HOME ECONOMICS EDUCATION IN ASIA:
FROM THE STANDPOINT OF COSTUME STUDIES
Toshiko Tanaka
Formerly Ministry of Education, Culture, Sports, Science and Technology
There are far fewer researchers in Japan engaged on studies and research on the current
state of home economics education in the countries of Asia than there are in Europe and
the United States, and our knowledge of this subject is sparse.
In Singapore, home economics is a compulsory subject at schools from the elementary
and basic grades up to the tenth year of education. In China, on the other hand, there is
no subject corresponding to home economics, nor is there any corresponding subject
taught at the basic level in schools in Britain and France. In German schools, however,
time in the school curriculum is allotted to textile production for four years during the
basic and elementary educational stages. In Britain, textiles form part of the curriculum
but the subject is treated from the standpoint of design. In Singapore, the subject has
been studied by both boys and girls since 1994. Boys and girls take classes in design
and technology and in home economics. In the field of clothing, children study about
clothing materials and the selection and management of clothing. This is concerned
especially with quality marking; ethnic clothing is dealt with in connection with
‘clothing and the Singaporean identity’.
The subject has been treated in South Korean schools since 2000. Fifth and sixth grade
pupils at elementary school are taught about food and how to cook. Classes involve the
use of computers and sewing machines, and the pupils learn simple cooking methods
and methods for caring for everyday resources and the environment. Lessons in junior
high school are compulsory for both boys and girls. At senior high school the subject is
studied by a proportion of boys and girls, while lessons on the home and housework are
taken by girls only.
In Taiwan, home economics is a compulsory subject until the ninth grade. It is referred
to as ‘home management’ at the senior high school level, and everyday living skills
constitute a compulsory subject in the tenth and eleventh grades. Home management
can also be taken as an optional subject.
Clothing-related subjects are also treated in the context of vocational training. When
administrative officials involved in the subject of home economics in developing
countries say that lessons in embroidery, sewing and weaving are making a very
important contribution to women’s economic independence, they are referring not to the
ordinary educational curriculum but to this vocational training.
As regards school education in Turkey, home economics is taught at the vocational
training high school in Anatolia and at other secondary vocational colleges and
technical colleges, where textile production involving skills such as embroidery and
carpet weaving and handicrafts are particularly strong. Thorough vocational training is
provided with courses available in subjects such as embroidery, lace and sewing. In
India, home economics is studied by both boys and girls, but there are also vocational
training colleges and informal educational centres. These are followed up by schools
open to the general public, where people who were unable to attend school can receive
education from private organisations. Schools such as these provided ordinary
education and, in the case of girls, lessons in sewing, embroidery, weaving, beauty care
and hairdressing. Once students pass the examinations at these colleges, they receive
qualifications as skilled technicians certified by the government and are able to get jobs.
As is the case with India, it would seem that home economics can be considered as part
of a separate curriculum separate from the educational curriculum.