Exploring the vocational training strategies for enhancing the transitioning of persons with intellectual disability into supported employment : a case study of Mitchell’s Plain/Klipfontein sub-structure
Date
2021-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH SUMMARY : Introduction: The issue of unemployment as a national priority and strategy for poverty reduction has been at the forefront of the socio-political agenda in South Africa for many decades. Persons with Intellectual Disability (PWID) are particularly marginalised from decent employment opportunities due to low levels of education and skills training. The aim of this study was to explore the vocational training strategies used by service providers for enhancing the transitioning of PWID into supported employment (SE) by answering the question, What are the vocational training strategies used by service providers to enhance the transition of persons with intellectual disability into supported employment within the Mitchell’s Plain/Klipfontein sub-structure?
Methodology: This study used a single instrumental case study design. A purposive sample of 12 participants was recruited as volunteer participants and selected according to specific inclusion criteria; four PWID, four carers and four service providers. Using qualitative data collection methods, semi-structured interviews were conducted with all participants. All interviews were transcribed and translated into English verbatim and thematically analysed. Document analysis was also used as supplementary data to provide context.
Findings: PWID have very few options to engage in vocational training platforms that translate into SE. Carers value the vocational training received at various protective workshops but their unmet expectations for PWID to enter the employment sector is a concern. Communities are under-resourced; therefore, protective workshops are the primary vocational training opportunity for PWID. Protective workshops use learnerships as a transition method with job coaches, functional capacity evaluations and job shadowing as strategies to measure job readiness. Unfortunately, these strategies do not translate into SE nor do they guarantee any type of entry into other competitive employment opportunities. This is because the current protective workshop model has not fully integrated an inclusive community-based approach into their best practice model despite the emphasis of CBR as the recommended approach within the revised policy framework. Additionally, the policy guidelines as mandated by the Department of Social Development are not clearly defined and respective service providers develop best practice models at their discretion in partial fulfilment of their service delivery mandate.
Conclusion: Protective workshops can be a key facilitator for transforming the way in which PWID are introduced to the labour market and their success in future employment opportunities. As the primary vocational training platform for PWID, protective workshops are well established within their network of service providers, funders and the community. Despite efforts to transform the protective workshop strategy through the inclusion of SE as a step towards employment, the outcomes of transitioning still remain very low. There are gaps in the sustainability of vocational training strategies due to the partial fulfilment of policy implementation and the successful integration of SE as the preferred model within the sub-structure. There is a need to strengthen the existing intersectoral collaboration to reduce fragmentation of services and clearly define roles and responsibilities of service providers. Person-centred transition planning should extend beyond individual rehabilitation and provide holistic support that positions PWID inclusively within their community and family. Strategic community networking may allow for opportunities to access services and information to PWID, service providers and also potential employers. Protective workshops as an effective strategy for transition can only be fully effective once the above factors are addressed and strategically aligned with deliberate focus on inclusive policy development and implementation.
AFRIKAANSE OPSOMMING : Geen opsomming beskikbaar.
AFRIKAANSE OPSOMMING : Geen opsomming beskikbaar.
Description
Thesis (MHumanRehabSt)--Stellenbosch University, 2021.
Keywords
People with mental disabilities -- Vocational education -- South Africa, People with mental disabilities -- Occupational training -- South Africa, People with mental disabilities -- Employment -- South Africa, Vocational rehabilitation -- South Africa, Diversity in the workplace -- Management -- South Africa, Intellectual disability -- South Africa, Protective workshops -- South Africa, Transition planning -- South Africa, UCTD