World Bank Group, WBG
Funding text 1: A study conducted to assess the effects of this pilot experience found that skills learning improved (Walther ). As a result, the Benin government turned to donors for further technical and financial assistance. In 2002, Swisscontact, a foundation dedicated to the implementation of international development projects, was asked to provide its expertise to support the government in implementing its apprenticeship reform. Swisscontact launched dual apprenticeship training in 2003 with financial support from the Danish Development agency, the Swiss Development Cooperation, the World Bank, the French Development Agency and others (Davodoun ).; Funding text 2: Gauthier O. C. Atindehou () highlights the actors engaged in the delivery of this dual training in Benin, as well as the funding, which is mostly supported by foreign donors’ aid. Elsewhere, we have pointed out that the allocation of roles between the public and private sectors in the execution of this dual training is ineffective (Bankolé et al. ). According to the findings of this research, public institutions play a major role in the governance and management of this dual training. Also in an earlier article (Nouatin ), the author assessed the level of engagement of professional associations in the implementation of dual apprenticeship training in Benin. According to his conclusion, while the private sector is heavily involved in implementation and plays a moderate part in the curriculum design phase, it has little engagement in the programme during the evaluation phase (ibid.). Moïse Emmanuel David-Gnahoui and Madoué Florentine Akouété-Hounsinou () conducted an assessment study of this dual training in Benin. Their findings revealed inconsistencies in its execution, and the financial challenge. Edouard Yokossi () studied the development of skills learning using a competence-based approach in Benin. He demonstrates how vocational skills were created using the Developing a Curriculum (DACUM) method (ibid.). In a recent article (Bankolé and Nouatin ), the first two authors of the present article have outlined in broad terms the discrepancies between the concept of Benin’s dual apprenticeships as they were conceptualised, and how they are implemented in practice. Furthermore, they found that this dual system has boosted apprentices’ social cognitive capacities (ibid.).; Funding text 3: We thank the Swiss National Science Foundation (SNSF) and the Swiss Agency for Development and Cooperation (SDC) for financing the LELAM TVET4INCOME project research under which this research was conducted. We are grateful for the input and logistical support of Dr Ursula Renold, Principal Investigator of the LELAM project. We thank the Benin team of the LELAM TVET4INCOME project, especially Dr Esaïe Gandonou for his contribution in improving the article, Dr Guy Sourou Nouatin for his contribution in preparing the manuscript, Dr Sylvain Kpenavoun and Ambroise Houedou for their verbal support. Finally, we thank staff of the head of Department of TVET (DETFP), the Fund for the Development of Continuing Vocational Education and Apprenticeship (FODEFCA), donors’ agencies, staff of professional associations, craftspeople and apprentices for their readiness to act as interview partners.
Direktion für Entwicklung und Zusammenarbeit, DEZA
Funding text 1: A study conducted to assess the effects of this pilot experience found that skills learning improved (Walther ). As a result, the Benin government turned to donors for further technical and financial assistance. In 2002, Swisscontact, a foundation dedicated to the implementation of international development projects, was asked to provide its expertise to support the government in implementing its apprenticeship reform. Swisscontact launched dual apprenticeship training in 2003 with financial support from the Danish Development agency, the Swiss Development Cooperation, the World Bank, the French Development Agency and others (Davodoun ).; Funding text 2: Gauthier O. C. Atindehou () highlights the actors engaged in the delivery of this dual training in Benin, as well as the funding, which is mostly supported by foreign donors’ aid. Elsewhere, we have pointed out that the allocation of roles between the public and private sectors in the execution of this dual training is ineffective (Bankolé et al. ). According to the findings of this research, public institutions play a major role in the governance and management of this dual training. Also in an earlier article (Nouatin ), the author assessed the level of engagement of professional associations in the implementation of dual apprenticeship training in Benin. According to his conclusion, while the private sector is heavily involved in implementation and plays a moderate part in the curriculum design phase, it has little engagement in the programme during the evaluation phase (ibid.). Moïse Emmanuel David-Gnahoui and Madoué Florentine Akouété-Hounsinou () conducted an assessment study of this dual training in Benin. Their findings revealed inconsistencies in its execution, and the financial challenge. Edouard Yokossi () studied the development of skills learning using a competence-based approach in Benin. He demonstrates how vocational skills were created using the Developing a Curriculum (DACUM) method (ibid.). In a recent article (Bankolé and Nouatin ), the first two authors of the present article have outlined in broad terms the discrepancies between the concept of Benin’s dual apprenticeships as they were conceptualised, and how they are implemented in practice. Furthermore, they found that this dual system has boosted apprentices’ social cognitive capacities (ibid.).; Funding text 3: We thank the Swiss National Science Foundation (SNSF) and the Swiss Agency for Development and Cooperation (SDC) for financing the LELAM TVET4INCOME project research under which this research was conducted. We are grateful for the input and logistical support of Dr Ursula Renold, Principal Investigator of the LELAM project. We thank the Benin team of the LELAM TVET4INCOME project, especially Dr Esaïe Gandonou for his contribution in improving the article, Dr Guy Sourou Nouatin for his contribution in preparing the manuscript, Dr Sylvain Kpenavoun and Ambroise Houedou for their verbal support. Finally, we thank staff of the head of Department of TVET (DETFP), the Fund for the Development of Continuing Vocational Education and Apprenticeship (FODEFCA), donors’ agencies, staff of professional associations, craftspeople and apprentices for their readiness to act as interview partners.
Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF
Funding text 1: A study conducted to assess the effects of this pilot experience found that skills learning improved (Walther ). As a result, the Benin government turned to donors for further technical and financial assistance. In 2002, Swisscontact, a foundation dedicated to the implementation of international development projects, was asked to provide its expertise to support the government in implementing its apprenticeship reform. Swisscontact launched dual apprenticeship training in 2003 with financial support from the Danish Development agency, the Swiss Development Cooperation, the World Bank, the French Development Agency and others (Davodoun ).; Funding text 2: Gauthier O. C. Atindehou () highlights the actors engaged in the delivery of this dual training in Benin, as well as the funding, which is mostly supported by foreign donors’ aid. Elsewhere, we have pointed out that the allocation of roles between the public and private sectors in the execution of this dual training is ineffective (Bankolé et al. ). According to the findings of this research, public institutions play a major role in the governance and management of this dual training. Also in an earlier article (Nouatin ), the author assessed the level of engagement of professional associations in the implementation of dual apprenticeship training in Benin. According to his conclusion, while the private sector is heavily involved in implementation and plays a moderate part in the curriculum design phase, it has little engagement in the programme during the evaluation phase (ibid.). Moïse Emmanuel David-Gnahoui and Madoué Florentine Akouété-Hounsinou () conducted an assessment study of this dual training in Benin. Their findings revealed inconsistencies in its execution, and the financial challenge. Edouard Yokossi () studied the development of skills learning using a competence-based approach in Benin. He demonstrates how vocational skills were created using the Developing a Curriculum (DACUM) method (ibid.). In a recent article (Bankolé and Nouatin ), the first two authors of the present article have outlined in broad terms the discrepancies between the concept of Benin’s dual apprenticeships as they were conceptualised, and how they are implemented in practice. Furthermore, they found that this dual system has boosted apprentices’ social cognitive capacities (ibid.).; Funding text 3: We thank the Swiss National Science Foundation (SNSF) and the Swiss Agency for Development and Cooperation (SDC) for financing the LELAM TVET4INCOME project research under which this research was conducted. We are grateful for the input and logistical support of Dr Ursula Renold, Principal Investigator of the LELAM project. We thank the Benin team of the LELAM TVET4INCOME project, especially Dr Esaïe Gandonou for his contribution in improving the article, Dr Guy Sourou Nouatin for his contribution in preparing the manuscript, Dr Sylvain Kpenavoun and Ambroise Houedou for their verbal support. Finally, we thank staff of the head of Department of TVET (DETFP), the Fund for the Development of Continuing Vocational Education and Apprenticeship (FODEFCA), donors’ agencies, staff of professional associations, craftspeople and apprentices for their readiness to act as interview partners.
Agence Française de Développement, AFD
Funding text 1: A study conducted to assess the effects of this pilot experience found that skills learning improved (Walther ). As a result, the Benin government turned to donors for further technical and financial assistance. In 2002, Swisscontact, a foundation dedicated to the implementation of international development projects, was asked to provide its expertise to support the government in implementing its apprenticeship reform. Swisscontact launched dual apprenticeship training in 2003 with financial support from the Danish Development agency, the Swiss Development Cooperation, the World Bank, the French Development Agency and others (Davodoun ).; Funding text 2: Gauthier O. C. Atindehou () highlights the actors engaged in the delivery of this dual training in Benin, as well as the funding, which is mostly supported by foreign donors’ aid. Elsewhere, we have pointed out that the allocation of roles between the public and private sectors in the execution of this dual training is ineffective (Bankolé et al. ). According to the findings of this research, public institutions play a major role in the governance and management of this dual training. Also in an earlier article (Nouatin ), the author assessed the level of engagement of professional associations in the implementation of dual apprenticeship training in Benin. According to his conclusion, while the private sector is heavily involved in implementation and plays a moderate part in the curriculum design phase, it has little engagement in the programme during the evaluation phase (ibid.). Moïse Emmanuel David-Gnahoui and Madoué Florentine Akouété-Hounsinou () conducted an assessment study of this dual training in Benin. Their findings revealed inconsistencies in its execution, and the financial challenge. Edouard Yokossi () studied the development of skills learning using a competence-based approach in Benin. He demonstrates how vocational skills were created using the Developing a Curriculum (DACUM) method (ibid.). In a recent article (Bankolé and Nouatin ), the first two authors of the present article have outlined in broad terms the discrepancies between the concept of Benin’s dual apprenticeships as they were conceptualised, and how they are implemented in practice. Furthermore, they found that this dual system has boosted apprentices’ social cognitive capacities (ibid.).; Funding text 3: We thank the Swiss National Science Foundation (SNSF) and the Swiss Agency for Development and Cooperation (SDC) for financing the LELAM TVET4INCOME project research under which this research was conducted. We are grateful for the input and logistical support of Dr Ursula Renold, Principal Investigator of the LELAM project. We thank the Benin team of the LELAM TVET4INCOME project, especially Dr Esaïe Gandonou for his contribution in improving the article, Dr Guy Sourou Nouatin for his contribution in preparing the manuscript, Dr Sylvain Kpenavoun and Ambroise Houedou for their verbal support. Finally, we thank staff of the head of Department of TVET (DETFP), the Fund for the Development of Continuing Vocational Education and Apprenticeship (FODEFCA), donors’ agencies, staff of professional associations, craftspeople and apprentices for their readiness to act as interview partners.
