The study examines the factors affecting student industrial work experience scheme (SIWES) in College of Education, Ikere – Ekiti. One hundred (100) students’ were sampled for the study. A well-structured questionnaire was used to gather data from various departments while the outcome of the response obtained from the field were analysed using simple percentage method. The findings revealed that a lots of factors are affecting SIWES students; financial incapability, inadequate tools in some organizations among others. The study recommended among others that institutions should be encouraged to create financial autonomy for institution-based SIWES Units/Directorates, SIWES should be properly presented to potential sponsors, such as bank, multinational companies and other corporate institutions for support in creating placement opportunities, training, equipment, facilities, as well as direct funding of SIWES. Also, each organizations should be well prepare to receive SIWES students, motivate partners from the private sector through granting tax relief for companies that accept students on SIWES.
Table of Contents
Title Page No
Table of content
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
CHAPTER TWO: REVIEW LITERATURE REVIEW
Concept of Students Industrial Work Experience Scheme
Challenges facing Students during their Industrial
Importance of SIWES to Students
Remedies to the Challenges of SIWES
The Relationship between the Industries Programme and the School Authority
Level of Students’ Exposure to Industrial
Related to their Area of Specialization
Summary of the Reviewed Literature
CHAPTER THREE: METHODOLOGY
Area of the Study
Population of the Study
Sample and Sampling Technique
Validation of the Instrument
Procedure for Data Collection
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Discussion of Findings
CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATION
Suggestion for Further Studies
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Background of the Study
In 1973, the Industrial Training Fund (ITF) established and launched the Students Industrial Work Experience Scheme (SIWES). The students industrial work experience scheme (SIWES) is a skill training programme designed to expose students of post-secondary schools to the industrial work situation they are likely to meet after graduation. The need for the establishment of the scheme arose when there were growing concerns among industrialists that graduates of institutions of higher learning lacked adequate practical background required for employment in industries. According to Azubuike (2013), the main idea for the establishment of the scheme is to equip students with the skills needed for employment in the industries after graduation.
The Students Industrial Work Experience Scheme (SIWES) is a skill training programme, designed to expose and prepare students of universities, monotechnics, polytechnics/colleges of Education and for the industrial work situation (Akerejola, 2007). According to Inyiagu (2005), SIWES is the equivalent of cooperative education in the United States of America and in the United Kingdom. SIWES according to Ogbobe (1991) is the accepted skills training programme designed to prepare students of universities, Polytechnic, Monotechnics and Colleges of Education (Technical) for their eventual transition from the school environment to the real world of work. In the same vein, Inyiagu (2005) explained that SIWES is a process of extending and enlarging the learning environment and resources beyond the immediate capabilities of the school. He went further to state that it is effective methods of instruction which help the students not only acquire occupationally oriented knowledge, skill and attitudes, but to have the opportunity also to apply these skills in the real world of work. It is therefore an effort to bridge the gap between theory and practice in our educational practice.
However, the rapid growth and expansion of SIWES, has occurred against the backdrop of successive economic crises which have affected the smooth operation and administration of the Scheme. Most industries in Nigeria today, are operating below installed capacity while others are completely shut down (Manufacturing Association, 2003 - 2006). This has impacted negatively on the Scheme as Institutions of Higher Learning find it increasingly difficult to secure placement for Students in industries where they could acquire the much needed practical experience.
Furthermore, Okorie (2011) stated that the programme or scheme is jointly co-ordinate by the Industrial Training Fund (ITF), The National Universities Commission (NUC); National Board for Technical Education (NBTE); National commission for colleges of Education (NCCE) as well as the industries. Students that participate in this work experience program include those studying library science, Engineering, Agriculture, office technology, Business/vocational studies, Environmental/Medical science, pure and applied sciences among others. The minimum duration for the SIWES should be six (6) months SIWES is a core academic requirement carrying six credit units. This requirement must be met by all students in Business education (office/secretarial option) in College of Education Ikere - Ekiti before graduation. The training programme is undertaken in the third year. The specific objectives of the Student’s Industrial Work Experience Scheme were summarized by the federal government in its Gazette of April, 1978 as follows;
· To provide an avenue for students in the Nigerian universities, polytechnics and colleges of education to acquire industrial skill and experience in their course of study.
· To expose student of any discipline of study to learn and experience the knowledge, which they required in industry where these are not taught in the lecture room.
· To apply the knowledge taught in the lecture rooms in real industrial situation.
· To use the experience gained from the industrial training in discussion held in the lecture rooms.
· To get a feel of the work environment.
· To gain experience in writing report in any discipline of study works/project.
