From Classroom to Career: Exploring Employment Pathways of Students with Disabilities with the Malaysia Skills Certificate
Article Number: e2025468 | Available Online: September 2025 | DOI: 10.22521/edupij.2025.18.468
Mohd Syazwan Zainal
Full text PDF |
1968 |
1311
Abstract
|
Background/purpose. The difficulty faced by students with disabilities in obtaining employment after completing school is a global concern. In Malaysia, the government has implemented the Malaysia Skills Certificate (MSC) as a means of equipping student with disabilities with practical and vocational skills while still in school. However, little is known about the employment outcomes of students with disabilities who completed this program. Therefore, this study explores the post-school pathways of students with disabilities who have completed the MSC program in Malaysia. Materials/methods. This qualitative case study explored the experiences of eight students with disabilities who had completed the MSC program. Participants were purposefully selected by ensuring that they were no longer in school and either currently employed or unemployed. Data were collected through semi-structured interviews and were analyzed thematically using the Atlas.ti 8 software. Results. Four key themes emerged: (1) Employment Pathways and Vocational Readiness, (2) Workplace Challenges and Support Needs, (3) Aspirations for Independence and Contribution, and (4) Social and Environmental Influences on Career Engagement. However, this research also highlights that students with disabilities face barriers such as communication difficulties, inadequate support, and workplace exploitation. Their successful transition depends on emotional resilience, strong family backing, and sustained post-school support. |
Conclusion. The findings underscore the need for more inclusive and adaptive vocational education policies that address the unique needs of students with disabilities. Collaborative efforts among educators, employers, and families are crucial to enhancing career readiness and facilitating a smoother transition from school to work for students with disabilities in Malaysia.
Keywords: Students with Disabilities, Career Transition, Malaysia Skills Certificate
ReferencesAbdullah, M. N. L. Y. (2013). Embracing diversity by bridging the school-to-work transition of students with disabilities in Malaysia. In R. Maclean, S. Jagannathan, & J. Sarvi (Eds.), Technical and vocational education and training: Issues, concerns and prospects (Vol. 17, pp. 163–183). Springer. https://doi.org/10.1007/978-94-007-5107-1_9
Alshoura, H. (2023). Critical review of special needs education provision in Malaysia: Discussing significant issues and challenges faced. International Journal of Disability, Development and Education, 70(5), 869–884. https://doi.org/10.1080/1034912X.2021.1913718
Awsumb, J. M., Carter, E. W., Schutz, M. A., & McMillan, E. D. (2020). Perspectives of pre-employment transition services providers on preparing youth with disabilities for employment. Journal of Vocational Rehabilitation, 53(2), 205–218. https://doi.org/10.3233/JVR-201097
Carter, E. W., Trainor, A. A., Cakiroglu, O., Swedeen, B., & Owens, L. A. (2010). Availability of and access to career development activities for transition-age youth with disabilities. Career Development for Exceptional Individuals, 33(1), 13–24. https://doi.org/10.1177/0885728809344332
Carter, E. W., Trainor, A. A., Cakiroglu, O., Cole, O., Swedeen, B., Ditchman, N., & Owens, L. (2009). Exploring school-employer partnerships to expand career development and early work experiences for youth with disabilities. Career Development for Exceptional Individuals, 32(3), 145–159. https://doi.org/10.1177/0885728809344590
Challenger, C. D., Lombardi, A. R., Duquette, K., Espositio, C., & DeJesus, J. (2024). Strategies to increase collaboration between school counselors and transition specialists: A multi-tiered approach to college and career readiness. Journal of Education. Advance online publication. https://doi.org/10.1177/00220574241309103
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
Curry, D., Eckles, F., Stuart, C., Schneider-Muñoz, A. J., & Qaqish, B. (2013). National certification for child and youth workers: Does it make a difference? Children and Youth Services Review, 35(11), 1795–1800. https://doi.org/10.1016/j.childyouth.2013.08.005
Dean, D., Pepper, J., Schmidt, R., & Stern, S. (2019). The effects of youth transition programs on labor market outcomes of youth with disabilities. Economics of Education Review, 68, 68–88. https://doi.org/10.1016/j.econedurev.2018.11.006
Dougherty, S. M., Ecton, W. G., Bonilla, S., & McGuinness, S. (2022). The effects of the COVID-19 pandemic and recession on career preparation during high school. Peabody Journal of Education, 97(3), 326–343. https://doi.org/10.1080/0161956X.2022.2079911
Dougherty, S. M., Grindal, T., & Hehir, T. (2018). The impact of career and technical education on students with disabilities. Journal of Disability Policy Studies, 29(2), 108–118. https://doi.org/10.1177/1044207318771673
Giorgetti, M., Magenes, S., Boerchi, D., Cancer, A., & Antonietti, A. (2022). Parents’ expectations regarding the choice of secondary school and future employment for students with specific learning disabilities. Life Span and Disability, 25(1), 87–119.
Latib, A. A., Subari, K., Ahmad, A., Udin, A., Inti, M. M., & Daley, S. E. (2017). Factors affecting the level of employment core ability skills of trainees with physical disabilities. Advanced Science Letters, 23(1), 190–193. https://doi.org/10.1166/asl.2017.7271
Jang, Y., Wang, Y.-T., & Lin, M.-H. (2014). Factors affecting employment outcomes for people with disabilities who received disability employment services in Taiwan. Journal of Occupational Rehabilitation, 24(1), 11–21. https://doi.org/10.1007/s10926-013-9433-1
Novak, J., Parent-Johnson, W., Owens, L. A., & Keul, P. (2014). National certification initiative for employment support professionals: Promoting quality integrated employment services. Journal of Vocational Rehabilitation, 40(2), 99–107. https://doi.org/10.3233/JVR-140679
Plotner, A. J., Mazzotti, V. L., Rose, C. A., & Carlson-Britting, K. B. (2016). Factors associated with enhanced knowledge and use of secondary transition evidence-based practices. Teacher Education and Special Education, 39(1), 28–46. https://doi.org/10.1177/0888406415599430
Plotner, A. J., Trach, J. S., & Strauser, D. R. (2012). Vocational rehabilitation counselors' identified transition competencies: Perceived importance, frequency, and preparedness. Rehabilitation Counseling Bulletin, 55(3), 135–143. https://doi.org/10.1177/0034355211427950
Reims, N., & Tophoven, S. (2021). Double burden of disability and poverty: Does vocational rehabilitation ease the school-to-work transition? Social Inclusion, 9(4), 92–102. https://doi.org/10.17645/si.v9i4.4649
Schutz, M. A., & Carter, E. W. (2022). Elevating the employment outcomes of transition-age youth with disabilities: Four decades of intervention research. Journal of Vocational Rehabilitation, 57(1), 1–21. https://doi.org/10.3233/JVR-221194
Szyjewski, G. (2023). Implementation of a hybrid certificate approach: Enhancing efficiency and credibility in ICDL certification process. Procedia Computer Science, 225, 4713–4721. https://doi.org/10.1016/j.procs.2023.10.470