Exploring Parental and Student Perceptions of Fashion Education: A Study of Takoradi Technical University

Abstract

Fashion education is increasingly seen as vital for Ghana's artistic and economic growth. Fashion and other Technical and Vocational Education and Training (TVET) fields often face negative societal perceptions compared to traditional careers, such as medicine or engineering, resulting in a persistent stigma that influences parental support and limits the growth of future professionals. While stakeholder perceptions are key to shaping educational outcomes, there is a notable lack of empirical data systematically examining students' and parents' opinions on the quality, relevance, and socioeconomic value of fashion education at Takoradi Technical University (TTU). This study addresses this gap, offering a novel, evidence-based understanding that is crucial for institutional decision-making and policy development in Ghana's TVET sector. This research systematically examines the factors influencing student career choices and satisfaction in fashion education at TTU, focusing on the interplay of parental influence, institutional quality, industry exposure, and financial considerations. Using a mixed-methods approach, data were collected from 90 graduating students and 30 parents through questionnaires and interviews. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed using thematic analysis. The study found that Students’ career choices are overwhelmingly driven by intrinsic passion (60% agreement), aligning with the Social Cognitive Career Theory (SCCT), which posits that intrinsic interest predicts career persistence. Nevertheless, parents express significant caution (63.6% worry) about job opportunities and the long-term financial stability of creative careers, reflecting ongoing cultural preferences for conventional professions. Both parents (63.6%) and students (60.6%) praised the knowledge and competence of TTU’s fashion lecturers. However, both groups consistently raised concerns about the inadequacy of learning resources, facilities, and access to essential equipment, highlighting common infrastructural gaps in African higher education. A strong link exists between parental support and student confidence. However, students and parents emphasise the need for greater institutional support, particularly in strengthening structured industry partnerships and networking opportunities, which only 42.4% of students felt were adequate. The study concludes that addressing financial uncertainties and infrastructural inconsistencies is essential for improving the visibility, viability, and policy support for fashion/TVET education in Ghana. Takoradi Technical University's Fashion Design Department should conduct tracer studies to gather data on the job placement and career development of its graduates in the fashion industry.