ABSTRACT
This study explores the impact of students' industrial work experience on social development, with a particular focus on the Business Administration program at Jigawa State Polytechnic, Dutse. Industrial work experience, often referred to as internships or practical training, plays a crucial role in shaping the skills and competencies of students, as well as contributing to broader social development. The research is conducted through a case study approach, employing qualitative and quantitative methods to gather data and analyze the experiences of Business Administration students during their industrial work placements. The study examines the skills and knowledge gained during these placements and investigates how these experiences influence social development within the community and the broader society. Fifty (50) Students were sampled through simple random sampling technique. Item questionnaire was designed and validation of the instrument was assessed by experts. The findings of this research provide valuable insights into the relationship between students' industrial work experience and social development. It contributes to the body of knowledge on the importance of work-integrated learning in shaping future professionals and fostering social growth. The study's results can inform educational institutions, policymakers, and business sectors, facilitating better strategies for incorporating industrial work experience into the academic curriculum to enhance both student learning and community development. This study will focus on SIWES in the context of Nigerian tertiary institutions, particularly in the fields of engineering, science, and technology. It will examine the experiences of students who have undergone SIWES placements and the impact of these experiences on their personal and professional development. Additionally, the study will explore the contributions of SIWES to local communities and industries in Nigeria. Finally research recommended that; Academic-Industry Collaboration: Foster closer collaboration between Jigawa State Polytechnic Dutse and local industries to ensure students' industrial work experiences align with the industry's needs and expectations; Improved Supervision: Ensure that students receive adequate supervision during their work experiences to maximize their learning and skills development; Infrastructure and Resource Enhancement: Provide the necessary resources and infrastructure to support students in their industrial work experiences, enabling them to contribute more effectively to the workplace; Clear Communication: Establish better communication channels between academic institutions, students, and the industries to facilitate feedback and address challenges promptly; Community Engagement: Encourage students to actively participate in community service and social responsibility initiatives during their industrial work experiences.
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 of the Study. . . . . . . . .1
1.2
Statement of the Problem. . . . . . . . .3
1.3
Aim and Objectives of the Study. . . . . . . .4
1.4
Research Questions. . . . . . . . . .4
1.5
Significance of the Study. . . . . . . . .5
1.6
Scope and Limitation of the Study. . . . . . .5
1.7
Definition of Key Terms. . . . . . . . .6
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction. . . . . . . . . . .7
2.1 Conceptual
Framework. . . . . . . . .7
2.1.1 Aims And
Objectives Of SIWES. . . . . . .7
2.1.2
Historical Background of SIWES. . . . . .. .8
2.1.3
Federal Government. . . . . . . . .9
2.1.4
Industrial Training Fund. . . . . . . . .10
2.1.5
The Supervising Agencies. . . . . . . .11
2.2
Challenges of Students' Industrial Work Experience Scheme (SIWES). . .11
2.3 SIWES and Its Contribution to Social Development. . . . .13
2.4 Review of Related Study. . . . . . . . .16
2.5
Theoretical Framework. . . . . . . . .17
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction. . . . . . . . . . .19
3.1 Research Design. . . . . . . . .. .19
3.2 Area of Study. . . . . . . . . . .20
3.3 Population of the
Study. . . . . . . . .20
3.4 Sample Size. . . . . . . . . . .
20
3.5 Sampling Technique. . . . . . . . . .20
3.6 Instrument of Data
Collection. . . . . . . .21
3.7
Method of Data Collection. . . . . . . . .21
3.7.1
Source Of Data Collection. . . . . . . .21
3.8 Method Of Data Analysis. . . . . . . . .
22
CHAPTER FOUR
DATA PRESENTATION
AND ANALYSIS
4.1
Introduction. . . . . . . . . . 23
4.2
Demographic Data Of The Respondent. . . . . . 23
4.3
Responses Presentation And Analysis. . . . . . 23
4.4
Discussion Of Findings. . . . . . . . 28
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary. . . . . . . . . . 29
5.2 Conclusion. . . . .
30
5.3
Recommendations. . . . . . . . . 30
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In
today's rapidly changing world, the role of education in fostering social
development cannot be overstated. Education not only equips individuals with
knowledge and skills but also plays a crucial role in shaping their attitudes,
values, and behaviors. One significant component of education that bridges the
gap between classroom learning and real-world application is the Students'
Industrial Work Experience Scheme (SIWES). SIWES is a program designed to
expose students in higher institutions to practical work experiences in their
respective fields of study. This chapter introduces the study, provides the
background, problem statement, objectives, research questions, significance,
and the structure of the research.
