Vocational teachers’ perceptions of transition components and relevance of curriculum to employment for students with disabilities

Abstract

Employment is one important post-school outcome for youth and adults and its benefits include enjoying a productive life, enhanced self-worth, and economic independence. Although Botswana has made notable strides to enhance post-school outcomes for students with disabilities (SWDs), many of these youth continue to face underemployment and unemployment. Hence, this study used a quantitative research approach to examine vocational teachers’ perceptions of necessary transition components and the relevance of the curriculum in helping SWDs to transition to employment successfully. Participants were selected through census and purposive sampling from two regions in Botswana and their gender and teaching experience differences were further examined. A total of 158 participants completed a paper survey. A Factorial ANOVA was run to determine significant differences in participants’ perceptions of essential transition components and the relevance of vocational coursework in supporting SWDs to transition successfully to employment. A Tukey post hoc test was run to establish differences between groups. Participants held somewhat positive beliefs about transition components and vocational coursework. However, participants’ views were inconsistent based on gender and teaching experience. This diversity of views clearly shows the extent to which vocational teachers differ regarding transition planning, which may hinder the effective delivery of transition services.

Keywords:

• curriculum
• employment
• post-school outcomes
• students with disabilities
• teachers’ perceptions
• transition

Public Interest Statement

Employment is essential for everyone, despite having a disability or not, to lead independent, and self-sufficient lives. This study investigated vocational school teachers’ views in Botswana on what components were important and needed to be included in the curriculum of students with disabilities (SWDs) to help them experience a smooth transition to work. Furthermore, the author investigated whether gender and teaching experience influenced teachers’ views. A total of 158 teachers were selected from two neighboring school regions and given a paper survey to complete. The findings of this study showed that vocational teachers mostly believed that stipulated transition components and vocational coursework offered helped students to transition successfully to work. However, participants’ views varied based on gender and teaching experience, demonstrating variations in how transition planning was perceived. This may hinder SWDs from receiving appropriate transition services, thus leading to poor transition to employment.

1. Introduction

The economy of Botswana heavily relies on the production and export of mineral resources, with an emphasis on productivity. Despite being one of Africa’s shining economic examples, Botswana’s economic status decreased significantly in the 1990s due to the unstable performance of the diamond mining industry (United Nations Educational, Scientific and Cultural Organization, 2012). As a result, the Government of Botswana recognized the need for the country to diversify its economy and development of skills. The Revised National Policy on Education (RNPE) of 1994 identified the critical role of vocational education and training for the country to transition successfully from an economy that traditionally depended on agriculture to an industrialized economy (Republic of Botswana, 1994). Consequently, the RNPE led to the formulation of the National Policy on Vocational Education and Training (NPVET) in 1997. This policy was formulated under the guidance of the then Ministry of Education and Skills Development (MOESD) and the Ministry of Labour and Home Affairs (MLHA). The main purpose of the NPVET was to acknowledge and position vocational education and training at the same degree of importance with academic education as well as integration of the various kinds of vocational education and training into an all-inclusive system (Republic of Botswana, 1997). Since the demands of the modern workforce were not met through traditional means, the NPVET explicitly outlined the importance of making technical, vocational education, and training (TVET) widely accessible and equitable as well as introduce more flexible teaching and learning strategies.

To realize the recommendations of the NPVET, the Government of Botswana enacted crucial legal mandates, namely the Vocational Training Act (1998), which then resulted in the development of the Tertiary Education Act (1999), finally leading to the establishment of the Tertiary Education Council (TEC). The Department of Technical, Vocational Education and Training (DTVET) was formed under the then MOESD so as to reinforce the provisions of the Vocational Training Act and the Tertiary Education Act. It is worth noting that the efforts made by the Government of Botswana through several policies and legislation aimed at employment creation and training of the country’s labour force, which is the backbone of any strong economy. A productive labour force is inseparable from the story of economic success. With numerous factors contributing to the economy of any nation, the significance of a skilled and productive labour force in Botswana cannot be overemphasized. This is especially true for marginalized groups such as individuals with disabilities who are often unemployed or underemployed in many instances partly due to lack of work experiences (Lindstrom et al., 2011; Milner et al., 2017; Morningstar & Mazzotti, 2014). Hence, the reason why transition of students with disabilities from school to adulthood has gained considerable attention in the field of special education for several decades. A major emphasis in the transition of students with disabilities has been an insistence on successful post-school outcomes, particularly regarding employment.

Employment is a crucial aspect of adulthood. Engaging in paid employment is an indication of leading a productive life in society for all persons despite the presence or absence of a disability. Participation in employment is a positive contributor to any economy since this enables one to buy goods and pay taxes, thus improving one’s self-worth and interaction with the community, and reducing the need to solemnly depend on government for support (Mazzotti et al., 2021; Test et al., 2015, 2009). However, the difficulties associated with attaining successful independent living may be more unbearable for individuals with disabilities (Rowe et al., 2013; Rubin & Roessler, 2008). Thus, they may not be exposed to equal opportunities to participate in society, to the same array of choices, extent of liberty, control and self-determination in daily life activities and projects. In Botswana, only 34.9% of persons with disabilities enjoyed gainful employment compared to 82.5% of employed economically active persons aged 18 years and above (Statistics Botswana, 2018). This is a clear indicator of the need for effective transitional planning and programming for students with disabilities (SWDs) not only at secondary level but also at vocational level.

Botswana has made several strides to enhance post-school outcomes for SWDs (Ookeditse, 2018). However, many challenges are still detrimental to the effective delivery of transition services. A major barrier is the lack of a transition legal framework, which elevates the extent of difficulty related to providing appropriate transition services to SWDs. Lack of a transition legal mandate is tantamount to a lack of clear and concise transition guidelines and procedures, which is a doorway for lower rates of participation of persons with disabilities in higher education and employment. Moreover, there is shortage of research in Botswana on transition planning and programming for SWDs. Interestingly, Botswana has adopted the 2030 agenda for sustainable development framework which focuses on 17 sustainable development goals (SDGs) that are persons-centered and transformative in nature with an aim to eradicate poverty, inequality, and all forms of injustice (Ministry of Finance and Economic Development, 2018). Adoption of this framework is a step in the right direction that ensures that all people, including those with disabilities are not left behind in balancing the social, economic, and environmental aspects of sustainable development.

