Teaching and Learning Food and Textiles in Samoa: Curriculum Implementation as a Contested Process.

Abstract

Curriculum development and implementation are complex processes in which subjects have to compete for their place in the curriculum hierarchy. Once a curriculum policy is written, it does not necessarily follow that its implementation will successful. The aim of this small-scale research was to examine the perspectives of those engaged in teaching and learning Food and Textiles Technology (FTT) in secondary schools in Samoa. The study attempted to understand the major factors that are impeding the successful implementation of FTT teaching and learning in secondary classrooms. A qualitative case study methodology was used to underpin the collection and analysis of data. The findings show that FTT education does provide learning opportunities to develop new concepts, skills and behaviours and that it can enhance the options available for early school leavers. In order to implement the curriculum successfully, however, teachers must be professionally trained and be able to effectively teach the relevant knowledge and skills that FTT offers to students.