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.