2. Essential transition components

Schools are crucial for preparing SWDs for employment. Transition researchers have investigated practices that enhance participation of individuals with disabilities in post-school settings starting with the introduction of Will’s, 1984, March-April) bridges transition model. Subsequent to this model, other theoretical and analytic transition planning models (e.g., Brolin, 1989; Halpern, 1985; Wehman et al., 1985) were introduced. A major limitation of these models has been their failure to clearly link theory to transition practices. Consequently, the increase of knowledge concerning the intricacies of effective delivery of transition services led to formulation of a more comprehensive transition planning model named Kohler’s Taxonomy for Transition Programming (KTTP) in 1996.

Kohler (1996) described transition planning as an imperative educational step that provides guidance in formulating all education programs rather than perceiving transition planning as a supplemental task. The principle of transition-focused education shows a paradigm shift from disability-focused planning, programs founded on students’ needs to service-delivery programs that take into account students’ strengths, priorities, and self-determination (Kohler et al., 2016; Rowe et al., 2013). The KTTP is feasibly a well-researched, familiar, and regularly cited transition model that gives direction on planning, organizing, and assessing transition service delivery programs. Essential transition planning and programming components from literature include student-focused planning, student development, interagency collaboration, program structure, and family involvement (Kohler, 1996; Kohler et al., 2016).

Student-focused planning encompasses the involvement of students in Individualized Education Programs (IEPs), taking into account robust and relevant course of study in the IEP, and the incorporation of relevant and distinctly defined measurable IEP goals, equipping students with relevant transition planning knowledge and skills, as well as using transition assessment strategies that are systemmatic and age-appropriate (Morningstar & Mazzotti, 2014; Sprunger et al., 2018). Active engagement of students in transition planning increases their ability to attain improved self-determination and self-awareness skills which are a prerequisite for taking charge of their post-school plans (Mazzotti et al., 2021; Morningstar et al., 2010; Test et al., 2015). A key aspect of student-focused planning is that teachers are allowed to use a value-based approach on how they think, communication strategies, evaluation, preparation for, and supporting SWDs (Rowe et al., 2013).

Student development as another critical transition component relates to assessment and equipping students with requisite functional, academic, social, and vocational skills to defeat adult life threats (Kohler, 1996). Thus, teachers are expected to prepare students to live and maintain independent lives, participate in community activities, gain work-based experiences, participate in gainful employment, and attain academic and self-determination skills. An important role of teachers is to assess and equip students with transition-related skills based on unique individual needs, use strategies that are relevant to one’s culture through considering cultural knowledge, past experience, and diverse learning styles of learners with distinct backgrounds (Gay, 2010; Rowe et al., 2015). Teachers’ knowledge of transition planning assessment is crucial for students to receive comprehensive services, consequently enhancing their post-school outcomes (Curry & Jones, 2014).

A third transition component, program structure focuses on evaluation and improvement of programs in the verge of addressing transition needs of SWDs (Kohler, 1996; Morningstar & Mazzotti, 2014). Teachers’ role in this domain encompasses expediting effective transition planning and service delivery, as well as the ability to appreciate and obtain support at varying levels of the transition process. Meeting the transition needs of SWDs entails the ability of teachers, administrators, and all school staff to have sufficient understanding of what is expected of them in the evaluation and advancement of transition programs (Test et al., 2015). Program structure allows learners to stick to their distinct transition goals and follow the prospective implementation plans for an effective transition process.

Moreover, family involvement is an important transition domain that involves engagement of families of SWDs in their children’s transition planning process as well as capacitating them to be actively involved in the process (Doreen et al., 2012; Wagner et al., 2012). Parental participation has been noted in the literature as a predictor for successful post-school outcomes that cannot be taken lightly during teacher preparation to collaborate with and capacitate families in the transition process (Mazzotti et al., 2021). Rowe et al. (2013) indicated that families, parents, and guardians need to be significantly engaged and appreciate the distinct elements of transition planning ranging from being part of the decision-making team, support and service delivery, to participation in school meetings. Empirical evidence has shown that if families support their children’s education, then such children are more likely to be highly motivated to learn and experience increased academic self-confidence (Wairimu et al., 2016), experience improved academic grades and achievement (Boonk et al., 2018; Castro et al., 2015; Sibley & Dearing, 2014), have better participation in organized school groups, develop more friendships, and have permanent gainful employment than those whose families participation rate in their education is lower (Newman, 2005).

Lastly, interagency collaboration pertains to strategies for initiating relationships and connections with entities outside the school for students’ to enjoy improved post-school outcomes (Kohler, 1996; Sprunger et al., 2018). When working with SWDs, teachers should develop and establish relationships between external entities and students and their families, be knowledgeable of essential aspects of interagency collaboration, and training that goes beyond the limits of their disciplines. Interagency collaboration has also been identified as a best practice intervention strategy and a predictor of positive post-school outcomes for persons with disabilities (Morgan et al., 2014; Test et al., 2015). Moreover, the extent to which SWDs may collaborate with external service providers relies mostly on the nature of their disability, thus calling for teachers to have a clear understanding of a student’s disability based on appropriate assessments (Mazzotti et al., 2021).

3. Vocational curriculum and program structure

The main aim of academic education is to prepare students for higher education, whereas vocational education mainly aims at preparing students for gainful employment. Vocational education encompasses students’ involvement in courses that equip them with occupational skills that constitute a portion of a regular career and technical education delivery (Cobb et al., 2013; Lopez-Mayan & Nicodemo, 2015). Vocational education is linked to students’ enrollment in courses of study that give them ample opportunities to participate in comprehensive programs that help them to attain their occupational goals. Courses of study may include but not limited to gaining work experiences from community businesses. Research findings have noted the necessity of combining work-experience activities with career education classes or other aspects of educational programs to attain expected outcomes in post-school settings (Cobb et al., 2013). SWDs who participate in career and technical education, and/or find a job while being students have increased chances of having improved employment outcomes (Baer et al., 2011; Cimera, 2010; Haber et al., 2016; Wagner et al., 2017). For example, Haber et al. (2016) noted that the likelihood of students who enrolled in vocational education classes to secure permanent employment was significantly increased. Again, Wagner et al., 2017) concluded that having vocational education credits enhanced students’ chances to engage in post-school education and employment.

Additionally, Mazzotti et al. (2021) identified an appropriate program of study as one of the positive post-school predictors for successful employment of youth with disabilities. The program of study involves a combination of courses geared towards addressing each individual’s unique needs, individual experiences, and curriculum that improves academic and functional skills necessary to meet their post-school goals (Rowe et al., 2013). Therefore, teachers should be trained adequately to work effectively with students to prepare individualized programs of study that are responsive to appropriate school experiences, thus actively engaging students throughout their selected programs of study. There is need for vocational educators to be knowledgeable of post-school success predictors, various kinds of individualized learning programs (Solberg et al., 2013), and available diploma options for students.

