Textile and Fashion Education Internationalization: A Promising Discipline from South Asia

Foreword
Preface
Contents
Introduction
1 International Cooperation and Development of Education is the Result of Economic Globalization
2 The Current Situation and Characteristics of Higher Education in South Asian Countries
3 Factors Influencing the Internationalization of Higher Education
3.1 Impact of Political Relations Among Countries
3.2 Influence of Different Ethnic, Cultural Differences
3.3 Impact of the Difference in Economic Development Level
3.4 Influence of the Development Level of Higher Education
3.5 Impact of Public Health Emergencies
4 The Current Internationalization of Higher Education
5 Textiles Higher Education—The Combination of Industry, Academic, and Research
6 Conclusion
References
Textile Academics in India—An Overview
1 General Introduction of Textile in India
2 Textile Education and Its Sub-branches in India
2.1 Textile Engineering
2.2 Textile Technology
2.3 Textile Chemical and Processing
2.4 Fashion Technology
3 Textile Courses Are Offered in Different Institutes/Universities/Colleges
3.1 Undergraduate Program
3.2 Postgraduate Program
3.3 Doctoral and Post-Doctoral Program
4 Academic Institutes
4.1 Central Institutes
4.2 Deemed Institutes
4.3 State Institutes
4.4 Private Institutes
5 Textile Research Associations
6 Textile Events Specific to Academia
7 Schemes Under Textile Ministry
8 Conclusions
References
Brief Analysis on the Past, Present, and Future of Textile Education in Bangladesh
