ABSTRACT
The Students’ Industrial Work Experience Scheme (SIWES) is a
planned and supervised training intervention based on stated and specific
learning and career objectives. It is geared towards developing the
occupational competencies of the participants. It is a programme required to be
undertaken by the students of tertiary institutions in Nigeria pursuing courses
in “Specialized Engineering, Technical, Business, Applied Sciences and Applied
Arts”. It is an accepted skill training programme initiated by the Industrial
Training Fund (ITF) to bridge the perceived gap between theory and practice.
Hence, it prepares students for work outside the four walls of their
institutions with a view to developing a well-skilled and articulated
knowledge, to benefit the students and create a self-reliant economy.
As good and innovative as the programme is, it is bedeviled
with several problems which have hampered it from attaining its set objectives.
It is against this backdrop that the research was carried out to know how Student-Teachers
assess the programme based on its stated objectives.
The survey research method was used and the research
instrument was a 22-item questionnaire containing closed - ended questions as
well as open- ended questions structured to answer all the research questions
in the study. The questions were properly fashioned to really ascertain the
true opinions of students on the Student- Teachers- Assessment of SIWES
programme. The population of study was the entire 300 level to 500 level
faculty of education part time students of Lagos State University from which a
sample of forty (40) students was drawn from Business Education and Economic
Education student.
Data collected were manually coded; percentages and tables
were used to analyze them. The study found out that SIWES is still a relevant
practice in all field of studies because it enables students to demonstrate the
rhetorical aspect of whatever the students have learnt under the classroom
setting. It was also discovered that prompt payment of students’ allowance and
regular supervision of students will ensure the efficiency and effectiveness of
the programme to meet the manpower development drive of the country.
The researcher recommended that SIWES students should be
given orientation as to the importance of the Programme; assignment to be given
during the training should be relevant to student’s field of study. The
Industrial Training Fund (ITF) should increase the token given to student
–teachers, putting the economy situation into consideration and should try to
pay students on monthly basis so as to motivate them to participate in the
programme.
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background to the study
1.2 Industrial Training Fund (ITF)
1.3 Statement of the Problem
1.4 Purpose of the Study
1.5 Research Questions
1.6 Significance of the Study
1.7 Scope of The Study
1.8 Limitations of The Study
1.9 Operational Definition Of The Key
Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Organisation and
Operation of SIWES
2.3 The Roles of the Various
Stakeholders
1.4 Relationships amongst SIWES
Stakeholders
1.5 Supervising Agencies (NUC, NBTE, NCCE)
1.6 Objective students’ industrial work
experience scheme Eligible Courses for SIWES
1.7 Problems
of SIWES (Students’ Industrial Work Experience Scheme)
1.8 Benefit
of SIWES (Student Industrial Work- Experience Scheme) To Student-Teacher
1.9 Functions of I.T.F (Industrial Training Fund)
CHAPTER THREE: METHODOLOGY
3. 1 Research Method
3.2 Population of Study
3.3 Sample of Study
3.4 Sampling Method
3.5 Sampling Procedures
3.6 Method of Data Collection
3.7 Research Instrument
3.8 Method Of Data Collection
CHAPTER FOUR
4.1 Data Presentation Analysis and
Interpretation
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATIONS
SUMMARY
5.1 Summary
5.2 Findings
5.3
Conclusions
5.4 Recommendations
Bibliography
Appendices
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Training is a key factor in enhancing the efficiency and
expertise of the workforce. The Students’ Industrial Work Experience (SIWES)
program prepares students for labour markets. It has become an innovative
phenomenon in human resources development and training in Nigeria. According to
(ITF, 2004a), The Students’ Industrial Work Experience Scheme (SIWES) is a
planned and supervised training intervention based on stated and specific
learning and career objectives. It is geared towards developing the
occupational competencies of the participants. It is a programme required to be
undertaken by the students of tertiary institutions in Nigeria pursuing courses
in “Specialized Engineering, Technical, Business, Applied Sciences and Applied
Arts”.
