326. The cost of the training for the dual-type of apprenticeship is going to be
financed by every registered apprentice at the rate of 90% by the National
Apprenticeship, Training and Vocational Development Fund (FNAFPP); the
apprentice bears 10% of the cost of his dual training.
327. The training under the dual-type apprenticeship has taken off again at the three
pilot centres: Tsévié, Sokodé and Kara. These centres have received materials and
equipment including technical support from ProFoPEJ/GIZ. The official launch of
the dual-type cooperative vocational training took place on 4 January, 2016 in
Sokodé in the presence of the German Minister of Cooperation and Economic
Development.
328. Looking forward and after the workshop of December 2015 on the development
of the 2016 AWP activities to be implemented within the dual framework, the
following can be mentioned:
- Training actions for trainers in braille and sign language;
- A sub-regional pooling of experiences concerning the dual-type training.
3- Access to technical education and vocational training
329. All citizens have access to technical and vocational training. Access to the
technical education and vocational training centres does not take into account
geographical origins, nor race, religion and all the other discriminatory
considerations.
330. The courses were offered up to 2010 in seventeen (17) public training facilities
and a little over two hundred and fifty (250) private establishments and centres
through about twenty commercial, industrial, artisanal and modular entities. To date,
14 new public training centres have been established and opened in all the various
prefectures in an effort to bring the training facilities closer to the population.
331. The conditions of access to these technical education and vocational training
schools and centres are simple. There are no specific measures or incentive measures
for disadvantaged people to facilitate their access. The infrastructure and training
courses do not take into account some specific conditions on the various categories
of people with disabilities (braille writing for visually-impaired persons and banisters
on staircases for physically-challenged persons for instance).
332. The number of students increased from 32.694 in 2011 to 35.484 13 in 2012.
These figures are below the PSE forecasts according to which there should have been
13
Estimates for 2012.
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