1 Introduction
2 History of Textile Education in Bangladesh
3 Employment in Textile and Apparel Industry
4 Existing Skill Gap in Bangladesh Textile Industry
5 Textile Education Level in Bangladesh
5.1 Vocational Level
5.2 Undergraduate Level
5.3 Postgraduate Level
5.4 Professional Training Institutions
6 Expansion of the Current Textile Education Compared to the Current Market Demand
7 Issues Regarding Existing Textile Education
8 Initiatives to be Taken to Close the Skill Gap
9 Present and Future Projects for Textile Education of Bangladesh
10 Laboratory Set-Up Problems and a Proposed Solution
11 Scopes for Bangladeshi Students on Higher Education or Research Opportunities
11.1 USA
11.2 Canada
11.3 UK
11.4 Germany
11.5 China and Japan
11.6 Korea
11.7 Australia
12 The Scenario of Co-operation Between Bangladesh and International Universities
13 SWOT Analysis of Textile Education in Bangladesh
14 Conclusion
References
Textile Education in Pakistan
1 Introduction
2 History of Textile Universities
3 Program Structure Offered to Students in Textile Education
3.1 Course Modules for Textile Education
3.2 Course Modules for Polymer Engineering
3.3 Course Module for Management/Textile Marketing and Management
3.4 Course Module for Fashion Design
3.5 Course Module for Textile Design
3.6 Course Module for Advance Material
4 Outcome-Based Education (OBE)
4.1 The Introduction of Outcome-Based Education in Pakistani Universities [5]
4.2 CLO and PLO
4.3 Washington Accord
4.4 Domains of Learning
4.5 Knowledge Domain (Cognitive, Thinking)
4.6 Skill Domain (Psychomotor, Doing)
4.7 Effective Attitude Domain (Feeling)
5 Learning Management System
6 Life-Long Learning
6.1 Conferences and Training
6.2 Guest Speaker
6.3 Opportunities for Post Doctorate
7 Evaluation Methodologies
7.1 Rubrics
7.2 Direct Method of Assessment
7.3 Indirect Method of Assessment, i.e., Mentorship Program
8 Admission of Students
9 Resources for Students
9.1 Computer Labs and Library
9.2 Career Counselor
9.3 Class Advisor
9.4 Accommodation
9.5 Transportation
9.6 Health and Safety Arrangements
9.7 Scholarship Program
9.8 HEC Scholarships
9.9 Universities and HEC Collaboration for Doing Ph.D.
9.10 Research Grants
9.11 Feedback of Ph.D. Students and Researchers
10 Faculties for Textile Education and Faculty Development Program
11 Industrial and Educational Liaisons
12 Extra-Curricular Activities
13 Conclusions and Future Recommendations
References
Prospects of Textile Education in Afghanistan
1 Historical Perspective and Background of the Textile Industry in Afghanistan
2 Textile Related Commodities’ Production and Processing in Afghanistan
2.1 Cotton Production and Processing
2.2 Afghan Silk
2.3 Afghan Cashmere
3 Prospects of the Textile Sector of Afghanistan
3.1 Trade in Textile and Clothing Products in Afghanistan
3.2 Growing Economy and Domestic Market
3.3 Regional Cooperation
3.4 The Need for Textile Education and Skills
3.5 The Textile-Related Commodities Production Potential
3.6 Inefficiency in Textile Production
3.7 Economic Opportunities in Textile and Clothing
4 Prospects of Textile Education in Afghanistan
5 Conclusion
References
Namuna College of Fashion Technology: Pioneering in Fashion and Textile Education in Nepal
1 Brief History and Overview of Fashion and Textiles Evolution in Nepal
2 Overview of Fashion Textile Education in Nepal
3 Modules Currently Taught Under Textile Education in the University
4 Curricular Structure
5 Opportunities and Challenges of Textile Education in Nepal
6 Fashion Centre
7 Collaborations in Fashion Field Development
8 The Government of Nepal, Ministry of Industry, Commerce and Supplies: Technical Committee for Determination of Fabric Consumption for Readymade Garments
9 Pashmina Enhancement and Trade Support Project, EIF, the Project of the Government of Nepal, Implemented by International Trade Centre, Geneva (2014–2017)
10 Way Forward
11 The Popular Graduates: In Fashion
12 Conclusion
References
Evolution of Sri Lankan Textile Education from Ancient Times to the 21st Century
1 Introduction
2 Sri Lanka’s Textile History
2.1 Traditional Textile Industry, Learning Pattern in the Early Administrative Eras of Sri Lanka
2.2 Historical Roots of Origin of the Sri Lankans Linked with Indigenous Weavers
2.3 Historical Records Provide Historical Information of Textile Weaving, Weavers, and Textile Imports
2.4 Textile Weaving Industry and Arts and Crafts Education During Kandyan Period
3 The Change in the System of Traditional Textile Education
3.1 Establishment of the Industrial Schools: By the British Rule
3.2 Establishment of Industrial Schools: By “Sinhala” Nationalists
3.3 Establishment of Weaving Schools: By the Education Department of Sri Lanka
4 Policy Orientation in Education: Policy Formulation and Planning
4.1 Educational Reforms in the Republic of Sri Lanka: Introducing Pre-vocational Studies
4.2 Establishment of Government Institutions to Promote Technical Education
4.3 Political Intervention: Education for Unemployment Youth; Establishment of the Education Systems and Early Expansion
5 Establishment of Government Departments to Promote Cottage Industry
5.1 National Apprentice Board 1971
5.2 Political Intervention on Establishment of Government Institutions to Promote Vocational Training
6 Introduction to the Textile Industry and Human Capital Supply
7 Government and Non-Government Textile Education Offering Universities and Institutes
8 Evolution of the Textile Education Towards 21st Century
8.1 Beginning of the Export Oriented Garment Industry in Sri Lanka
8.2 Apparel Industry and Textile Sector: Opportunities in the Industry
9 Issues Relate to Existing Textile Education
10 Summary
References
Textiles as Heritage in the Maldives
1 Introduction
2 Textile’s Education in the Maldives
3 Tourism, Heritage, and Crafts
4 Traditional Knowledge and Natural Resources: Coir Rope and Thatch Weaving
5 Decorative Mats: Hau Cultivation and the Weaving of Thundu Kunaa in Huvadhoo
6 The Tradition of Weaving in the Maldives: Kasabu Libaas
7 Conclusion
References
Weaving Through Generations: A Study on the Transmission of Bhutanese Weaving Knowledge and Skills Over Three Generation
1 Introduction
1.1 Aims of This Research
1.2 Objectives of This Chapter/Research
1.3 Content of This Book Chapter
2 History of Bhutan and Overview of Bhutanese Textiles and Weaving
2.1 Overview
2.2 National Dress
2.3 History of Bhutanese Textiles
3 Types of Bhutanese Textiles
4 Current Context of Transmission of Weaving Skills in Bhutan
4.1 Royal Textile Academy of Bhutan (RTA)
4.2 Choki Traditional Art School (CTAS)
4.3 National Institute of Zorig Chusum (IZC)
4.4 SABAH Bhutan
4.5 Tarayana Foundation Center, Agency of Promotion of Indigenous Crafts (APIC), and Handicraft Association of Bhutan (HAB)
5 Research Methodology
6 Profile of Weavers Interviewed
6.1 Interview 1—Youth
6.2 Interview 2—Adult
6.3 Interview 3—Senior
7 Findings, Analysis and Discussion
7.1 Similarities
7.2 Differences
8 Recommendations for Future Weaving Training Programs
9 Conclusion
References