Youth with mild intellectual developmental disorder (MIDD) continue to face significant barriers in accessing meaningful employment and further education in South Africa. This study explored career transition opportunities and challenges for MIDD learners in vocational schools in the Gauteng Province, focusing on how placement, preparation, and support systems shape their post-school pathways. The research was guided by Schlossberg’s Transition Theory, which highlights the role of situation, self, support, and strategies in navigating life changes. A qualitative research design was employed within an interpretivist paradigm. Data was generated through semi-structured interviews, focus groups, and observations with 18 participants, including principals, educators, parents, and Year 4 learners. Thematic analysis produced five overarching themes: learner placement, learners’ preparation, work opportunities, challenges in career transition, and strategies to enhance transition programmes. Findings revealed that while vocational curriculum and practical skills training provided learners with foundational competencies, gaps remained in career guidance, work-integrated learning, and structured transition planning. Limited job opportunities, inadequate resources, funding constraints, and negative employer perceptions further hindered smooth transitions. However, strategies such as strengthened policy implementation, sustainable funding, teacher development, resource provision, and enhanced industry partnerships were identified as critical to improving outcomes. The study concludes that effective transition for MIDD learners requires coordinated, multi-level interventions that involve learners, families, schools, employers, and the Department of Education. It recommends establishing structured transition frameworks, expanding stakeholder collaboration, and integrating self-advocacy and employability skills into vocational training to ensure equitable participation in the labour market.
- Career transitioning opportunities for learners with mild intellectual developmental disorder in Gauteng vocational schools
- Shereen Phumzile Mdunjana
- Boitumelo Molebogeng Diale
- University of Johannesburg; Doctor of Education (DED)
- Doctor of Education (DED), University of Johannesburg
- 9963699107691
- University of Johannesburg
- University of Johannesburg; Faculty of Education; Department of Educational Psychology
- English
- Dissertation