Vocational Transition Challenges for Students With Disabilities in Botswana: Vocational Teachers’ Perspectives

In the absence of appropriate transition planning practices to promote a smooth transition process, successful transition from vocational education to post-school settings can be particularly challenging for students with disabilities (SWDs). This study was conducted to explore vocational teachers’ perceptions on challenges related to the effective implementation of transition supports and services for SWDs in Botswana. The study examined vocational teachers’ knowledge of transition challenges, the influence of gender and teaching experience on vocational teachers’ perceptions of transition challenges, and differences of vocational teachers’ perceptions in two school regions. A cross-sectional survey was used to collect data from 158 participants. Factorial ANOVA was used to compare means across vocational teachers based on gender and teaching experience. Also, t -tests were run to determine differences of participants’ perceptions of transition challenges between the two school regions. Among others, participants perceived that there was limited training of teachers, shortage of staff in schools, and limited funding to support the transition planning process. Generally, participants varied on the influence of gender and teaching experience on perceived transition challenges. Kgatleng region vocational teachers agreed more than their counterparts in Sout-East region that poor collaboration with external entities, unclear transition guidelines, and mismatch between vocational courses and employment goals negatively impacted the transition planning process. This calls for vocational schools to take deliberate action to devise strategies for bridging the disparities in participants’ transition perceptions. Strategies include teachers’ increased participation in professional development activities, increased collaborative efforts, and development of a legal framework on transition.