Abstract
This study examined the impact of SIWES practical on student Academic Performance. The final year students of Public Administration department, Jigawa state polytechnic dutse were used for the study. The aims of the study is to examine the impact of Students’ Industrial Work Experience Scheme (SIWES) on student after completion of the programme; To examine the effectiveness of Students’ Industrial Work Experience Scheme (SIWES) towards student development; To examine the relationship between Students’ Industrial Work Experience Scheme (SIWES) and employability after graduation. Fifty (50) Students were sampled through simple random sampling technique. Item questionnaire was designed and validation of the instrument was assessed by experts. The study of this research work will be of great importance to the students, educators, school management, researchers, educational policy and the society. The data collected were analyzed using percentage, mean score and standard deviation. The findings of the study showed that SIWES influenced students’ academic performance. The result showed that SIWES enhances competency of students in their academic activities, prepares them for future job challenges and creates employment opportunities. It was recommended that SIWES should be properly organized to achieve its set objectives. It was recommended that SIWES should be properly organized so that students can be appropriately placed in organizations that are related to their course of study, Students should be properly and regularly supervised by both the industry-based and school supervisors during SIWES and the duration for SIWES should be increased at reasonably portion such that students will benefit maximally from SIWES exposure. It was concluded that SIWES exposure enabled business education to have more competency on their academic because the strategy of handling academic is enhanced after the exposure to SIWES. The findings also explained that if the duration of the SIWES is increased reasonably the performance of the students will be better. SIWES also exposed Students to the proper and personal quality skills required to promote their academic activities and prepare them for future employment. In the same vein exposed them to job opportunities. The study further explained that there is a great improvement in the academic activities of Students after SIWES exposure and also has a positive impact on their academic performance because there is progression in their academic’s performances after exposure to SIWES.
TABLE
OF CONTENTS
TITLE
PAGE………………………………………................................................... i
APPROVAL
PAGE…………………………………………………………………. ii
DECLARATION…………………………………………………………………….. iii
DEDICATION………………………………………………………………………. iv
CERTIFICATION…………………………………………………………………… v
ACKNOWLEDGEMENT…………………………………………………………... vi
TABLE
OF CONTENTS…………………………………………………………….
vii
ABSTRACT………………………………………………………………………… viii
CHAPTER
ONE
INTRODUCTION
1.1 Background to the Study - - - - - - - - -1
1.2 Statement of the Problem - - - - - - - - -5
1.3 Objectives of the Study - - - - - - - -6
1.4 Research Questions - - - - - - - - -6
1.5
Significance of the Study - - - - - - - -6
1.6 Scope and Limitations of the Study - - - - - - -7
1.7 Definition of Terms - - - - - - - - -7
CHAPTER
TWO
LITERATURE REVIEW
2.1 Conceptual Framework - - - - - - - - -8
2.2
Nature and Scope of (SIWES) - - - - - - -10
2.3 Brief
History of SIWES - - - - - - - -11
2.4 The Roles and Benefits of SIWES in Vocational and
Technical Education- 13
2.5 Need for (SIWES), Objectives and Functions of SIWES
Unit - - -17
2.6 Strategies for Improving (SIWES) - - - - - - -21
2.8 The
Challenges of SIWES in Vocational and Technical Education Partnership with
Industry - - - - - - - - -23
2.9 Solution to the Challenges of SIWES in
Vocational and Technical Education Partnership with Industry - - - - - - - - -25
2.10
SIWES Exposure and Academic Performance - - - - -27
2.11 Review of Related Study - - - - - - - -27
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Research Design - - - - - - - - -29
3.2
Population of the Study- - - - - - - - -29
3.3
Sampling Technique - - - - - - - - -29
3.4
Research Instrument - - - - - - - - -31
3.5
Method of Data Collection - - - - - - - -31
3.7
Method of Data Analysis - - - - - - - -31
CHAPTER FOUR
DATA PRESENTATION
AND ANALYSIS
4.0
Introduction - - - - - - - - - -32
4.1
Presentation of Data (Demographic Data) - - - - -32
4.2 Analysis of Data from
Survey (Field) - - - - - -35
4.3 Discussion
of Findings - - - - - - -39
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1
Summary - - - - - - - - - -41
5.2
Conclusion - - - - - - - - - -41
5.3 Recommendation - - - - - - - - -42
5.4 Suggestion for Further Studies - - - - - - -42
References
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO
THE STUDY
In
the earlier stage of education in Nigeria, students were graduating from their
respective institution without any technical and vocational knowledge or
working experience. It was in this view that students undergoing vocational,
engineering, science and technology (VEST) related courses were mandated for
students in different institution in the view of widening their horizons so as
to enable them have technical and vocational knowledge or working experience
before graduating from their various institutions.
