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ASSESSMENT
OF SIWES RELEVANCE TO BUSINESS EDUCATION PROGRAMME OBJECTIVES
CHAPTER ONE
INTRODUCTION
Background
to the Study
The level of development of a country
is often considered to be an offshoot of the nature of her educational system
and programme. This point is true to the extent that the technological
objectives of a nation are usually rooted in the educational objectives and
programmes of the country. Thus, education for development is a veritable
instrument for socio-economic emancipation and economic self-reliance of every
country. The level of technological development and skill acquisition has
become the basis for determining social, economic and industrial development.
Adequate skill acquisition training programmes through technical vocation
education (TVE) holds the key to development and economic survival of a nation.
At the lower
level business education can be described as a vocational course, an
encompassing programme which equips its recipients with the necessary
knowledge, skills and attitudes to succeed in whatever business endeavours they
may engage in. In other words, business education goes beyond the acquisition
of knowledge for scientific and technical qualification but equips recipients
for their work in industry, commerce, central or local government (BEC 1975).
Business education may also be referred to an educational process or content
which has its primary aim of preparing
individuals for roles in business enterprises; either as employees,
entrepreneur/employer or simply as self-employed. (Anao, 1986).
Business
education represents a broad spectrum of disciplines that are offered in
elementary, secondary and post secondary. Specifically, business education is
offered at three levels in tertiary institution in Nigeria namely;
universities, polytechnics and colleges of education. These institutions have
the aim of equipping the products of secondary education and developing them
into middle and high level manpower for diverse areas of the economy. The
general objective of business education as outlined in the pre-vocational
curriculum volume 2 (Fed. Min. of Education, 1984) are as follows:
a. acquire
basic knowledge of business studies
b. develop
basic skill in office education
c. prepare
for further training in business studies and
d. develop
Orientation and basic skills for starting life for those who can not go beyond
the junior secondary school.
Dambo (1987) adds that business
education programmes are designed to develop the knowledge, skills and competencies
of the learner in terms of:
developing
the learner’s understanding of the contribution of business and office
employees toward the economic development of the nation.
improving
the learner’s personal qualities and attitudes necessary to adjust into the
work environment.
provide
opportunities for skill training of the workers in order to make him/her
reliant.
developing
the learner’s to be a business educator.
The undergraduate Business education
programmes are for students who wish to gain preparatory qualification in a
particular field of study. Thus, the primary objective of all undergraduate of
business education programmes is therefore to:
provide
students with a solid business education along with additional knowledge and
abilities to succeed in a particular area of business and worlds of work.
prepare and
developing in students a capacity for critical thinking, for integrating
business knowledge across different business functions and disciplines and for
utilizing current theory in approaching practical business problem.
provide the
necessary quantitative analytical, and communication skill while grounding
students in applied theory and practice across the management disciplines
Provide the
student’s with an opportunity to focus in a particular area of study designed
to meet the needs of highly diverse students body a wide range of career
interests and priorities (Retrieved from http: www.bussinessprogramsi nusa.com
The growing
concern among our industrialists that graduates of our higher institutions of
learning lack adequate practical background knowledge preparatory for
employment in industry, led to the formation of Students’ Industrial Work
Experience Scheme (SIWES) by the Industrial Training Fund (ITF) in 1973/1974
session (Information and Guideline for SIWES 2002). ITF has as one of its key
functions which is; to work as cooperative entity with industry and commerce
where students in higher institutions of learning can undertake mid-career work
experience attachment to industry different areas of which are compatible with
their areas of study (Okorie, 2002 in Asikadi, 2003).
The bodies involved in the management
of SIWES are; Federal Government, Industrial Training Fund (ITF), other
supervising agencies are National University Commission (NUC), National Board
for Technical Education (NBTE) and National Commission for Colleges of
Education (NCCE). The function of these agencies aforementioned include among
others to:
ensure
adequate funding of the scheme
establish
SIWES and accredit SIWES unit in the approved institution
formulate
policies and guidelines for participating bodies and institutions as well as
appointing SIWES coordinators and supporting staff.
According to
the law that established the SIWES, the objectives of SIWES among others
include to:
provide an
avenue for students in institutions of higher learning to acquire industrial
skills and experience in their approved course of study.
expose and
prepare students for industrial work situation they are likely to meet after
the graduation.
expose
student to work methods and techniques in handling equipment and machinery that
may not be available in the educational institution.
provide
students with opportunity to apply their knowledge in real work situation
thereby bridging the gap between theory and practices.
enlist and
strengthen employer’s involvement in the entire educational process of
preparing students for employment in industry and;
prepare the
student for a business career by merging their analytical power with
self-reliance. (Information and Guideline for SIWES, 2002).
