiles and Apparel is an industry where innovations in education, process as well as product are required to effectively integrate all aspects of design, Technology, Retail and Management. The nature of this study is centered on identifying students‟ academic expectations and motivations in seeking an advanced education. With the recent trends in academia, such as the introduction, consolidation, up gradation of programs and increasing tuition rate in Textile, Apparel and Fashion Education, this study is both timely and relevant.

Dressmaking Module as Supplementary Instructional Material for K To 12 Technology and Livelihood Education: An Assessment

International Journal of Scientific and Management Research, 2023

This study aimed to assess a researcher-developed module in Dressmaking by evaluating its usability, adaptability, generalizability, and content validity. The research followed a descriptive-developmental approach and collected data through a questionnaire. Descriptive statistics, such as mean and standard deviation, were used to analyze the assessment data. Additionally, ANOVA was employed to determine if there were significant differences in the assessment between groups of respondents. The findings of the study revealed that the respondents were highly satisfied with all aspects of the module, including its external and internal features. The assessment of the module's usability, adaptability, generalizability, and overall features received an "extremely satisfied" rating from the participants. Furthermore, there were no significant differences in the assessment of the module among different groups of respondents, which included Tech-Voc. Faculty, Technology and Livelihood Education (TLE) students, and laboratory high school students. These results indicate that the developed module in dressmaking is deemed acceptable by various groups of participants and has the potential to be an effective instructional material for teaching Dressmaking among TLE students. The study suggests that further research should consider conducting pilot tests of the module to validate its effectiveness. By doing so, educators and curriculum developers can gather more evidence on the module's efficacy and make any necessary adjustments. In conclusion, this study contributes to the field of Dressmaking education by providing an assessment of a researcher-developed module. The positive evaluation from participants and the absence of significant differences among different groups of respondents support the module's potential as an instructional resource. Further research can build upon these findings to strengthen the evidence base and facilitate the integration of the module into Dressmaking curricula.

21st Century Skills in Tailoring Courses to Support Independent Learning in The Department of Fashion Education

Deleted Journal, 2024

This study aims to analyze 21st century skills in tailoring courses to support independent learning in the Department of Fashion Education FT-UNM. This type of research is qualitative research using data collection methods in the form of interviews with lecturers and students, and observation of the RPS used. The results showed the application of 21st century skills which include Critical Thinking, Creativity, Collaboration & Communication in learning tailoring courses. Research shows that 21st century skills are related to one another in tailoring course learning, so that each of the 21st century skills known as Skills 4C cannot be achieved if separated. This research shows the need to apply 4c skills in learning, so that it can be material for learning other practical courses to compile a plan for the application of 4c skills in learning.

INTEGRATED CURRICULUM DEVELOPMENTOF FASHION DESIGN PROGRAM IN SMKN 3 MALANG INDONESIA

This research reveals the development of fashion design curriculum conducted by State Vocational High School (SekolahMenengahKejuruan - SMK) 3 in Malang, East Java, Indonesia. Curriculum development was done to suit local needs. Each SMK develops a curriculum on different emphasizes. This research uses qualitative method with descriptive case study approach. Data collection technique through interviews, observation and documentation. Data sources were obtained from informants selected by purposive technique. Informants were selected and considered to know the required information of the principal, the head of program of expertise, teachers and students. The result of this curriculum development researchin SMKN 3 Malang Indonesia are divided into 3 categories namely: entrepreneurship class, design class, and dress making class. The development has been going well for the last 10 years. Entrepreneur fashion class integrated entrepreneurial skills in learning so that students become independent entrepreneurs, clothing design class integrates the potential of fashion design on learning to deepen fashion, and the dress making class to make students proficient in sewing. The learning in SMKN 3 Malang is based on the curriculum 2013syllabus. Suggestions given by the researcher are: (1) Curriculum development by involving business world, so that the skill delivered by teacher in learning match to the requirement in work world; (2) The developed curriculum is well documented that it can be used as an evaluation material in the future; (3) Learning is suggested to involve fashion practitioners and entrepreneurs, such as designers, boutique owners, garment owners, owner of atelier, in order to motivate and inspire students in dealing with work calls; (4) Assistance by government and schools for graduates who are self-employed in the form of business management training and capital assistance.

The Evaluation and Factors Related to Learning of Kenyan University Undergraduate Fashion and Apparel Design Programs

IOSR Journal of Research & Method in Education (IOSRJRME), 2014

Through evaluation of an educational program, implementers are able to tell whether the desired outcomes are achieved. In addition other factors such as curriculum, availability of learning materials and equipment, exposure to target industries and information technology come into play in determining the success of an educational program. Globally, most countries rely on Fashion and apparel design (FAD) educational training programs for the supply of skilled manpower for their fashion and apparel industries (FA). This skilled manpower for FA industries is highly required for the success of trade in African countries, Kenya included. This paper therefore determined the evaluation and factors related to the Kenyan university undergraduate fashion and apparel design programs (UUGFADPs) in skill training for the FA industries. Data was collected through a survey study among 99 university undergraduate fashion and apparel design students (UUFADSs) in five Kenyan universities and 54 university fashion and apparel design graduates (UFADGs) of theses universities. This paper will present views of the respondents concerning the evaluation and factors related to learning of the university fashion and apparel design (UFAD) courses in these institutions.

GEOGRAFIA Online TM Malaysian Journal of Society and Space 12 issue 3 (35-45) Fashion and clothing instrument for Malaysian fashion lecturers: An analysis of the instructors' competency scale

A latest fashion and clothing instrument that has high validity and reliability can serve as a predictor in measuring the competency of lecturers in the field of fashion. Indirectly, with this instrument, it is expected to improve the competency content that still needs to be explored and refined. Apart from that, this kind of exploration opens up new opportunities to enrich theories and models in the fashion and clothing field. This study aims to validate the knowledge competency scale of fashion and clothing among lecturers. The questionnaires consisted of 45 items, ranging from multiple choice questions to matching questions, right and wrong questions, and fill-in-blank questions. The validation of the constructs was carried out in two phases, firstly, using the Rasch Measurement Model (RMM), and secondly using the Confirmatory Factor Analysis (CFA). Results from the RMM analysis showed that there were 18 misfit items that needed to be removed. Additionally, through the CFA (conv...