TEACH HOME ECONOMICS IN ALL SCHOOLS
According to professionals from Schools in Mumbai home economics is frequently referred to as “life education” in the context of a school curriculum. Because the home and family have traditionally occupied such a big part of a person’s life, home economics has mostly focused on learning how to deal with the problems and challenges of homemaking. A basic understanding of home economics aids in the creation of a viable household budget, the planning and preparation of nutritious meals, the selection of drapery fabric, and the care of a young kid.
The field of home economics has expanded significantly in recent years. It currently covers topics of national and international importance. Today’s home economist might be working on producing meals for space flights, solving nutritional difficulties in developing countries, or establishing national textile classifications, for example.
Foods and nutrition; clothing and textiles; housing, home equipment, home administration; family economics; child development; and family relations are just a few of the topics covered by home economics. Academic background in allied fields such as chemistry, physics, sociology, psychology, and design is frequently required by home economists.
EDUCATION IN HOUSEHOLD ECONOMICS
As per research conducted by the Schools in Bengaluru at various levels of schooling, home economics courses serve a variety of functions. Home economics students learn homemaking information and skills that are useful in everyday life in elementary and junior high school. Students are introduced to all aspects of home economics and the jobs that are related to home economics in high school. Home economics students in community colleges focus on either technical training or the first two years of professional preparation. Home economics majors prepare for a variety of employment in the field at the college or university level.
Foods and nutrition, clothing and textiles, child development, housing and interior design, family and consumer economics, and management are all topics covered in secondary school home economics classes. Individualized problem-solving education and project-based learning are frequently employed. In combination with an interior design class, a student might help a community organization refurbish its leisure room.
The Vocational Education Act of 1963 was essential in expanding access to home economics education. It offered government financing for programs in secondary schools, community colleges, and area vocational schools to educate students for careers in home economics. Food service professionals, childcare helpers, and fashion designers are just a few examples of people who have undergone this type of training.
Students are interested in becoming professional home economists usually major in a specific discipline within a college or school of home economics, such as dietetics or textile chemistry. Students interested in teaching home economics might consider majoring in home economics education. For home economists entering specific fields, internships and graduate degrees may be required.
HOUSEHOLD ECONOMICS PROFESSIONS
Another survey done by Schools in Hyderabad shows that the choice a major is an important decision that a student must make after enrolling in a college or school of home economics. This decision will influence which field of home economics the student will be qualified to work in following graduation. Foods and nutrition, art and design, housing and equipment, apparel, textiles, merchandising, family economics, home management, child development, family relations, and education are common majors in such universities or schools. Each of these professions has a wide range of job prospects.
HISTORY OF EDUCATION IN HOUSEHOLD ECONOMICS
After the American Revolution, the subject of home economics began in the United States. A young woman in colonial America, like in the Old World, acquired most of her training in homemaking and child care at house. However, throughout the nineteenth century, a number of factors contributed to the emergence of home economics as a subject in schools. A humanitarian spirit, confidence in education, and belief in women’s equal rights were among the most important.
Because of the early Americans’ belief in a person’s potential to influence his or her surroundings through education, institutions that taught occupational skills were established. Household arts became a component of the curriculum as a cultural and professional topic of study when women began to participate in higher education.
The land-grant colleges and universities founded by the Morrill Act of 1862 were the first to lay a foundation for the establishment of home economics education. These land-grant universities aimed to “advance the industrial classes’ liberal and practical education.” They provided technical classes that were relevant to their pupils’ lives. Some of these courses were created specifically to meet the needs of female students.
The diversity of home economics occupations grew as the scope of home economics instruction expanded. Home economics education at the university level has become increasingly specialized. The focus of home economics teaching in secondary schools shifted from “how to do it” to “why it is done.” Overall, the changing quality of modern life has influenced the study of home economics. Students in home economics are now taught not just how to cook and sew, but also how to shop for food and textiles for the apparel they manufacture. In fact, a huge percentage of home economics courses emphasize consumer education rather than homemaking skills. Furthermore, home economics appears to be shifting away from issues that just affect the individual or family and toward those that affect the nation and the world.
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