Immigrant children’s construction of their identity: The case of African children

Abstract

This paper discusses the effect of the dual apprenticeship or Certificate of Professional Qualification (CQP) program on the CQP students and graduates in Benin. The study sought to understand how dual apprenticeship was introduced in formal TVET system and how the dual training is provided in Benin context. This research was conducted on the descriptive qualitative method through three techniques. First, literature analysis was used to review the existing literature on Benin dual apprenticeship. Secondly, individual semi structured interviews were conducted to collect data from actors of the public and private institutions. Third, direct observation data were collected through on-site visits in the training centres. In total, 30 persons were interviewed using purposive and snowball samplings. The social constructivism theory, learning theory and the nested layer approach were used to analyze data. Results show that the Develop A Curriculum method was used to develop 13 craft occupations in which Benin dual apprenticeship is offered. CQP apprentices show positive effects on the skills acquisition. However, the CQP training does not follow the requirements regarding the principle of duality. The lack of the collaboration between training providers does not increase the commitment and the participation of the master craftsmen/women. The assessment plan does not evaluate the skills achieved in the master workshops. Although Benin dual apprenticeship builds the social cognitive capacities of the apprentices, the skills achievement of the CQP apprentices is not sustainable due to the intensive method used to train apprentices and because of the lack of materials and work equipment in the master workshops.

Keywords: Technical vocational education and training, dual apprenticeship, certificate of professional qualification (CQP), learning achievement, capacity and competency, Benin.

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