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

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