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IMPACT OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES) ON STUDENTS AFTER PROGRAM COMPLETION

OF STUDENTS INDUSTRIAL WORK SCHEME (SIWES) ON STUDENTS AFTER PROGRAM COMPLETION

 

CHAPTER ONE

1.1 CONTEXT FOR THE

Growing public demand and legislative expectations for accountability over the past two decades have made it imperative for administrators and researchers in higher education to consider the potential impact of student work programs on skill development, which has a direct impact on national development objectives.

According to Okpor and Hassan (2012), if Vocational Technical is to be meaningful and successful in Nigeria, then effective partnerships between the public and private sectors are required for VTE and skill acquisition programs. Students Industrial Work Experience (SIWES) is a skill development program designed to prepare Nigerian tertiary institution students for the transition from college to the workplace (Akerejola 2008).

Work experience, according to Oyedele (1990), is an educational program in which students engage in work activities while attending school. This program provides students with the opportunity to participate in actual work situations outside of the classroom.

The Student Industrial Work-Experience Scheme (SIWES) is a planned and supervised training intervention designed to develop the occupational competencies of the participants, based on stated and specific learning and career objectives.

All Nigerian tertiary institution students pursuing courses in “specialized engineering, technical, business, pure and applied sciences and applied arts” are required to complete this program (ITF, 2004). SIWES is therefore generic, encompassing over 60 programmes in universities, over 40 programmes in polytechnics, and approximately 10 programmes in colleges of education.

Thus, SIWES is not limited to a single field of study or academic discipline.

and economic planners have been concerned about the impact of Students Industrial Work Experience (SIWES), particularly with regard to graduate employment and societal development in general. Concerns are also mixed regarding the extent to which it improves students’ academic performance and job readiness after graduation. Some institutions and programs allow SIWES for a maximum of three months, while others allow it for up to one .

Numerous studies have been conducted on the topic of student work experience and its effect on student preparedness for the challenges of the labor . A review of the relevant literature reveals that, despite the relative simplicity of the research questions posed, the answers were controversial. It depends on the outcomes that are being measured (Furr and Elling, 2000).

For every study that asserts the advantages of student work experience, there is an equally convincing study that asserts the exact opposite (Aper, 1994). However, the purpose of this study is to investigate the effects of the Student Industrial Work-Experience Scheme (SIWES) on students after the completion of the program.

Ugwuanyi and Ezema (2010) observed that SIWES plays an important role in Nigeria’s human resource development. In her study, Aderonke (2011) examined SIWES and the dynamics of sustainable skills acquisition and in Nigeria in order to determine the viability or otherwise of continued government investment in the program. She concluded that SIWES is an effective strategy for the sustainable development and employment of skills in Nigeria.

Wodi and Dokubo (2009) assess the extent to which the agencies involved in the operation and management of SIWES function to accomplish the program’s objectives. Inadequate supervision, the non-signing of necessary documents such as ITF Form 8 and students’ logbooks at their attachment sites, the difficulty of students in obtaining placements, and the unnecessary delay in the payment of students’ and supervisors’ allowances were identified as areas of weakness.

1.2 STATEMENT OF THE PROBLEM

The Students’ Industrial Work Experience Scheme (SIWES) is a programme for the formation of human capital through industrial attachment in which students are expected to gain practical experience based on the theories and principles acquired during the teaching-learning process.

However, the widespread inability of SIWES participants to secure employment after the program or even perform effectively if given employment casts doubt on the continued relevance of SIWES to Nigeria’s current industrial development initiative.

Human resource development is the most important aspect of the development process, so the quality of people’s productive capacity must be inherent. In their pursuit of development, human societies have identified and developed institutional as well as structured training and educational programs as major channels for preparing individuals to acquire the skills and technical competence required for their roles in the development of the society.

1.3 OBJECTIVES OF THE EXAMINATION

These are the aims of this investigation:

Examine the impact of the Students’ Industrial Work Experience Scheme (SIWES) on students following the completion of the program.

To evaluate the impact of the Students’ Industrial Work Experience Scheme (SIWES) on student growth.

To investigate the relationship between the Students’ Industrial Work Experience Scheme (SIWES) and graduate employability.

1.4 RESEARCH QUESTIONS

What impact does the Students’ Industrial Work Experience Scheme (SIWES) have on students after the program is completed?

How effective is the Students’ Industrial Work Experience Scheme (SIWES) in fostering student growth?

What relationship exists between the Students’ Industrial Work Experience Scheme (SIWES) and graduate employability?

1.5 HYPOTHESIS

There is no relationship between the Students’ Industrial Work Experience Scheme (SIWES) and graduate employability.

Significant correlation exists between Students’ Industrial Work Experience Scheme (SIWES) and graduate employability.

1.6 of the Research

The following describes the importance of this study:

1. The findings of this study will serve as a useful guide for university administration on how to restructure the Students’ Industrial Work Experience Scheme (SIWES) to achieve the program’s objective.

2. This research will serve as a resource for other scholars and researchers interested in conducting additional research in this field; if applied, it will go so far as to provide new explanation for the topic.

1.7 SCOPE AND RESTRICTIONS OF THE

This study on the impact of the Students’ Industrial Work Experience Scheme (SIWES) on students after completion of the program will examine the organization and implementation of the program.

LIMITATION OF

Financial constraint – Inadequate funds tend to impede the researcher’s efficiency in locating relevant materials, literature, or information and in collecting data (internet, questionnaire and interview).

Due to time constraints, the researcher will conduct this study alongside other academic duties. This will consequently reduce the time spent conducting research.

 

REFERENCES

Aderonke Agnes Oyeniyi, “Students Industrial Work Experience and the Dynamics of Sustainable Skills Acquisition and Utilization among Graduates in Nigeria,” Research Journal of International Studies, Volume 19, Number 19 (June 2011), Pages 130-136.

2004. “Information for Student’s Industrial Work Experience Scheme,” by R. Akerejola. Jos: ITF.

Aper, J. P. (1994). (1994). A study examining the connection between student work experience and student outcomes. New Orleans, Louisiana, presentation at the Annual Meeting of the American al Research Association (ERIC Document Reproduction Service No. ED375750).

Furr, S., and T. W. Elling (2000). The impact of work on the development of college students. NASPA Journal, 37(2), pages 454 to 470.

Industrial Training Fund, Jos, Nigeria, 2004. Information and lines for Student Industrial Work Experience Scheme: Reviewed 2004.

Public-Private Partnership for Skill Acquisition and Vocational Technical Development in Nigeria, Okpor, Ikechukwu, and Hassan Najimu, 2012. January 2012 Mediterranean Journal of Social Sciences Volume 3 Issue 4 Pages 91-94

Oyedele, J.P. (1990). Cooperative work experience program for business education students. Business Journals, volume 2, pages 30-53.

Challenges of Students’ Industrial Work Experience Scheme (SIWES) in Library and Information Science in the ICT Environment, Ugwuanyi C. F. and Ezema J. U., 2010. Library Theory and Procedure July 2010. Accessible at: http://www.thefreelibrary.com/Library+Philosophy+and+Practice/2010/July/1-p52045 on September 10, 2011.

Wodi, S. W., and Dokubo, A. (2009). Appraisal of Students Industrial Work Experience Scheme (SIWES) in five Tertiary Institutions in Rivers State, Nigeria: European Journal of Social Sciences –Volume 7 Number 3.

 

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OF STUDENTS INDUSTRIAL WORK SCHEME (SIWES) ON STUDENTS AFTER PROGRAM COMPLETION

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