As part of a program of study, courses of study refer to the distinct academic requirements that each student is expected to complete to reach planned post-school outcomes (Kohler et al., 2016; Morningstar & Mazzotti, 2014). The courses of study incorporate giving a detailed account of a student’s coursework beginning from the first to the anticipated year of completing the program of study with the aim of attaining desired post-school goal(s). It is imperative to link courses of study with anticipated post-school goals, and such goals need to be reviewed annually to ensure the student’s successful completion of each courses, and that the student did not withdraw or drop a course, or to ascertain if the student was unable to access a course. In addition, the course of study depicts a plan that aims at assisting the student to reach his or her measurable post-school goals, which is the basis for transitioning to post-school environments successfully.

Notwithstanding that some significant level of research has been conducted in developed nations regarding technical, vocational education, and training as well as influence on employment outcomes for SWDs, a paucity of research remains in Botswana about teachers’ beliefs concerning the kinds of vocational school practices and curriculum that promote SWDs’ successful transition to employment as well as whether school transition practices are consistent with available literature from developed nations. Undoubtedly, understanding the beliefs of vocational teachers who are responsible for facilitating transition planning and programming for vocational SWDs is a crucial step to identify loopholes in vocational school practices that may affect students’ post-school outcomes negatively. An understanding of school practices can lead to devising appropriate strategies to enhance students’ smooth transition to employment, thus eliminating or minimizing their effect on students’ learning and preparation for the world of work. In essence, examining vocational teachers’ beliefs, and thoughts is necessary to ensure that appropriate strategies are implemented to address the transition needs of vocational SWDs and enhance their post-school outcomes, consequently informing vocational policy in Botswana and adding to transition research beyond the developed world.

Given the continuing low employment rates of individuals with disabilities and an educational agenda that focuses on addressing academic learning standards, there is a need to determine whether current methods for teaching vocational skills to SWDs in Botswana remain socially valid, as perceived by the teachers who provide vocational instruction. There is also a need to determine whether vocational school curriculum effectively prepares these individuals for employment participation. Hence, the purpose of this study was to examine vocational teachers on the kinds of components or practices that they believed needed to be incorporated in the transition planning process of SWDs and the extent to which the curriculum was relevant in promoting these students’ transition from vocational schools to employment successfully. The study further examined whether gender and teaching experience influenced the beliefs of vocational teachers on the kinds of components or practices that they believed needed to be incorporated in the transition planning process of SWDs as well as the extent to which the curriculum was relevant in promoting these students’ transition from vocational schools to employment successfully.

4. Method

4.1. Research approach

The purpose of this study was to examine vocational teachers’ perceptions about transition components and relevance of curriculum offered in vocational schools to successful engagement of persons with disabilities in meaningful employment. As a result, a quantitative research paradigm was preferred to explore the extent to which vocational teachers differed from one another based on gender and/or teaching experience. Research on these variables has mostly captured students’ performance and achievement with little attention on teachers’ perceptions of quality of school programs (Kim & Dymond, 2010). This approach enabled the researchers to establish whether relationships existed between variables, consequently leading to gathering information easily through a survey (Creswell, 2015). Thus, the purpose of this study was to examine vocational teachers on the kinds of components or practices that they believed needed to be incorporated in the transition planning process of SWDs and the extent to which the curriculum was relevant in promoting these students’ transition from vocational schools to employment successfully. The study further examined whether gender and teaching experience influenced the beliefs of vocational teachers on the kinds of components or practices that they believed needed to be incorporated in the transition planning process of SWDs as well as the extent to which the curriculum was relevant in promoting these students’ transition from vocational schools to employment successfully.

4.2. Research design

A survey design was utilized in this study as it is feasible for making generalizations from a sample to a population by making conclusions about certain characteristics, views, or opinions of the population based on the selected sample (Creswell, 2012). Again, the anonymous nature of surveys makes them even more reliable and encourages participants to give honest responses than would be the case during interviews (Cohen et al., 2004). Due to standardized measurements in surveys, researchers are able to compare participants’ information (Fowler, 2014). A cross-sectional survey was deemed appropriate for this study as data collection from vocational teachers had to occur once. Paper surveys were used to collect data instead of online surveys which would not be feasible due to power outages and unreliable internet.

4.3. Research setting and participants

The research setting entailed public vocational education schools located in rural, semi-urban, and urban places of Botswana. Vocational school reflects two- to three-year programs of study to equip students with requisite knowledge and practical skills for employment, community engagement, and independent living. After successful completion of junior secondary (middle) school and senior secondary (high) school, students are encouraged to proceed to senior and higher education respectively. However, those who fail to pass final junior and senior secondary examinations usually enroll for technical and vocational education in vocational schools.

Vocational teachers participated in this study and their age ranged from 20 to 60 years. Selection of the two out of the existing ten regions was based on census and purposeful sampling. Purposive sampling was used as it allows selecting a sample focusing on distinct characteristics and traits of a population and the aim of a study (Palys & Atchison, 2008). The main reasons for selecting Kgatleng region was that it is the first region in Botswana to provide special education services, thus having a rich track record of addressing educational needs of SWDs, especially those with visual impairments. The one and only vocational school in Kgatleng participated in the study. The South East region was chosen due to the capital city being situated in this region’s center, exposing the region to numerous vocational schools. Five vocational schools from South East participated in this study leading to a total of six vocational schools being part of the study. The target population was 213 vocational teachers and only 158 teachers completed the paper survey, yielding a return rate of 74.2%.

4.4. Instrument

The development of the survey instrument was based on the KTTP model and current literature on transition practices and input from seven transition practitioners. Additionally, permission was sought to include some aspects of Dogbe (2015). The newly developed survey included participants’ demographics, participants’ transition knowledge and perceptions, transition service delivery practices, courses of study, and transition challenges. The survey was developed taking into account the educational and cultural contexts of Botswana and it comprised of close-ended questions. The survey items utilized a Likert-type scale with items ranging from strongly disagree to do not know (i.e., 1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree, 5 = Do Not Know). However, this study focused particularly on the third and fourth sections of the survey encompassing vocational teachers’ perceptions about transition components and school curriculum respectively. This study was exploratory in nature and no qualitative responses were sought.