Mafe (2010) opined that: “SIWES is generic cutting across
over 60 programmes in the Universities, over 40 programmes in the Polytechnics
and about 10 programmes in the Colleges of Education. Thus, SIWES is not
specific to any one course of study or discipline”. He added that the
effectiveness of SIWES cannot be looked at in isolation with respect to a
single discipline; it is better explored in a holistic manner since many of the
attributes, positive outcomes and challenges associated with effective
implementation of SIWES are common to all disciplines participating in the
scheme for students and teachers respectively.
The Students’ Industrial Work Experience Scheme (SIWES) was
founded in 1973 by the Industrial Training Fund (ITF). The aim of the scheme
was to expose students to the industrial environment and enable them develop
occupational competencies so that they can readily contribute their quota to
the development of national economic and technological growth after graduation.
The participation in SIWES has become a necessary
pre-condition for the award of Diploma and Degree Certificates in specific
disciplines in most institutions of higher learning in the country, in accordance
with the education policy of government.
The Students’ Industrial Work Experience Scheme (SIWES) can
be rightly described as Nigeria’s practical training support for classroom
lectures and tutorials. In other words, it’s an accepted skill training
programme initiated by the Industrial Training Fund (ITF). SIWES bridges the
perceived gap between theory and practice in Accounting, Engineering, Technology,
Science, Agriculture, Medical Sciences, Management and other professional
educational programmes in Nigerian tertiary institutions.
The main focus of the scheme is to involve employers in the
educational process of preparing students for work outside the four walls of
their institutions with a view to developing a well-skilled and articulated
knowledge, to benefit the students and create a self-reliant economy.
1.2 INDUSTRIAL TRAINING FUND (ITF)
According to ITF training Policy, The Industrial Training
Fund (ITF) was set up under Act No. 47 of 1971 (as amended up to date) to
promote and to encourage the "acquisition of skills in industry and
commerce with a view to generating a pool of indigenous trained manpower
sufficient to meet the needs of the economy". To finance the scheme, the
Act provides for contributions on the part of employers and for subventions on
the part of the Federal Government. The Federal Government made available the
sum of N1,000,000.00 (£500,000) during the Plan Period 1970-74 as takeoff
grant.
The Industrial Training Fund (ITF), the manpower development
agency of the federal government was established to impart technical skills to
those employed in the manufacturing sector and other sectors of the economy.
The Mission Statement of the ITF, the provision of decree 47
of 8th October, 1971 empowers the ITF to “promote and encourage the
acquisition of skills in the industry and commerce with a view to generating a
pool of indigenous trained manpower sufficient to meet the needs of the
Nigerian economy”.
In pursuant to its statutory responsibility, the ITF has
expanded its structures, developed training programmes, reviewed its
strategies, operations and services in order to meet the expanding, and
changing demands for skilled manpower in the economy. Beginning as a parastatal
“B” in 1971, headed by a Director, the ITF became a parastatal “A” in 1981 with
the Director-General” as the Chief Executive under the aegis of the Ministry of
Industry.
The fund has a 13 Member Governing Council and operates 9 departments
at the headquarters, 25 Area Offices, 2 Skills Training Centres, and a Centre
for Industrial Training Excellence.
As part of its responsibilities, the ITF provides direct
training, vocational and apprentice training, research and consultancy service,
reimbursement of up to 60% levy paid by employers of labour registered with it,
and administers the Students’ Industrial Work Experience (SIWES). It also
provides human resource development information and training technology service
to industry & commerce to enhance their manpower capacity and in-house
training delivery effort.
The main thrust of ITF programmes and services is to
stimulate human performance, improve productivity, and induce value-added
production in industry and commerce. Through its SIWES, vocational and
apprentice training programmes, the fund also builds capacity for graduates and
youth self-employment, in the context of small scale industrialization, in the
economy.
1.3 STATEMENT OF THE PROBLEM
SIWES is a mandatory training programme for students in
tertiary institutions. It geared towards helping them to achieve industrial
skills, yet it is faced with some problems which could impact negatively on
what the programme is set to achieve. One of such problems is poor funding of
the scheme which has posed a big challenge in terms of paying the students.
