International Journal of Pedagogics

A Framework for Strengthening Dual Apprenticeship Education in Benin Republic: Opportunities, Challenges, And Institutional Development

Dr. Nguyen Minh Anh — 2026-10-01

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.

Pedagogical Mechanisms for Developing Legal Consciousness Among Preschool Education Directors

Abdisalomova Nasiba Nabijon kizi — 2026-10-08

This article develops a conceptual framework for pedagogical mechanisms for developing legal consciousness among preschool education directors. The study is based on theoretical analysis of educational leadership literature, international policy documents, professional-development research in early childhood education, and the legal framework governing preschool education in Uzbekistan. Legal consciousness is conceptualized as an integrated professional quality encompassing legal knowledge, rights-based values, reflective legal reasoning and lawful managerial action. Four interconnected mechanisms are proposed: diagnostic-analytical, case-based developmental, reflective-dialogical, and digital legal-learning. The framework is organized around cognitive, value-motivational and behavioral-activity components and can be assessed through knowledge tests, situational judgement tasks, reflective questionnaires, expert assessment and analysis of managerial practices.

Scientific and Theoretical Foundations for Developing Adolescents’ Social-Emotional and Moral-Ethical Competence

B. M. Khakimova — 2026-10-09

This article examines the scientific and theoretical foundations for developing adolescents’ social-emotional and moral-ethical competence from pedagogical, psychological, and axiological perspectives. Particular attention is given to the relationship between the core competencies of Social and Emotional Learning (SEL)-self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—and adolescents’ moral and ethical development. The study considers the psychological and neurodevelopmental characteristics of adolescence, the formation of value orientations, peer influence, the growing need for autonomy, and the mechanisms underlying moral choice and responsible behavior. It is argued that the development of adolescents cannot be limited to the transmission of moral knowledge alone; rather, moral values need to be internalized, emotionally experienced, applied in real-life situations, and critically reflected upon. Within this framework, SEL is considered an important pedagogical mechanism through which moral values can be translated into responsible behavior. The article proposes an integrative model of social-emotional and moral-ethical competence comprising cognitive-content, emotional-regulatory, value-motivational, social-communicative, and reflective-behavioral components. The paper also discusses the need to adapt internationally recognized SEL approaches to the sociocultural and educational context of Uzbekistan and highlights the role of cooperation among schools, families, and local communities in ensuring sustainable educational outcomes.