4.5. Data collection procedure

A pilot test was conducted on a convenient sample of 30 participants prior to collecting data for the main study in order to validate the survey’s user-friendliness. Seven transition experts reviewed the survey instrument and provided feedback that was incorporated to improve content and face validity. A reliability test of the survey items yielded Cronbach’s alpha of .91. None of the data obtained in the pilot study were used in this study. The author sought ethical approval from Ball State University IRB where he studied, from two relevant government ministries in Botswana, as well as from principals of selected vocational schools. On the scheduled data collection day in each school, participants were reminded of the purpose of the study. They were also issued informed consent forms to indicate whether they declined or agreed to take part in the survey. Teachers who declined participation were thanked and dismissed and no reasons were sought as to why they declined participation while those who opted to participate were each handed a paper survey, asked to read it carefully and complete the survey in 25 minutes. The data collection process took about twelve weeks.

4.6. Data analysis

The coded survey items and responses were analyzed using SPSS Version 25. Data analysis began by looking at descriptive statistics with particular emphasis on frequencies, percentages, means and standard deviations to describe all data. Do Not Know responses were recoded into system missing to remain with a true four-point Likert scale for analysis. Additionally, inferential analysis of data was conducted at an alpha level of .05. A Factorial ANOVA was run to determine significant differences in participants’ perceptions of essential transition components and whether coursework offered at vocational schools helped SWDs to transition successfully to employment. This test was based on participants’ gender and teaching experience. A Tukey post hoc test was run to establish where differences between groups existed after a significant result was obtained. When a significant difference was noted between the interaction of gender and teaching experience, no further examination on the differences within each of the two factors was considered.

5. Results

5.1. Demographic information

Table 1 displays participants’ demographic information. The total number of participants in this study was 158. The majority of participants were male vocational teachers. Most of the participants were aged between 31 and 40 years. The highest qualification that participants held was a master’s degree. None of the participants had a doctoral degree. Most of the participants had teaching experience ranging from 1 to 10 years. South East region had more vocational teachers than Kgatleng and a large number of teachers taught in vocational schools located in semi-urban areas. Only about a third of the respondents noted that they never taught a student with disability previously and about half of the teachers reported having a student with a disability in their classes. Thus, although some teachers did not have a student with a disability in their classes at the time of the study, they had taught such students in the last two years. [Table 1 near here]

Table 1. Participants’ demographic information (N = 158)

Demographic Variables		N	%
Gender	Male	93	58.9%
	Female	65	41.1%
Age	20–30	20	12.7%
	31–40	64	40.5%
	41–50	63	39.9%
	51–60	11	7.0%
	61+	0	0.0%
Highest Qualification	Professional Certificate	3	1.9%
	Diploma	69	43.7%
	Bachelor’s Degree	61	38.6%
	Master’s Degree	23	14.6%
	Doctoral Degree	0	0.0%
	Other	2	1.3%
Teaching Experience (Years)	1–5	43	27.2%
	6–10	43	27.2%
	11–15	21	13.3%
	16–20	25	15.8%
	More than 20	26	16.5%
School Region	Kgatleng	67	42.4%
	South East	91	57.6%
School Setting	Rural	12	7.6%
	Semi Urban	89	56.3%
	Urban	57	36.1%
Presence of SWD	Yes	76	48.1%
	No	82	51.9%
Ever Taught SWD	Yes	104	65.8%
	No	54	34.2%

Note. Percentages represent data reported by category and totals.

6. Descriptive statistics

The findings of this study showed that there were several participants who reported having no knowledge (Do Not Know) of items relating to transition components and school curriculum. These items were separated and analyzed as descriptive data. The results showed that the percentage of participants who lacked knowledge of certain items ranged from 2.5% to 17.1%, thus not exceeding the 25% threshold that would warrant professional development activities before administering the survey.

Participants agreed that the transition planning process should include (a) a documentation for each student with a disability (M = 3.32, SD = .69); (b) a variety of job tasks to help transition to employment (M = 3.15, SD = .75); (c) specific goals and objectives corresponding to specific post-school outcomes (M = 3.54, SD = .56); (d) the strengths, abilities, priorities, interests, and needs of each student (M = 3.38, SD = .81); (e) constant assessment resulting in securing employment after school (M = 3.26, SD = .78); (f) teaching students both academic and life skills (M = 3.59, SD = .62); (g) postsecondary education and/or employment as the main outcomes following vocational school completion (M = 3.32, SD = .68); (h) involvement of students’ parents/families in transition process and service delivery (M = 3.41, SD = .66); (i) collaboration with school staff and agencies outside the school (M = 3.32, SD = .73); (j) involvement of student in community-based experiences (M = 3.61, SD = .56); (k) interaction of students with employees without disabilities (M = 3.62, SD = .65); and (l) providing students with various work experiences (M = 3.68, SD = .52). Regarding vocational coursework, participants agreed that math (M = 2.88, SD = .89). carpentry-related courses (M = 2.59, SD = .93, brick-laying (M = 2.56, SD = .89), English language (M = 2.91, SD = 1.02), accounting-related courses (M = 2.82, SD = .95), computer-related courses (M = 2.96, SD = .96), management-related courses (M = 2.91, SD = .94), and other courses (M = 2.74, SD = .97) were critical in enabling SWDs to transition to employment successfully.

Tables 2 and 3 display cross tabulations of participants’ mean scores regarding their beliefs about transition components and vocational curriculum, respectively, based on gender and teaching experience. In general, mean scores indicate that participants’ mostly agreed that the listed transition components needed to be included in the transition planning process of SWDs considering participants’ gender and teaching experience. Also, participants’ beliefs generally leaned towards agreement that vocational coursework offered in participating schools was relevant in promoting successful transition of SWDs to employment. [Tables 2 and 3 near here]

Table 2. Mean scores of respondents’ beliefs about transition components by gender and teaching experience (N = 158)