According to the Minister of State, for Trade and Investment, Dr. Samuel Ioraer
Ortom, the payment of Students Industrial Work- Experience Scheme (SIWES)
allowance is a big problem facing the Federal Government (Daily Trust, Oct.,
31, 2011).
Inadequate supervision by Industrial Training Fund is equally
a major challenge which has hindered the scheme from performing optimally.
Students on SIWES are not well-supervised; this has made some of them to devise
all forms of ways in filling the log books. In fact, some students undergo the
programme just to pass the course and never to get the needed industrial
practical experience.
Rejection of SIWES students by some organizations has also frustrated
the scheme as well as the students. In fact, it is not uncommon to see SIWES
students roaming about looking for organizations that can absolved them in the
first three weeks of the time allotted for the programme.
Though school managers perceive the problems and students
grumble, yet no meaningful research has been conducted into the study. It is
against this backdrop that this study is set to investigate problems that could
jeopardize the programme.
1.4 PURPOSE OF THE STUDY
This study is to
accomplish the following.
·
To
find out from students how important they perceive SIWES program to be.
·
To
find out ways in which the programme can be improved.
·
To
find out problems that students encounter while on SIWES.
·
To
proffer tangible solutions to the problems identified.
1.5
RESEARCH QUESTIONS
The data generated and analyzed in the course of the research
were used to answer the following research questions
1.
What
major problems do students encounter while on SIWES programme?
2.
Are
Student –Teachers satisfied with the present state of the scheme?
3.
Would
Student-Teachers like SIWES programme to continue based on their experience?
4.
In
which areas would they want the programme improved?
1.6 SIGNIFICANCE OF THE STUDY
This study will be of immense benefits to SIWES students
because it will enable them to see SIWES programme beyond taking the course to
pass it, but as a way of gaining practical industrial experience before
graduation. It will also be of importance to the school authority in that it
will enable them put mechanism in place to ensure that students are encouraged
and motivated for the programme. It will also give first-hand information to the
Industrial Training Fund (ITF) about problems students face during SIWES and
how these problems can be tackled. Educational administrators and policy makers
will find it useful in making educational policies in the future.
1.7 SCOPE OF THE STUDY
The study covered SIWES Student-Teachers in Lagos State University
(Agege annex) Local Government Area of Lagos State. Forty (40) SIWES students were
randomly selected and the findings and generalizations were based on the data
collected from them.
1.8 LIMITATIONS OF THE STUDY
The choice of forty (40) SIWES Student-Teachers was based on
the limited resources available as well as the need to work with a manageable
sample size in other to ease the data collection and analysis processes. The
researcher also encountered problems in getting the respondents to fill the
questionnaires; some out rightly rejected filling the questionnaires. Even some
of those who filled them were persuaded before doing so. It is also the
researchers’ desire to explore other materials but the financial resources
available were limited.
1.9 OPERATIONAL DEFINITION OF THE KEY TERMS
Industrial Attachment
It is a programme whereby students of this school are sent to
industries and commercial houses to have practical knowledge for two (2) months
at the end of each session.
Assessment
It is carefully considered opinion or judgment of a
particular aspect to know how well a certain judgment is looked into.
Students’ Industrial
Work Experience Scheme (SIWES)
It is a skill training programme designed to expose and prepare
students for the industrial working position or situation they are likely to face
after graduating from higher institutions of learning.
Industrial Training
Fund (ITF)
Industrial Training Fund (ITF) is an organization that
attempts to bridge the perceived gap between theory and practice on Engineering,
Technology, Science, Agriculture, Medical Sciences, Management and other
professional educational programme in Nigeria tertiary institutions.
Student-Teachers
This is a student who is studying to be a teacher and who, as
part of the training, observes classroom instructions or does so closely supervised.
This is also a college student who is teaching under the supervision of a certified
teacher in order to qualify for a degree in education.
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