Craftsmen Perception of the Dual Apprenticeship in Benin

Bankole Adéyèmi Rubain,Guy Sourou Nouatin

doi:10.5296/ijssr.v9i1.17905

Abstract

This paper analyzes the craftsmen perception of dual apprenticeship in Benin. The introduction of dual apprenticeship in technical vocational education and training system has established new structural arrangements in the apprenticeship system. The apprentices must leave the workshop for one day of theoretical instructions and practical knowledge. By assessing how this alternative system of apprenticeship is perceived, this research adopted a qualitative method. It was conducted in Cotonou, Abomey-Calavi and Parakou with the collaboration of the master craftsmen including staff members of professional associations, apprentices, trainers and heads of the vocational training centers. Purposive sampling and snowball sampling technique were applied to select them. In total, 66 participants have been interviewed. Data collection was carried out through life-history and individual semi-structured interview. Among the adopter categories, the research identified another category called business users to describe the training centers that recruit their apprentices. Apprentices who participate in the program are motivated by curiosity and by explicit knowledge from vocational training centers. Master craftsmen are satisfied with the program because of the formal certificates given to the apprentices after the training completion.

Highlights

Reforms in the apprenticeship system in most of sub-Sahara African countries have been developed in the last three decades
The most important items of the guideline are about the knowledge of dual apprenticeship, the process of its introduction and diffusion in the apprenticeship system, the relative advantages, the satisfaction of the craftsmen, the motivation of the apprentices to participate in the program
We matched each category to the adopters of dual apprenticeship in Benin

Summary

Introduction

Reforms in the apprenticeship system in most of sub-Sahara African countries have been developed in the last three decades These reforms involve skills development in the informal sector (Adams, de Silva, & Razmara, 2013) and the modernization of the traditional apprenticeship (Sonnenberg, 2012). Master craftsmen have well-perceived the dual apprenticeship program because of its formal accreditation that leads to the CQP certificate received by the CQP graduates. This certificate is equivalent to the certificate of professional aptitude (Certificat d’Aptitudes Professional—CAP) which, is a first TVET graduation in secondary education.

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Discussion

Conclusion