		Teaching Experience (Years)
Transition Component	Gender	1 to 5	6 to10	11 to 15	16 to 20	20+
A documentation for each student with a disability	M F T	3.54 3.27 3.44	3.44 3.67 3.56	3.15 3.63 3.33	2.95 2.50 2.88	3.43 3.00 3.23
A variety of job tasks to help transition to employment	M F T	3.36 3.18 3.29	3.28 3.33 3.30	3.54 3.43 3.50	2.40 2.75 2.46	3.23 3.00 3.12
Specific goals and objectives corresponding to specific post-school outcomes	M F T	3.50 3.27 3.41	3.44 3.83 3.66	3.54 3.29 3.45	4.00 3.00 3.84	3.43 3.17 3.31
The strengths, abilities, priorities, interests, and needs of each student	M F T	3.56 3.60 3.58	3.56 4.00 3.72	3.54 3.57 3.55	2.25 2.75 2.33	3.77 3.27 3.54
Constant assessment resulting in securing employment after school	M F T	3.57 3.50 3.54	3.11 3.71 3.40	3.55 3.13 3.37	2.45 2.25 2.42	3.54 3.00 3.44
Teaching students both academic and life skills	M F T	3.57 3.73 3.63	3.67 3.73 3.93	3.42 3.14 3.32	3.90 3.00 3.76	3.77 3.00 3.43
Postsecondary education and/or employment as the main outcomes following vocational school completion	M F T	3.50 3.41 3.46	3.28 3.61 3.44	3.08 3.00 3.05	3.80 2.50 3.58	3.08 2.67 2.88
Involvement of students’ parents/families in transition process and service delivery	M F T	3.50 3.71 3.59	3.50 3.75 3.62	3.25 3.50 3.35	2.95 2.33 2.88	3.67 3.17 3.42
Collaboration with school staff and agencies outside the school	M F T	3.70 3.41 3.57	3.41 3.35 3.38	3.17 3.50 3.30	2.65 3.00 2.70	3.77 3.00 3.43
Involvement of student in community-based experiences	M F T	3.63 3.76 3.68	3.47 3.65 3.57	3.58 3.29 3.47	4.00 3.00 3.84	3.67 3.00 3.36
Interaction of students with employees without disabilities	M F T	3.57 3.82 3.68	3.33 3.57 3.46	3.62 3.43 3.55	3.89 3.67 3.86	3.31 4.00 3.61
Providing students with various work experiences	M F T	3.61 3.75 3.67	3.50 3.82 3.68	3.54 3.29 3.45	4.00 3.67 3.96	3.38 4.00 3.65

Note. M = Male, F = Female, T = Total

Table 3. Mean scores of respondents’ beliefs about vocational curriculum by gender and teaching experience (N = 158)

		Teaching Experience (Years)
Transition Course	Gender	1 to 5	6 to 10	11 to 15	16 to 20	20+
Math	M F T	2.65 2.82 2.72	2.79 3.08 2.95	2.77 3.13 2.90	2.94 3.00 2.95	2.69 3.17 2.92
Carpentry-Related	M F T	2.58 2.63 2.60	2.79 2.88 2.84	2.67 2.75 2.70	3.00 2.33 2.92	2.23 1.00 1.70
Brick-Laying	M F T	2.48 2.60 2.53	2.78 2.83 2.81	2.67 2.75 2.70	3.00 2.33 2.91	2.00 1.50 1.75
English Language	M F T	2.62 3.00 2.77	3.16 3.38 3.28	3.69 3.00 2.80	3.06 3.50 3.14	3.23 1.50 2.40
Accounting-Related	M F T	2.65 2.64 2.65	3.22 3.39 3.32	2.73 3.00 2.83	2.85 3.00 2.88	3.08 1.33 2.24
Computer-Related	M F T	2.73 2.94 2.81	3.22 3.41 3.32	3.31 3.25 3.29	2.95 3.50 3.04	3.14 1.00 2.25
Management-Related	M F T	2.81 2.69 2.76	3.21 3.35 3.29	3.30 3.13 3.22	2.90 3.50 3.00	3.00 1.00 2.17
Other	M F T	2.67 2.81 2.72	3.06 2.82 2.92	3.00 3.14 3.07	2.74 3.67 2.86	2.79 1.50 2.19

Note. M = Male, F = Female, T = Total

7. Respondents’ beliefs about transition components by gender and teaching experience

A Factorial ANOVA was run on respondents’ beliefs about transition components that are necessary for inclusion in the transition planning process of SWDs to help them transition successfully to employment (see, Table 4). A significant difference was noted on the main effect for teaching experience in that transition planning should include a documentation for each student with a Tukey post-hoc test revealing several significant differences between distinct teaching experience groups (see, Table 5).

Table 4. Factorial ANOVA on respondents’ beliefs about transition components by gender and teaching experience (N = 158)

Transition Component		SS	df	MS	F	p
A documentation for each student with a disability	A	0.25	1	0.25	0.58	.449
	B	7.34	4	1.84	4.32	.003
	A*B	3.93	4	0.98	2.31	.061
A variety of job tasks to help transition to employment	A	0.02	1	0.02	0.03	.857
	B	7.36	4	1.84	3.93	.005
	A*B	1.00	4	0.25	0.53	.711
Specific goals and objectives corresponding to specific post-school outcomes	A	2.13	1	2.13	8.25	.005
	B	2.21	4	0.55	2.14	.079
	A*B	5.47	4	1.37	5.29	.001
The strengths, abilities, priorities, interests, and needs of each student	A	0.29	1	0.29	0.70	.403
	B	15.73	4	3.93	9.58	.000
	A*B	3.50	4	0.88	2.13	.081
Constant assessment resulting in securing employment after school	A	0.34	1	0.34	0.78	.378
	B	14.36	4	3.59	8.20	.000
	A*B	4.77	4	1.19	2.72	.033
Teaching students both academic and life skills	A	3.09	1	3.09	9.41	.003
	B	2.94	4	0.74	2.25	.068
	A*B	5.20	4	1.30	3.96	.005
Postsecondary education and/or employment as the main outcomes following vocational school completion	A	2.67	1	2.67	7.40	.007
	B	7.52	4	1.88	5.21	.001
	A*B	6.99	4	1.75	4.84	.001
Involvement of students’ parents/families in transition process and service delivery	A	0.18	1	0.18	0.47	.493
	B	8.93	4	2.23	6.03	.000
	A*B	3.74	4	0.94	2.53	.044
Collaboration with school staff and agencies outside the school	A	0.19	1	0.19	0.42	.518
	B	4.44	4	1.11	2.51	.045
	A*B	4.18	4	1.05	2.36	.056
Involvement of student in community-based experiences	A	2.97	1	2.97	11.56	.001
	B	2.12	4	0.53	2.07	.088
	A*B	5.89	4	1.47	5.74	.000
Interaction of students with employees without disabilities	A	.599	1	0.60	1.51	.221
	B	1.78	4	0.44	1.12	.348
	A*B	2.55	4	0.64	1.61	.175
Providing students with various work experiences	A	0.24	1	0.24	1.00	.319
	B	1.46	4	0.36	1.51	.204
	A*B	2.81	4	0.70	2.91	.024

Note. A = Gender, B = Teaching Experience, A*B = Gender and Teaching Experience Interaction

Table 5. Multiple comparisons results on respondents’ beliefs about transition components by gender and teaching experience (N = 158)

