Investigating the outcomes of volcational training programs for children with disabilities at malingunde school for the blind

This study investigated the outcomes of vocational training programs for children with disabilities at Malingunde School for the Blind in Lilongwe District, Malawi, with the aim of assessing how such programs contribute to learners’ independence, employability, and social integration. Guided by three objectives, the study sought to identify the types of vocational training programs offered, examine the perceived benefits and challenges of the programs among learners and teachers, and assess post-training outcomes in terms of employment, entrepreneurship, and social inclusion. A qualitative research approach using a descriptive case study design was adopted, and purposive sampling was used to select twenty participants comprising current learners, graduates, and vocational instructors. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. The findings revealed that the school offers vocational programs such as tailoring, basket weaving, cane chair making, gardening, poultry farming, and craft production, which enhance learners’ confidence, independence, and practical life skills. However, the effectiveness of these programs is constrained by inadequate funding, limited adaptive tools, insufficient instructional materials, and weak post-training support systems. Most graduates relied on self-employment activities with low and unstable income, while social integration improved modestly despite persistent stigma. The study concludes that although vocational training at Malingunde School for the Blind plays a vital role in empowering children with visual impairments, strengthening institutional resources, post-training support, Social Impact, Mental Health for the Students and community sensitization is necessary to achieve sustainable livelihood and social inclusion outcomes and empowering them.