V2I8P50

Strengthening Textile Education in Africa: A Review of Hands on Learning Methods for Industry Skills

Nothabo Bhebhe^1*, Michael Runesu Shamu¹, Sibusiso Sibanda¹, Milliam Sundawo²

Abstract

Experiential learning, often called hands on learning, is now considered a key approach in textile education. Skills and creativity in this field are best developed through direct work with real materials and processes rather than theory alone. This review explores how experiential learning is used in textile and fashion education with a particular focus on Africa. First, it looks at global practices such as project-based learning, industry collaborations and workshops, and how these can strengthen African textile programs. It also highlights the gap that still exists between classroom theory and practical training in many local institutions. Second, it analyzes evidence showing that practical methods improve students’ technical skills in weaving, dyeing and garment construction. These methods also encourage creativity, problem solving and job readiness more than traditional lectures. They enable students to design with local resources, solve real world production challenges and adapt more easily to employment. The review also points to barriers that limit experiential learning such as a lack of resources, rigid curricula and limited teacher training. To address these challenges, the review suggests stronger school-industry links, more internships and apprenticeship programs, curriculum updates and increased teacher capacity. It also calls for tools to measure the long-term impact of experiential learning on graduate success. By linking theory to practice, African textile programs can better prepare students for the world of work while supporting innovation, sustainability and global competitiveness.

Keywords:

Experiential learning, Textile education, Fashion design, Practical skills development, Creativity, Industry partnerships