Transition Component	Significant Differences By Gender and Teaching Experience (Years)
A documentation for each student with a disability	1 to 5 and 16 to 20 6 to 10 and 16 to 20
A variety of job tasks to help transition to employment	1 to 5 and 16 to 20 6 to 10 and 16 to 20 11 to 15 and 16 to 20 16 to 20 and 20+
Specific goals and objectives corresponding to specific post-school outcomes	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
The strengths, abilities, priorities, interests, and needs of each student	1 to 5 and 16 to 20 6 to 10 and 16 to 20 11 to 15 and 16 to 20 16 to 20 and 20+
Constant assessment resulting in securing employment after school	M(1 to 5) and F(1 to 5) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Teaching students both academic and life skills	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Postsecondary education and/or employment as the main outcomes following vocational school completion	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Involvement of students’ parents/families in transition process and service delivery	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Collaboration with school staff and agencies outside the school	1 to 5 and 16 to 20 6 to 10 and 16 to 20 11 to 15 and 16 to 20 16 to 20 and 20+
Involvement of student in community-based experiences	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Interaction of students with employees without disabilities	No significant differences
Providing students with various work experiences	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)

Note. M = Male, F = Female

Moreover, the findings showed a significant difference on the main effect for teaching experience concerning the item that transition planning should include a variety of job tasks to help a student transition successfully to employment. Multiple comparisons of the distinct teaching experience categories also pointed to significant differences between several participants’ groups based on teaching experience. The findings of this study further showed that there was a significant difference on the interaction of gender and teaching experience regarding that transition planning should include specific goals and objectives that correspond to specific post-school outcomes. Thus, the effect of gender on this transition component differed at different levels of participants’ teaching experience. [Table 4 near here]

It is also worth noting that a significant difference was noted on the main effect for teaching experience regarding participants’ beliefs in that transition planning should include the strengths, abilities, priorities, interests, and needs of each student. A significant difference was recorded on the interaction of gender and teaching experience that transition should include constant assessment resulting in securing employment after school. Moreover, a significant difference was noted in the effect of participants’ teaching experience between genders that transition planning needed to encompass teaching students both academic and life skills.

This study revealed that the effect of teaching experience was different for male and female participants in that transition planning should include postsecondary education and/or employment as the main outcomes following vocational school completion. Again, results showed that the effect of teaching experience was different for male and female participants on the transition component that students’ parents/families needed to be involved in the transition process and service delivery.

Furthermore, the findings showed a significant difference on the main effect for teaching experience concerning the item that transition planning should include collaboration between school staff and agencies outside the school. A significant difference was noted in the effect of participants’ teaching experience between genders that transition planning needed to involve students in community-based experiences. It was also noted that the effect of teaching experience was different for male and female participants on the transition component that transition needed to involve providing students with various work experiences. The results of multiple comparisons of participants’ transition components beliefs indicating differences based on gender and teaching experience are shown in Table 5. [Table 5 near here]

8. Respondents’ beliefs about vocational curriculum by gender and teaching experience

A factorial ANOVA was further conducted to determine the extent to which vocational coursework was relevant in promoting vocational SWDs to transition to employment successfully (see, Table 6). Regarding whether participants believed that math was relevant in promoting vocational SWDs to transition successfully to employment, no significant differences were observed. However, a significant difference was noted on the interaction of gender and teaching experience in that carpentry-related courses were relevant in preparing vocational SWDs to transition successfully to employment with a follow-up test revealing several significant differences between distinct participants’ groups (see, Table 7). [Table 6 near here]

Table 6. Factorial ANOVA on respondents’ beliefs about vocational curriculum by gender and teaching experience (N = 158)

Transition Course		SS	df	MS	F	p
Math	A	2.12	1	2.12	2.78	.098
	B	1.22	4	0.30	0.40	.809
	A*B	0.56	4	0.14	0.18	.947
Carpentry-Related	A	2.95	1	2.94	4.48	.036
	B	23.79	4	5.95	9.08	.000
	A*B	8.44	4	2.11	3.22	.015
Brick Laying	A	0.85	1	0.85	1.28	.260
	B	18.50	4	4.63	6.93	.000
	A*B	2.64	4	0.66	0.99	.415
English Language	A	0.16	1	0.16	0.19	.662
	B	15.06	4	3.77	4.48	.002
	A*B	21.71	4	5.43	6.45	.000
Accounting-Related	A	1.50	1	1.50	2.25	.136
	B	20.26	4	5.07	7.60	.000
	A*B	17.90	4	4.48	6.71	.000
Computer-Related	A	1.80	1	1.80	2.89	.091
	B	27.00	4	6.75	10.84	.000
	A*B	27.21	4	6.80	10.92	.000
Management-Related	A	2.72	1	2.72	4.55	.035
	B	28.72	4	7.18	12.02	.000
	A*B	21.94	4	5.48	9.18	.000
Other	A	0.09	1	0.09	0.11	.737
	B	14.55	4	3.64	4.42	.002
	A*B	12.53	4	3.13	3.81	.006

Note. A = Gender, B = Teaching Experience, A*B = Gender and Teaching Experience Interaction

Table 7. Multiple comparisons results on respondents’ beliefs about vocational curriculum by gender and teaching experience (N = 158)

Transition Course	Significant Differences By Gender and Teaching Experience (Years)
Math	No significant differences
Carpentry-Related	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Brick-Laying	1 to 5 and 20+ 6 to 10 and 20+ 11 to 15 and 20+ 16 to 20 and 20+
English Language	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Accounting-Related	M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Computer-Related	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Management-Related	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Other	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)

Note. M = Male, F = Female

Moreover, the findings showed a significant difference on the main effect for teaching experience concerning the item that brick-laying was relevant in promoting successful transition of vocational SWDs to employment. Multiple comparisons of the distinct teaching experience categories also pointed to significant differences between several participants’ groups based on teaching experience. The findings of this study further showed that there was a significant difference on the interaction of gender and teaching experience regarding that English language was relevant in promoting successful transition of SWDs to employment.

It is also worth noting that a significant difference was noted on the interaction of gender and teaching experience that accounting-related courses were relevant in promoting successful transition of SWDs to employment. Lastly, significant differences were noted in the effects of participants’ teaching experiences between genders that computer-related courses, management-related courses, and other courses were relevant in promoting successful transition of vocational SWDs to employment. The results of multiple comparisons of participants’ vocational curriculum beliefs indicating differences based on gender and teaching experience are shown in Table 7. [Table 7 near here]

9. Discussion

The purpose of this study was to examine vocational teachers on the kinds of components or practices that they believed needed to be incorporated in the transition planning process of SWDs and the extent to which the curriculum was relevant in promoting these students’ transition from vocational schools to employment successfully. The findings of this study revealed that most teachers held positive beliefs towards all listed transition planning components. It is worth noting that effective delivery of transition services and supports depends on teachers’ positive perceptions and their ability to understand the transition planning process clearly (Ookeditse, 2018; Xu et al., 2014). Teachers’ knowledge and understanding of transition practices and principles lies in effective communication and collaborative efforts between students, parents, families, and external entities (Rowe et al., 2015; Sprunger et al., 2018). Family involvement and interagency collaboration have been found as best practice transition planning strategies and predictors of positive post-school outcomes for SWDs (Morgan et al., 2014; Test et al., 2009). Teachers’ development of meaningful relationships with families and linkages with external agencies as well as understanding of the critical components of interagency collaboration help to improve students’ post-school outcomes. However, it is worth noting that family involvement may be minimal in vocational schools in Botswana, where the majority of students exceed the age of majority (18 years) and have full legal capacity to make independent decisions and choices.