Growing public
demand and legislative expectations for accountability in the past two decades
have made it imperative that higher education administrators and researchers
pay attention to the potential impact of student work programmes on skill
development, which in turn, impacts directly on national development
objectives. Okpor and Hassan (2020) opined that ˜if Vocational Technical
Education is to be meaningful and successful in Nigeria, then relationships are
needed between public and private sectors to partner effectively with
Vocational Technical Education and skill acquisition programmes. Students
Industrial Work Experience (SIWES) is a skill development program designed to
prepare students of Nigerian tertiary institutions for transition from the
college environment to work, (Akerejola 2019). Oyedele (2019) also states that
work experience is an educational program in which students participate in work
activities while attending school. This work experience program gives students
the opportunity to be part of an actual work situation outside the classroom.
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, pure and applied sciences and applied arts (ITF, 2004). Therefore,
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.
The impact of
Students Industrial Work Experience (SIWES) has thus, been a cause of concern
to education and economic planners, particularly with respect to graduate
employment and impact on the general societal development. There are also mixed
concerns about how much of it that is actually helpful to student academic
performance and job readiness after graduation. While some institutions and
programs permit SIWES for only three months, others go for up to one year.
There has been several research literatures, in the area of student work
experience and its impact on student development of fitness for the challenges
of the job market. A review of literature reveals that, although research
questions raised are quite straightforward, the answers had been controversial.
It all depends on which outcomes are measured (Furr and Elling, 2019).
For every study
which postulates the benefits of students work experience, there is an equally
compelling study purporting the exact opposite (Aper, 2018). However, this research
is focused on examining the impact of Student Industrial Work-Experience Scheme
(SIWES) on students after completion of the programme.
Ugwuanyi and
Ezema (2020) noted that SIWES plays a significant role in human resource
development in Nigeria. Aderonke (2017) 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
(2020) 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 weaknesses revealed.
1.2 STATEMENT OF THE PROBLEM
Social
development encompasses a wide range of aspects, including economic growth,
poverty reduction, healthcare, education, and community well-being. While
educational institutions play a pivotal role in preparing students for future
careers and responsibilities, the extent to which Students' Industrial Work
Experience contributes to social development remains underexplored.
Understanding this relationship is essential for optimizing the benefits of
SIWES for both students and society at large.
1.3 AIM AND OBJECTIVES OF THE STUDY
The
primary aim of this research is to investigate the contribution of Students'
Industrial Work Experience in social development. To achieve this overarching
objective, the study will pursue the following specific objectives:
1. To
assess the impact of SIWES on students' skill development of business
administration department.
2. To
examine the influence of SIWES on students' employability and career readiness
for business administration department.
3. To
analyze the role of SIWES in fostering industry-academia collaboration.
4. To
evaluate the contribution of SIWES to community development.
5. To
identify challenges and potential improvements in the SIWES program.
1.4 RESEARCH QUESTIONS
To
guide the study in achieving its objectives, the following research questions
have been formulated:
1. How
does SIWES contribute to the development of students' skills and competencies?
2. To
what extent does SIWES enhance students' employability and career readiness?
3. What
is the impact of SIWES on fostering collaboration between educational
institutions and industries?
4. How
does SIWES contribute to community development?
5. What
challenges are associated with the implementation of SIWES, and what
improvements can be suggested?
1.5 SIGNIFICANCE OF THE STUDY
This
study is significant for several reasons:
1. It
will provide insights into the role of SIWES in enhancing students' skills,
employability, and career readiness, which can inform educational policy and
practice.
2. It
will contribute to the existing body of knowledge by examining the impact of
SIWES on industry-academia collaboration, shedding light on potential areas for
improvement.
3. The
study will highlight the contribution of SIWES to community development,
demonstrating its broader social impact beyond individual student development.
4. Findings
from this research can serve as a basis for policymakers, educators, and
industry stakeholders to make informed decisions regarding the design and
implementation of the SIWES program.
1.6 SCOPE AND LIMITATION OF THE STUDY
This
study will focus on SIWES in the context of Nigerian tertiary institutions,
particularly in the fields of engineering, science, and technology. It will
examine the experiences of students who have undergone SIWES placements and the
impact of these experiences on their personal and professional development.
Additionally, the study will explore the contributions of SIWES to local
communities and industries in Nigeria.
1.7 DEFINITION OF KEY TERMS
Let’s
break down the essential components:
1. Study:
In this context, a study refers to a systematic and organized investigation or
research effort aimed at gaining knowledge and understanding of a specific topic
or phenomenon.
2. Students:
This term refers to individuals who are enrolled in an educational institution,
such as schools, colleges, or universities, and are pursuing academic or
vocational learning.
3. Industrial
Work Experience: Industrial work experience generally
refers to the practical exposure and training that students receive in
industrial or workplace settings. This can involve internships,
apprenticeships, or co-op programs where students gain hands-on experience
related to their field of study.
4. Contribution:
In this context, contribution indicates the impact or positive effects of
students' industrial work experience on a particular aspect, which is social
development.
5. Social
Development: Social development refers to the process
of improving and enhancing the well-being, quality of life, and societal
progress of a community, region, or nation. It encompasses various aspects such
as economic growth, education, health, infrastructure, and overall social
well-being.
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