Benin
This paper undertakes a meta study on informal apprenticeship in developing countries. It compares the findings of country-level research conducted by the ILO and others in the past 15 years to shed more light on apprenticeship systems in the informal economy. It discusses the features and practices of informal ap-prenticeship systems, their responsiveness to rights at work, and the effectiveness of such systems along criteria such as dropouts, training quality, and transitions to employment. The analysis is complemented by a selected number of country case studies that describe and assess the policies and programmes that were introduced during past years to strengthen and upgrade apprenticeship systems in the informal economy. The findings aim to improve understanding of this complex, heterogenous, yet self-sustained training system in the informal economy for evidence-based discussions and policy dialogue between ILO constituents and beyond.
l’accomplissement de neuf années de scolarité. Pourtant le nombre médian d’années de scolarité des 5-17 ans est
de quatre ans. Cela a pour conséquence de n’avoir dans l’ETFP que 5 pour cent des jeunes en âge de secondaire,
soit environ 50 000 jeunes.
the second year of secondary school, equivalent to completing nine years of education. However, among 5- to
17-year-olds, the median years in education is four. As a result, only 5 per cent of secondary age youth are in TVET,
totalling around 50,000 young people.
In view of the strengths of the different apprenticeship systems, on the one hand, and the challenges, on the other, specific national recommendations were developed. For each country, these recommendations provide measures to improve traditional (informal) apprenticeships and to execute the transition from dual (formal) learning to quality apprenticeships as defined by the ILO.