Most participants in this study held positive beliefs that the transition planning process should include a documentation for each student with a disability. Such documentation for each student is the foundation for addressing his or her specific needs, consistent with current transition literature that puts high emphasis on student-focused planning. This planning encompasses the involvement of SWDs in IEPs, a comprehensive and clearly defined course of study, specific and measurable goals, equipping SWDs with requisite transition planning skills, as well as applying systematic and age-appropriate transition assessments (Morningstar & Mazzotti, 2014). Moreover, Dogbe (2015) argued that best practices in student-focused planning is meaningless unless students become actively involved in the development of transition goals and assessments of progress toward clearly defined goals. The active involvement of students in transition planning leads to increased self-determination and self-awareness, which form the basis for preparing students to be in control of their post-school plans (Gay, 2010; Morningstar et al., 2010; Test et al., 2009).

The findings of this study also suggested that vocational teachers held positive beliefs concerning the teaching of both academic and life skills. Consistent with this result, empirical evidence has noted the necessity of evaluating and equipping SWDs with functional, academic, social, and vocational skills to be ready to overcome adult life challenges (Curry & Jones, 2014; Kohler, 1996). The importance of equipping SWDs with academic skills was observed in this study as teachers held somewhat positive views that all courses offered in vocational schools helped students to transition to employment successfully. However, it is worth noting that most teachers did not strongly agree with the extent to which the curriculum prepared SWDs for employment, thus clearly showing that vocational coursework was somehow lacking in helping SWDs to be ready for the world of work. Unfortunately, the question of what aspect of vocational curriculum is inadequate or what teachers are failing to do to improve the curriculum remains unanswered. It is the role of teachers to prepare students with the necessary skills for independent living and community engagement, to prepare them for the world of work, to expose them to work-based experiences, as well as to equip students with appropriate academic and self-determination skills (Gay, 2010).

Vocational teachers believed that transition planning should include the strengths, abilities, priorities, interests, and needs of SWDs. This is an interesting result since a key role of educators is to empower students, including those with disabilities to attain self-sufficiency and independence (Rubin & Roessler, 2008). Literature has suggested that a combination of transition components with career development that takes into account each student’s preferences and abilities, adequate preparation, as well as healthy and supportive interactions leads to successful post-school outcomes (Morgan et al., 2014; Morningstar et al., 2010).

Findings from the current study revealed that teachers agreed that SWDs should be provided with various work experiences to help them transition to employment successfully. Despite vocational teachers holding this positive belief, youths with disabilities in Botswana have been found to participate in employment at lower rates than their counterparts without disabilities (Statistics Botswana, 2018); and this finding corroborates with international employment trends (United Nations Educational, Scientific and Cultural Organization, 2012). Provision of SWDs with opportunities to gain work experiences or engage in paid work and teaching vocational skills during and following secondary school have been identified as significant predictors of successful employment outcomes for SWDs (Connors et al., 2014; McDonnall, 2010). Thus, having positive attitudes concerning providing students with various work experiences is the basis for teachers to incorporate school and work-based experiences in the curriculum. Despite the importance of work-based experiences in preparing SWDs for successful post-school employment, outcomes, Lindstrom et al. (2011) argued that students are rarely provided with adequate opportunities to get ready for post-school employment.

Generally, participants held mixed views on the influence of gender and teaching experience on these transition perceptions. No significant differences were recorded on all transition components and curriculum based on gender only. Teachers having teaching experience of 1 to 10 years rated the inclusion of a documentation for each SWD in the transition planning process higher than those with 16 to 20 years of experience. It could be that beginning and moderately experienced teachers who did not complete their teacher-training long ago were more zealous and believed more in the inclusion and successful transition of SWDs as driven by the Inclusive Education Policy implemented in 2011. This result corroborates with McKay (2016) who noted that beginning teachers were often advocates of inclusive education and had naïve and idealistic views about teaching. As teachers gain more teaching experience, they need professional development activities to expose them to changing trends in special education so that they are not left behind in addressing the unique needs of SWDs (Dogbe, 2015). Hence, teachers with teaching experience spanning over 10 years in this study may lack awareness of the evolving nature of special education partly due to lack of professional development activities in schools compared to beginning teachers with current special education knowledge. The gaining of considerable teaching experience allows teachers to value the importance of providing student-centered transition services that include exposing students to a variety of job tasks, inclusion of strengths, abilities, priorities, interests, and needs of SWDs (Morningstar & Mazzotti, 2014). Unfortunately, teachers in Botswana who underwent training about two decades ago and have not adequately participated in professional development activities are likely to lag behind in delivery of student-centered transition services.

In Botswana, vocational schools are dominated by male teachers. Hence, the finding that male teachers believed more than female teachers that specific goals and objectives that correspond to specific post-school outcomes are necessary in the transition process as well as conducting regular assessment to monitor students’ progress may not be surprising. The fact that male teachers have been and continue to be dominant in the vocational school system in Botswana may mean that they have developed a better understanding of students’ needs and assessment strategies over the years than few female teachers who may not have been exposed to ample opportunities to interact with students so as to form clear opinions about them and how to address individual needs effectively (Mosalagae & Lukusa, 2016). Vocational teachers valued the teaching of both academic and life skills to SWDs. Although an interaction between gender and teaching experience was recorded, there was no clear line of distinction to guarantee a possible explanation.

A significant difference was found on the interaction of gender and teaching experience on whether students’ families/parents needed to be part of the transition planning process as well as the involvement of students in community experiences. It seems that male participants needed to gain more teaching experience to appreciate the importance of family/parent participation in the transition process and that it takes a village to raise and develop a child. A possible explanation for this trend could be the tendency for women to be more emotional, nurturing, and attached to their children more than men (Rubin & Roessler, 2008; Scharfe, 2017), consequently resulting in women developing a better understanding of the importance of parental involvement in children’s education. Moreover, participants who had recently joined the teaching profession valued collaboration between schools and external entities more than those with much teaching experience. This finding adds to existing literature that decisions made on assumptions that the relationship between teaching experience and competency is obvious and linear are superficial and may be misleading unless teachers work in a supportive and collegial environment that promotes growth (Podolsky et al., 2016, 2019). Having experienced various frustrations, challenges, and barriers to transition over the years, teachers’ expectations may change and become more lenient in consideration of the realities on the ground.

