Beyond Westernised Curriculum: A Call to Embrace Traditional and Indigenous Design Practices in TVET Graphic Design Education in Ghana

Abstract

Abstract This study examined the role of traditional and Indigenous design practices in technical and vocational education and training (TVET) Graphic Design education in Ghana. A survey was conducted to determine the extent to which these practices were being used in teaching and learning and the implications of their use for curriculum and teaching practices. The results demonstrate that while there is a willingness among teachers to engage traditional and Indigenous design practices in their teaching, there are also significant barriers to their implementation. The study highlights the need for more research on the engagement of these practices in TVET Graphic Design education in Ghana and the broader implications for design education in Africa. The significance of this study lies in its contribution to the growing body of research on the use of traditional and Indigenous design practices in design education, providing important insights into the barriers and opportunities for their use. This paper also provides recommendations for practice and policy that can inform the development of more effective and relevant design education in Ghana and Africa at large.