Realities and Challenges in Home Economics and Hospitality Education in Secondary Schools in Zambia

Abstract

Home Economics and Hospitality has broadened its scope significantly, reflecting shifts in societal needs and educational priorities. This study aimed to investigate the teaching of Home Economics and Hospitality as a practical subject in secondary schools in Zambia, focusing on the frequency of practical lessons, the availability and adequacy of learning materials, and the challenges faced by educators in delivering effective practical instruction. Employing a descriptive research design, data were collected through structured classroom observations and unstructured interviews with Home Economics and Hospitality teachers across multiple provinces. Quantitative data from observations were analysed using descriptive statistics, while qualitative data from interviews underwent thematic analysis to extract key patterns and themes. The findings reveal that practical lessons, critical for equipping students with essential life skills such as cooking, sewing, budgeting, and household management, are infrequently conducted and often limited to school-based assessments rather than integrated consistently as per syllabus guidelines. Significant challenges include insufficient and outdated teaching materials, financial constraints, large class sizes, safety concerns in practical environments, and inadequate teacher preparation. These factors contribute to a prevailing emphasis on theoretical teaching at the expense of experiential learning, undermining the broader educational goals of Home Economics and Hospitality, which now encompass financial literacy, entrepreneurship, gender issues, health education, and environmental sustainability. The study concludes that there is a clear disconnect between curriculum expectations and classroom realities, limiting the subject’s potential to prepare students for responsible personal and community life. To address these gaps, the study recommends increased funding and resource allocation for practical facilities, ongoing professional development for teachers, stricter adherence to curriculum mandates regarding practical lessons, and enhanced maintenance of teaching equipment and laboratories. Implementing these recommendations is essential to realise the transformative potential of Home Economics and Hospitality education in Zambia, fostering students’ holistic development and empowering them to meet the complex challenges of contemporary society.