Since
education is meant to inculcate in the individual the appropriate skills
required to face tomorrow's challenges. Ofoegbu (2020) states that education is
identified with the acquisition of the right set of, attitudes, ethical
thinking and discipline, knowledge and skills for life adventure. Skill
acquisition is very important in many fields of study such as vocational
courses, engineering courses, computer related courses, and other related
disciplines that are involved in practical.
Business
education is one of the vocational courses taught in academic institutions in
Nigeria. Business education is a vocational education programme that equips
students with occupational future responsibilities variables such as knowledge,
competencies, attitude and skill acquisition. It is a programme tailored
towards meeting the aims of technical education as stipulated in the national
policy on education. According to Imeokparia and Ediagbonya (2021), Business
education is describes as an aspect of education that is geared at equipping
the learners (students) with business and education competencies (that is,
skills, knowledge and attitude) needed to effectively and efficiently function
in the world of work either as an employee or an employer (job/wealth creator).
They further stressed that Business education is an ‘umbrella word’ which
covers both secretarial education (that is now known as Office Technology and
Management) and Accounting Education. Office Technology and Management (OTM)
emphasizes the teaching of office and management related skills while
Accounting Education primarily emphasizes the teaching of accounting related
skills. Business Education is also a vocational education programme that equips
students with occupational future responsibilities variables such as knowledge,
competencies, attitude and skill acquisition. It is a programmetailored towards
meeting the aims of technical education as stipulated in the national policy on
education.
In
a similar vein, Osuala (2020) opines that Business education is divided into
two parts: office education, which is vocational in nature for office careers
and general business education which is a programme that provides information
and competences needed for managing businesses. The primary objective of
business education is to foster the acquisition of the necessary business
competencies needed to effectively function in the world of work, either as an
employee or an employer of labour. The need for ensuring that the theoretical
knowledge acquired by students is matched with their practical knowledge gave
room to the establishment of Student Industrial Works Experience Scheme
(SIWES).
The
Student Industrial Work-Experience Scheme (SIWES) is a planned and supervised
training intervention based on stated and specific learning and career
objectives, and geared towards developing the occupational competencies of the
participants. It is a programme required to be undertaken by all students of
tertiary institutions in Nigeria pursuing courses in “specialized engineering,
technical, business, applied sciences and applied arts” (ITF, 2004a). SIWES is
one of the Industrial Training Fund (ITF) programme which was introduced in
1974 due to the inability of vocational, engineering, science and technology
students in Nigeria universities and polytechnics to meet the practical aspects
of their training. That is, the needs to enable students match their
theoretical school knowledge with the practical aspect of their training in
industry. According to Ekpenyong (2019), one of the principles underlying any
industrial work experience scheme for students in institutions of learning is
the desire to marry the practical with the theoretical learning which
characterizes conventional classroom situations with a view to striking a
balance between theory and practice. It was in realization of this that the ITF
when it was established, set out to study the extent to which the theoretical
knowledge that students in engineering technology and other allied fields in
Nigerian institutions offering technology based courses related to the kind of
work experience expected of them by employers. The problem of lack of
workshops/laboratories or ill-equipped ones has led to the production of
"half-baked" graduates. This is because they lack the skills required
for the world of work. To solve this problem. Students' Industrial Work
Experience Scheme (SIWES) was established (Ekpenyong, 2022). SIWES is a planned
and supervised training intervention best on a stated and specific learning and
career objectives geared towards developing the occupational competencies of
the participants. Mafe (2023) opines that SIWES will bridge the gap between
reality situation-practice and class work (theoretical).
Theoretical
knowledge alone would not usually prepare an educated person for the world of
work. The worker or productive individual must not only be knowledgeable but
must also be versatile in the application of skills to perform defined jobs or
work. The reality of the foregoing fact can be illustrated by using a simple
analogy. While it is possible for someone to learn and imbibe all the available
information on driving a car in the classroom, it is unlikely that the
individual would, based on this knowledge alone, be able to drive a car at the
first opportunity. On the other hand, someone else without the theoretical
information on how to drive a car, on being told and shown what to do, followed
by hands-on practice and supervision by an instructor, would at the end of the
day be able to drive a car successfully. Of course, someone who has been
exposed to both the theoretical underpinnings of driving a car and the hands-on
experience of doing so would and should be a better driver (Mafe, 2019).
