An evaluation of Kenyan university fashion and Apparel design undergraduate degree programs in Skill training for the apparel industry

Abstract

Worldwide, the evaluation of higher education fashion design programs and the integration of skills for the apparel industry have been recommended. The Kenyan fashion and apparel (FA) industry faced competition in world apparel trade due to inadequate design skills. Kenyan universities have not adequately catered for the human resource needs of the industry hence this study evaluated the relevance of Kenyan university undergraduate fashion and apparel design programs (UUGFADPs) in meeting manpower needs of FA industry. Specific objectives were to assess the relevance of contents of UUGF ADPs, determine challenges faced in training, establish the training needs of university fashion and apparel design graduates (UFADGs) and identify the contribution of UUGF ADPs towards manpower development for FA industry. The study used a conceptual framework based on ideas of systems theory. Descriptive survey design was used to collect data at Kenyatta, Maseno, Egerton, University of Eldoret (UoE), University of Eastern Africa-Baraton (UEAB) and FAD firms in Nairobi; Nakuru, Mombasa, Athi River, Eldoret and Kisumu. The target population was Kenyan university departments offering UUGF ADPs. Purposive sampling was used to select 5 UFAD departments and 99 UFAD students; saturated sampling to select 26 UFAD staff and snowball sampling to select 54 UFADGs and 24 employers. Data collection methods were questionnaires, in-depth oral interviews, document analysis and observation. Qualitative data were coded according to patterns and themes and presented descriptively. Quantitative data was analyzed and summarized using descriptive statistics then presented on tables, pie charts and histograms. Findings indicate that Kenyan UUGF ADPs offered training which gave basic knowledge and skills through curricula covering textile fibres, apparel design, pattern creation and apparel construction as common in all the UFAD departments' curricular and an industrial attachment featuring once for most departments. FA industry was less involved in UUGF ADP curriculum development. Major challenges were: inadequate materials and equipment; less practical and industrial exposure; inappropriate teaching methods; few qualified staff and irrelevant courses. The UFADGs lacked specialization, had little practical experience and industrial exposure. The UUGFADPs contributed to FA industry through research, training for various roles, job creation and community development. It was concluded that due to less involvement of FA industry in curriculum development, the UUGFADP training was not relevant enough to FA industry. For UUGFADPs to give adequate training, challenges on learning materials, equipment and teaching activities, staffmg, industrial exposure, relevance of curriculum, university-industry linkages and university administration support should be addressed by the stakeholders in UUGFADPs.