Barriers to Effective Teaching and Learning of Decorative Leatherwork Techniques in Ghanaian Schools: Implications for Vocational and Creative Arts Education

Leatherwork education is vital in Ghana’s vocational and creative arts curriculum, promoting practical skills and an appreciation of indigenous craft traditions. However, teaching and learning decorative leatherwork techniques such as stamping, carving, dyeing, embossing, and scorching remain challenging in many Senior High Schools (SHS) and Colleges of Education (CoE). This study explored barriers to effective instruction and learning of these techniques in selected Ghanaian schools. Using a qualitative descriptive design, data was collected through semi-structured interviews with 4 leatherwork teachers and 55 students through classroom observations. The findings revealed that inadequate tools, materials and equipment, insufficient teacher expertise, lack of structured instructional resources, limited demonstrations, minimal hands-on practice, and curriculum time constraints significantly hindered effective teaching and learning of leatherwork. These obstacles negatively affected students’ skill mastery, creativity, and readiness for vocational practice. Classroom observations illustrated that 60% of the students struggled to perform assigned tasks. The study concludes that without targeted interventions such as professional development for teachers, provision of instructional resources, enhanced demonstration methods, and adequate instructional hours for skill practice, the potential of leatherwork education to support entrepreneurship and cultural sustainability will remain unrealized.

Decorative leatherwork techniques, teaching barriers, vocational education, creative arts education, leatherwork education

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