A participatory process to improve vocational education in special schools

Abstract

Though there have been measures taken to improve vocational education in special schools, some special schools experience a delay in the allocation of resources for vocational skills, and skills training for special educators to be able to teach the skill subjects to learners experiencing barriers to learning. This is problematic as learners experiencing barriers to learning depend on skills taught to cope with life’s demands, and those who require low-intensity support can make a living in the open labour market when they exit the special schools. In this study, I worked collaboratively with five special educators as co-researchers/participants to share their experiences regarding the barriers preventing the successful implementation of vocational education in special schools and explore actions that can bring about positive change in these schools. A critical transformative paradigm within a Participatory Action Learning and Action Research (PALAR) design was viewed as suitable for this research study to answer the following research question: How can vocational education collaboratively be improved in special schools? Therefore, the co-researchers and l investigated and answered the research questions within the three cycles. In cycle one, the co-researchers identified the challenges through the symbolic drawing method and discussion groups. In cycle two, the co-researchers utilised the photovoice method whereby they took photos that represented their stories and challenges. Lastly, in cycle 3, the co-researchers created one collage consisting of different pictures summarising the outcome of the study. Data was analysed through thematic content analysis. The analysis revealed three interconnected themes concerning how vocational education can be collaboratively improved in special schools, namely obstacles to enhancing vocational education, existing approaches and methods and opportunities for growth and innovation. The findings suggest that enhancing vocational education in special schools requires a collaborative effort to confront systemic challenges—including limited educator capacity, learner-specific needs, and environmental constraints—that impede equitable outcomes. Although current teaching practices and institutional programs provide a starting point, their effectiveness is often undermined by implementation difficulties and insufficient responsiveness to local contexts. Lasting progress depends on co-created, community-led solutions that harness technological innovation and champion inclusive advocacy, paving the way for vocational pathways that are both meaningful and accessible to every learner.