Perceptions of Apprentices on the Dual Apprenticeship Programme in Benin: A Narrative Inquiry

This study explores the perceptions and experiences of apprentices of the dual system in Benin. This system has been traditionally built up and with the TVET reforms in 2005, it has been formalized which led to the dual apprenticeship programme. Every year, thousands of apprentices are admitted to the programme. The dual apprenticeship programme combines educational institution’s instruction and workplace training. Likewise, several similar practices exist around the world and the Benin dual apprenticeship model is partly inspired by the Swiss dual VET model according to our context and realities. However, some shortcomings are linked to the lack or insufficiency of training manuals and tools and the distribution of apprentices in training centres located very far from their homes. Those issues oblige some apprentices to drop out of the programme before their graduation. Even those who complete the programme do not have enough job opportunities. In light of such a situation, this study explored how apprentices perceived and experienced the dual system with their expectations of the programme in Benin. Based on the nature of the study, I used a narrative inquiry which helped me to use the framework under the interpretive paradigm to investigate the ways apprentices perceived and experienced the dual system through their stories. Due to the COVID-19 pandemic, I could not have physical interactions with my participants. The study was conducted in Benin and my participants were purposefully selected until the data saturation. They (my participants) were interviewed online through WhatsApp audio calls and the information accumulated was analyzed and interpreted using the expectancy-value and social capital theories. The findings of the study show that apprentices choose the apprenticeship for various motivations such as passion, economic reasons or promising expectations. Likewise, my participants recognize the relevancy, usefulness and opportunities of this programme, which allows them to learn new knowledge using many new tools which they have never experienced before in their ii craft occupations. Similarly, after their graduation, apprentices’ social networks have been broadened and they receive full consideration from their parents as well as their fellow master craftsmen. However, they have been facing some challenges such as the long distances between the vocational training centres and their homes, lack or insufficiency of training manuals, lack of training monitoring and evaluation, lack of financial resources to purchase the appropriate tools and set up their workshops after their graduation. To overcome these challenges, the apprentices suggested the decentralization of training centres in all localities of the country, the extension of the programme to all craft occupations, the strengthening of training monitoring and impact evaluation, the provision of sufficient training manuals, the authorization of master craftsmen who were trained in the traditional system and wish to graduate from the dual apprenticeship programme and the organization of a periodical skills development programme for the graduates. Finally, the implications of this study can help policy-makers and Benin TVET stakeholders to take provisions to come up with a new National Qualification Framework, create graduates’ allowance fund, extend the dual system to other sectors such as commerce, hotels, restaurants, tourism, health, arts, fish farming and information and communication technology and recognize the CQP certificate in the formal education system and thus allow graduates to return to school for further education.