Transitioning from school to work: a narrative inquiry of the experiences of out-of school youth with disabilities who attended Newton Pre-Vocational School in the uMgungundlovu District Municipality.

Abstract

A narrative enquiry was conducted to explore the experiences of out-of-school youth with disabilities who attended Newton Pre-Vocational School in the uMgungundlovu District Municipality of South Africa. Semi-structured interviews and a focus group interview were used to obtain the data for this study. The study adopted a qualitative research approach, located within a critical research paradigm. Six participants who were former learners at Newton Pre-Vocational School were selected for the study; their ages ranged from 19 to 25. Findings revealed that although participants reported that their schooling experience at Newton Pre-Vocational School was much better than their primary schooling, 5 of the 6 participants felt that the Technical Occupation Curriculum used at the school did not prepare them adequately for adulthood and for their chosen field of work. In addition, as the programme was not recognised, the certificate that they earned from Newton did not open doors for them when they applied for jobs. The study found that 5 of the 6 of the participants had attempted more than once to obtain employment. Participants described companies as lacking understanding of their disability; as a result, they experienced prejudice and discrimination. This contributed negatively to participants already compromised mental wellbeing. The societal contribution to their mental state cannot be underestimated. It is imperative that stakeholders at all levels of society—parents, schools, the basic and higher education departments, the employment sector and department of Social Development—cooperate closely to support learners with special education needs to be able to transition successfully from school to the world of work and to contribute economically and socially. Further research exploring how stakeholders can support people living with disabilities—especially individuals with mild to moderate intellectual disabilities—as they transition from schooling to employment, is necessary.