SIWES is a
skill training programme designed to expose and prepare students of
agriculture, engineering, technology, environmental science, medical science,
education including technical vocational education (TVE), pure and applied
sciences for the industrial work situation which they likely to meet after
graduation. It is required of all students of aforementioned disciplines to
participate in the programmes Credit units are assigned to SIWES which is
incorporated into the calculation of Gross Point Average and cumulative point
average.
SIWES programme, provides students
the opportunity to work in one or more areas of industry and this enables them
to relate their theoretical knowledge to the practical work situation, which is
a realistic way of determining the relevance of theory to practice. The
duration of SIWES for relevant categories of students is four months in
polytechnic at the end of NDI, four months in colleges of education at the end
of NCE II and six months in the universities at the end of 300 or 400 or 500
levels depending on the discipline.
SIWES as a training requirement needs
to be assessed from time to time in order to determine whether it is meeting
its stated objectives.
Statement of
the problems
The key objective of SIWES is to
relate theory to practice, thus before a student graduates, he or she should be
able to marry theory and practice. Business education is a programme in which a
graduate is required to demonstrate through practical and mental skills his or
her ability with little employers’ preparation. Thus, his or her training
should approximate situations in the world of work especially with the
compulsory industrial training requirement of the programme. It is however
observed that some business education products perform dismally at employment
interviews and are unable to apply themselves to simple office skills,
procedures and practices. Could this be as a result of lack of adequate SIWES
programme exposure or failure in the impartation of the appropriate skills by
institution offering business education programme? In a cross sectional study
conducted in some selected industries, universities and research institutes in
1985, Ukaegbu found that graduates apply their intellectual skills and
knowledge well enough in industries, he added that students on the other hand
are faced with the challenge of handling some electronic gadgets and facilities
during their Industrial Training period which the school environment may not
have sufficiently exposed them to at the time of undertaking the industrial
training. It is on this basis therefore, that this study seeks to assess the
SIWES relevance to business education programme objectives.
Purpose of
the study
The main purpose of the study is to
assess the relevance of SIWES to business education programme objectives.
Specifically,
the study seeks to determine:
The level of
awareness of business education students on the relevance of SIWES to their
programme.
Whether
business education students vplaced in work places relevance to their programme
during SIWES
Whether
students experience the needed practical experience during their SIWES
programme.
Whether the
students are adequately supervised during their SIWES programme.
Whether the
industries allow the students access into their mainstream.
Research
Questions
In
undertaking this study, the following research questions will be asked to guide
the study.
What is the
perception of business education students on the relevance of SIWES to their
programme?
Are business
education students placed in work places relevant to their programme during
SIWES?
Are business
education students exposed to the practical aspects of their programme during
SIWES?
Are business
education students in SIWES adequately supervised?
Do the
industries where the business education students do their SIWES accept them
into their mainstream?
Significance
of the study
The result of this research will be
beneficial to a number of groups and individuals. The study finding will
provide vocational students, employers of labour, administrator, policy maker
and researchers with relevant baseline data. The study finding will provide
vocational students an avenue to appreciate the integration of theoretical and
practical component that will prepare these students for the “real world” and
provide them basic job skill to function in the labour market.
Also, the finding may bring a useful
contribution to employer of labour who are faced with the task of relating
educational target will gainful employment objectives and the need of the
national economic as well as help in determine whether skill acquire by
graduate will contributing to the organization.
In addition, the finding will create
awareness to administrator on how to improve the quality of programmes and
built on current facilities and services offer to students such as laboratory,
library resources, computer/IT availability and other facilities.
Moreover, the finding will provide
encouragement for government to give adequate support to the Business education
programme in tertiary institution in term of finance and monitoring for
effective realization of Business education programme objectives.
Finally, future researchers on
similar and other related fields will find it handy as a reference material to
assist them in their research endeavours.
Scope of the
study
The scope of the study cover SIWES
relevance to business education programme objectives in the school of
vocational and technical education in Emmanuel Alayande College of Education
Oyo, Oyo State and in the department of curriculum studies and Instructional
Technology in Olabisi Onabanjo University, Ago Iwoye, Ogun State of Nigeria
respectively. The scope covers the perception of business education students on
the relevance of SIWES to their education programme, relevance of SIWES work
places to their education programme, students exposure to the practical aspects
of their programme during SIWES; adequate supervision of business education
students in SIWES as well as the determination of whether the industries where
the business education student do their SIWES accept them fully into their
mainstream.
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