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STUDENT-TEACHER’S
ASSESSMENT OF SIWES PROGRAMME IN AGEGE LOCAL GOVERNMENT AREA OF LAGOS STATE.
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.
RESEARCH
QUESTIONS
The data
generated and analyzed in the course of the research were used to answer the
following research questions
What major
problems do students encounter while on SIWES programme?
Are Student
–Teachers satisfied with the present state of the scheme?
Would
Student-Teachers like SIWES programme to continue based on their experience?
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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