· To expose students to any field of study of its responsibilities and ethics.
· To expose students to employers as well as to introduce them to Industrial Working Environment
Ugwuanyi and Ezema (2010) noted that SIWES plays a significant role in human resource development in Nigeria. Aderonke (2011) in her study examined SIWES and the dynamics of sustainable skills acquisition and utilization in Nigeria with a view to determining the viability or otherwise of government continuing investment in the scheme. She concluded that SIWES is a good strategy for sustainable skill development and utilization in Nigeria.
Wodi and Dokubo (2009) evaluates the extent to which the agencies involved in the operation and management of SIWES function to achieve the objectives of the programme. Lack of adequate supervision, non signing of necessary materials like ITF Form 8 and students’ logbooks at their places of attachment, difficulties of students in getting placement, unnecessary delay in the payment of students and supervisors’ allowance among others were areas of factors affecting student industrial work experience scheme in College of Education Ikere – Ekiti.
Statement of the Problem
Siwes Students’ should be experts in various offices and organisations they find themselves due to the skills and knowledge acquired during their academic training. But in various offices today, many of them are performing below standard expected of them. The reason for this is because, many of them lack practical skills needed in the modern day office management of which SIWES offers. The primary objective of SIWES is to make industries to complement the schools’ effort by allowing students have good practical experience through the use of their facilities relevant in their areas of studies which may not be provided by the schools. But unfortunately, there are only few industries available for students’ industrial attachment. Because of this, many students do not take this training very serious.
Many of them do not even go to their area of Industrial attachment at all. According to Azubuike (2013), about 60% of IT the students go to their place of attachment to fulfill all righteousness, 30% according to him, attach themselves to organisations where their educational/course of study have no relation, while the remaining 10% only get better place for their Industrial attachment. All these have a negative effect on the students’ intellectual/occupational development after graduation.
Also, it is a well-known fact that if students are exposed to both modern office management and technology as well as modern way of handling office files, recording of transactions and other necessary document used in modern offices today, it will make them to perform greatly. But the major factors affecting students’ industrial work experience scheme is lack of industries for students’ industrial attachment.
Purpose of the Study
This study is aimed at investigating the factors affecting students industrial work experience scheme in College of Education Ikere – Ekiti, the following are the objectives of this study:
i. To ascertain the factors affecting Students’ Industrial Work Experience Scheme (SIWES) in College of Education Ikere – Ekiti.
ii. To find out the effectiveness of Students’ Industrial Work Experience Scheme (SIWES) towards student development.
iii. To determine the remedies to the challenges faced by students on Industrial attachment.
Significance of the Study
The findings of this work will be beneficial to government, student in industrial attachment and to the world of academics. The findings of this study would be of immense benefits to the students of College of Education Ikere - Ekiti in Ekiti state, as it would make them fully be aware of the importance of SIWES.
It will also be of greater value to educational policy maker as it would provide them with relevant information to make polices that would promote teaching and learning. This will likewise boost the morale of future undergraduate in College of Education Ikere - Ekiti who will fully participate in industrial work experience.
It will also contribute in keeping teachers, school administrators, and society abreast of the role expected of them in enhancing the learning capacity of their students during industrial work experience. As patrons and catalysts to the learning system, it will enable them to direct the quest of the learners appropriately. Thus, they could use the information generated from his study to formulate.
Scope/Limitation of the Study
Due to time factor, the research is limited to College of Education Ikere-Ekiti which is located in Ikere Local Government Area of Ekiti State. Some departments were selected based on their experienced. Also the research work is limited to information collected from the questionnaires with the belief that such information is accurate.
In view of this study, the following research questions have been formulated to ascertain the factor affecting student industrial work experience scheme.
i. What are the factors affecting students’ during their Industrial attachment?
ii. What is the importance of industrial training to students in college of Education?
iii. What are the remedies to the challenges faced by students during their Industrial attachment?
REVIEW OF RELATED LITERATURE
This chapter deals with the review of related literature on the factors affecting student industrial work experience (SIWES) in College of Education, Ikere - Ekiti
The literature will be reviewed under the following sub-headings;
i. Concept of Students Industrial Work Experience Scheme (SIWES)
ii. Challenges facing students during their Industrial Work Experience
iii. Importance of SIWES to students
iv. Remedies to the challenges of SIWES.
v. Determine the appropriate industries available to accept SIWES students of College of Education.
vi. Determine the relationship between the industries programme and the tertiary school.
vii. Determine the level of students exposure to industrial experience related to their area of specialization.
viii. Summary of the Reviewed Literature