Interestingly, participants equally valued the importance of the interaction between SWDs and employees without disabilities. Literature has noted the need to develop such relationships to eliminate discrimination and support one another’s needs (Morningstar & Mazzotti, 2014; Rubin & Roessler, 2008). Furthermore, the importance of math in helping SWDs to transition to employment successfully was equally valued by participants regardless of gender or teaching experience. The finding that highly experienced participants tended to agree less than less experienced counterparts on whether carpentry-related courses and brick-laying may arise from a point of caution to avoid rushing into conclusions on the impact of these courses in attainment of successful post-school employment. As the majority of English language teachers in schools are female, it is not surprising that they had more positive perceptions than male participants across most teaching experience ranges about this subject in helping SWDs to transition to employment successfully. Females have been reported to have stronger positive views towards the English language while males have been noted to be more confident in their use of the language (Sabra, 2018). Although participants held somewhat positive beliefs that the rest of the courses offered in vocational schools assisted students to transition successfully to employment, their views were mixed-up based on gender and teaching experience. This diversity of views clearly shows the extent to which vocational teachers are not on the same page regarding their beliefs about transition planning, which may hinder the effective delivery of transition services.

10. Limitations

The sample of this study consisted of unequal group sizes based on gender and teaching experience. Although a sample of 158 participants is a fairly large number, the unequal group sizes may have resulted in some decrease of power which may affect the generalizability of the study findings. Again, purposive and census sampling were used to select participants bearing in mind that this was an exploratory study. However, a random sample across the country would be more viable in future research to generalize findings to the entire population of vocational teachers in Botswana. It is also worth noting that this study relied entirely on quantitative research methods and that no qualitative data were collected. Hence, it was difficult to provide meaningful explanations for observed trends except to make assumptions or generate possible explanations based on existing literature as well as paying particular attention to transition practices on the ground (context). Klingner and Boardman (2011) argued that mixed methods research is critical given that credible explanations need to be provided to notable trends from quantitative data as this enriches findings and makes them more meaningful to the reader.

It is also worth noting that only about a third of the respondents indicated that they never taught a student with disability previously and about half of the teachers reported having a student with a disability in their classes. Thus, although some teachers did not have a student with a disability in their classes at the time of the study, they had taught such students in the last two years. However, including only teachers who had SWDs in their classes at the time of the study would have yielded findings with more direct practical implications. Hence, this is seen as a limitation of the study. Lastly, no data were collected from administrators and students to understand how they viewed transition components and vocational curriculum in relation to attaining successful post-school outcomes.

11. Conclusion

Participants in this study had positive perceptions on components that are suggested for inclusion in the transition planning process for SWDs to transition successfully from vocational schools to post-school settings. Although participants observed these components to be essential corroborating with existing research, this does not explain the extent to which these practices are implemented in vocational schools. Although the study confirms what was already known in developed countries such as the United States, a paucity of research still remains in developing countries to confirm the same. Given the different educational, social, and political contexts between developed and developing nations, it was worth conducting this kind of study to make meaningful conclusions. The study went an extra mile to consider the interaction of gender and teaching experience which has not been examined in most studies. Thus, inconsistencies were noted concerning teachers’ beliefs about transition planning components based on the interaction of gender and teaching experience.

Since participants’ views varied regarding transition components and the relevance of coursework to attaining positive post-school outcomes, it is imperative that vocational schools work tirelessly to find ways of bridging the gap that exists in participants’ transition views by gender and teaching experience. It is critical that vocational school teachers enhance transition services for SWDs. Vocational teachers need to (a) develop and participate in professional development activities geared towards improving delivery of transition services, (b) develop a collaborative team approach to implementation of transition principles and practices, and (c) formulate transition strategies that connect the student’s individualized academic goals with appropriate non-academic skills. Professional development programs for vocational teachers should aim to reduce the disparities in their transition views based on teaching experience and/or gender so that at any given point, teachers have positive transition views as they are a prerequisite for students’ successful transition to post-school settings. It is important that a collaborative team of vocational school practitioners formulate policy and advocacy strategies that correspond to current vocational education improvement efforts as evidenced through a student’s program of study as well as his or her individualized program. It is also time that vocational schools recruit more female teachers to reduce the current dominance of male teachers and allow female teachers to develop a better understanding of vocational students’ needs and expose them to adequate opportunities to interact with students and develop clear perspectives about them and how to address individual needs effectively.

In the absence of a transition legal mandate, it is difficult to have clear guidelines and procedures in place that are legally binding for schools to comply with the view to enhance post-school outcomes for SWDs. Meanwhile, universities and institutions of higher education should provide comprehensive transition courses for students that are interested in teaching vocational students. As indicated, professional development programs are key in equipping in-service vocational teachers with requisite knowledge and skills to assist SWDs to transition successfully to post-school settings. Hence, coordinated and collaborative efforts are necessary between schools, students, families, non-governmental organizations (NGOs), parastatals, private sector, relevant government ministries (i.e., Ministry of Tertiary Education, Research, Science and Technology, Ministry of Employment, Labour Productivity and Skills Development), disability organizations, and other relevant stakeholders in Botswana to ensure that SWDs are fully fledged to enter the world of work, participate actively in the community, as well as live independent and meaningful lives. The ratification exercise of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPWD) which was completed in 2021 and the National Transformation Agenda should be followed by new policies that adopt inclusion as a priority area, to ensure that issues surrounding the needs of people with disabilities across all life domains from birth throughout the lifespan are addressed amicably. However, given the economic effects of the COVID-19 pandemic, government efforts to fund disability issues may be in vain.

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Additional information

Funding

The author received no direct funding for this research.

Notes on contributors

Goitse B. Ookeditse

Dr. Goitse Ookeditse is a lecturer in the Department of Educational Foundations (EDF) at the University of Botswana. He has about 10 years of experience in higher education. His work as a lecturer offers him immense satisfaction and great happiness. Reflecting on the uneasy moments with his students specializing in visual impairment teaches him how to manage difficult and challenging situations in life. His research interests include career development and transition planning and programming for students with disabilities as well as orientation and mobility programs for individuals with visual impairments. He also serves in various committees in the University of Botswana and in different organizations and capacities in the community concerning disability issues.