Dual apprenticeship education represents an important mechanism for connecting vocational learning with practical occupational experience. In Benin Republic, the development of dual-type apprenticeship has been associated with efforts to improve professional preparation, strengthen employability, and establish closer relationships between training institutions and the productive sector. However, institutional fragmentation, financing constraints, uneven implementation capacity, and coordination challenges can limit the effectiveness of such arrangements. This research develops an analytical framework for strengthening dual apprenticeship education in Benin Republic through a qualitative synthesis of the provided literature and policy documents. The study adopts a document-based qualitative research approach, combining thematic analysis, comparative interpretation, and framework development. Particular attention is given to institutional actors, curriculum organization, workplace learning, certification, financing, governance, and transition to employment. The analysis indicates that effective dual apprenticeship requires more than the coexistence of school-based and workplace-based training; it requires an integrated institutional architecture in which responsibilities, learning outcomes, assessment procedures, certification mechanisms, and financing arrangements are clearly connected. The proposed framework emphasizes five interdependent dimensions: governance alignment, curriculum–workplace integration, competency certification, sustainable financing, and monitoring of employment outcomes. The study contributes an analytical model for interpreting institutional development and identifying practical pathways for improving dual apprenticeship provision in Benin Republic.
A Framework for Strengthening Dual Apprenticeship Education in Benin Republic: Opportunities, Challenges, And Institutional Development
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