Experiences of students with disabilities in technical vocational education and training colleges

Abstract

Background: Technical Vocational Education and Training (TVET) in South Africa is often viewed as the ‘Cinderella’ of higher education, with many matriculating students choosing mainstream universities instead. This preference stems from stigma and misconceptions that label TVET students – often from poorer working-class backgrounds – as less intelligent than their university peers. The lived experiences of students with physical and learning disabilities in these institutions are particularly underexplored.

Objectives: This study aimed to illuminate the experiences of students with disabilities at five TVET colleges in Gauteng, South Africa.

Method: Using a phenomenological approach, the study conducted story exercises and individual interviews with a convenience sample of 40 students with disabilities.

Results: The findings reveal that TVET education predominantly serves black students from marginalised backgrounds, with students with disabilities facing significant barriers in accessing both the curriculum and the physical environments of the colleges. Despite numerous challenges, a resilient narrative emerged among these students, rooted in African traditional values.

Conclusion: This article contributes to knowledge on disability inclusion in higher education by showcasing the challenges and resilience of students with disabilities in South Africa’s TVET system.

Contribution: The study employed innovative methodologies, such as picture stories, to co-create knowledge with students living with disabilities.