Abstract
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
Title
page
Certification
Dedication
Acknowledgement
Abstract
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
Research
Question
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
Research Design
Area of the
Study
Population of
the Study
Sample and
Sampling Technique
Research
Instrument
Validation of
the Instrument
Procedure for
Data Collection
Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Results
Discussion of
Findings
CHAPTER
FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendation
Suggestion for
Further Studies
REFERENCES
APPENDIX
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CHAPTER ONE
INTRODUCTION
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.
Research Question
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?
CHAPTER TWO
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