Consequently,
there are two basic forms of learning - education and training – both of which
are indispensable to the productive world of work and the functioning of
society today. In the illustration given above, the first individual had
abundant education on how to drive a car; the second individual had received
adequate training on how to drive a car; the third individual had the advantage
of being able to combine theoretical knowledge with practical skills to become
a better driver. This need to combine theoretical knowledge with practical
skills in order to produce results in the form of goods and services or to be
productive is the essence and rationale for industrial training. Both education
and training are important: there cannot be effective education without some
training input and there cannot be effective training without some educational
input. The productive individual, particularly in this millennium, must be able
to combine and utilize the outcomes from the two forms of learning (Know-How
Ability and Do-How Capability) for the production of goods and services. This
requirement is particularly crucial for individuals pursuing careers in
vocational, engineering, science and technology (VEST) disciplines.
The
Student Industrial Work Experience Scheme (SIWES) was established by the
Industrial Training Found (ITF) 1973 to enable students of tertiary
institutions have basic technical knowledge of industrial works base on their
courses of study before the completion of their program in their respective
institutions. SIWES provides pre-professional work experience with specific
assignments and responsibilities. SIWES program should be relevant to student's
personal career interests and academic course of study, serving as a bridge
between university and the world of work. The major background behind the
embankment of students in SIWES was to expose them to the industrial
environment and enable them develop occupational competencies so that they can
readily contribute their quota to national economic and technological
development after graduation. The major benefit acquiring to students who
participate conscientiously in SIWES are skills and competencies they acquire.
The relevant production skills remain a part of the recipient of industrial
training as life-long assets which cannot be taken away from them. This is
because the knowledge and skills acquired through training are internalized and
become relevant when required to perform jobs or functions. Oyeniyi, (2019)
describes SIWES as a programme designed to expose and prepare students of
universities, polytechnics colleges of Technology, colleges of Agriculture and
College of Education for industrial work situation which are likely employable
skills required for self-reliance.
Students’
Industrial Work Experience Scheme (SIWES) is a human capital formation
programme through industrial attachment for which students are expected to have
a practical experience on the basis of theories and principles acquired in the
teaching-learning process. However, the prevalence of the inability of
participants of SIWES to secure employment after the programme casts doubt on
the continuing relevance of SIWES to the contemporary industrial development
drive in Nigeria.
1.2
STATEMENT OF THE PROBLEM
Students’
Industrial Work Experience Scheme (SIWES) is a human capital formation
programme through industrial attachment for which students are expected to have
a practical experience on the basis of theories and principles acquired in the
teaching-learning process. However, the prevalence of the inability of
participants of SIWES to secure employment after the programme or even perform
effectively if given employment casts doubt on the continuing relevance of
SIWES to the contemporary industrial development drive in Nigeria. Human
resource development constitutes the most critical factor in the development
process and the quality must therefore be inherent in the productive capacity
of people. Human societies in the quest for development have identified and
developed institutional as well as structured training and educational
programmes as major avenues for processing human beings to acquire the
necessary skills and technical competence for their roles in the development of
the society.
1.3
OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
i.
To examine the impact of Students’
Industrial Work Experience Scheme (SIWES) on student after completion of the
programme.
ii.
To examine the effectiveness of Students’
Industrial Work Experience Scheme (SIWES) towards student development.
iii.
To examine the relationship between
Students’ Industrial Work Experience Scheme (SIWES) and employability after
graduation.
1.4
RESEARCH QUESTIONS
i.
What is the impact of Students’
Industrial Work Experience Scheme (SIWES) on student after completion of the
programme?
ii.
What is the effectiveness of Students’ Industrial
Work Experience Scheme (SIWES) towards student development?
iii.
What is the relationship between
Students’ Industrial Work Experience Scheme (SIWES) and employability after
graduation?
1.5 SIGNIFICANCE
OF THE STUDY
The
study of this research work will be of great importance to the students,
educators, school management, researchers, educational policy and the society.
The result of these research findings will assist to improve the academic
performance of students and to expose students to job opportunity during their
SIWES. The result from this study will be of great benefit to curriculum
planner on how best to expose students to SIWES in order to enhance the
performance of the students in vocational training.
1.6
SCOPE AND LIMITATIONS OF THE STUDY
The
scope of this study covers the Impact of Students Industrial Work Experience
Scheme (SIWES) practical on academic performance and it will be limited to Public
Administration department, Jigawa state polytechnic Dutse from 2021 -2022 because
it is an academic endeavor and time bounded.
1.7
DEFINITION OF TERMS
The
following are key terms operationally defined:
Impact: This term signifies the
effect or influence that something has on another. In this context, it refers
to the effect of the SIWES practical experience on students' academic
performance.
SIWES (Students Industrial Work Experience Scheme):
SIWES is a program designed to provide students with practical work experience
in their chosen field of study. It is typically a mandatory component of the
curriculum in many educational institutions, especially in fields like
engineering, science, and technology.
Students: Refers to individuals
who are enrolled in an educational institution and are participating in the
SIWES program.
Academic
Performance: This includes a student's performance in their
coursework, examinations, grades, and overall educational achievements.
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