Support Systems: Essential Pivots of Textiles Education in Senior High Schools in Ghana

: The sole aim of any Visual Art programme of which Textiles is of no exception is to foster creativity and equip learners with skills to be self-employed. Skill acquisition comes with a task, thus putting the right resources in place to ensure that a desirable result is achieved. Also, there must be key stakeholders to ensure that resources are utilized effectively because the sustenance of every institution largely depends on the availability and accessibility of support systems in the teaching and learning environment. This study sought to identify and assess availability of Support Systems for Textiles education and their impact on students’ skills acquisition. The study employed the mixed method approach of qualitative and quantitative methods with the focus on descriptive case study research design. It made use of interview, questionnaire and observation as the main data collection instruments with a sample size of seventy-two respondents obtained from 5 selected SHS within Kumasi metropolis. The study revealed there are evidential skills gaps and shortages in the training of textiles students at the SHS which render them unemployable after school. Lack of tangible and intangible support systems such as tools, equipment, materials, lack of stakeholders’ engagement, lack of innovation on the part of teachers, limited instructional period and neglect of co-curricular activities to complement teaching were found to be the major causes. Establishment of District Practical Teaching Facilities by government with well-equipped textiles support systems, is recommended to provide the needed supports to the schools within the metropolis. Policymakers; MoE, GES and NaCCA should put in place proper monitoring mechanism to ensure compliance by the SHS to the objectives of the Textiles programme.