The Assessment Of SIWES Programme In Nnewi South Government Area Of Anambra State
1.1 Background of the Study
Training is an important aspect in increasing the workforce’s efficiency and knowledge. Students’ Industrial Work Experience (SIWES) prepares students for employment. In Nigeria, it has become an innovative phenomena in human resource development and training. The Students’ Industrial Work Experience Scheme (SIWES) is a structured and supervised training intervention based on declared and targeted learning and career objectives, according to (ITF, 2004a). It is designed to help individuals improve their occupational competencies. It is a curriculum needed of students studying courses in “Specialized Engineering, Technical, Business, Applied Sciences, and Applied Arts” at Nigerian tertiary institutions.
According to Mafe (2010), “SIWES is generic, spanning over 60 programs at universities, over 40 programs in polytechnics, and about ten programs in colleges of education.” As a result, SIWES is not limited to a single field of study or specialty.” He went on to say that the effectiveness of SIWES cannot be viewed in isolation with respect to a single discipline; rather, it is best explored holistically because many of the attributes, positive outcomes, and challenges associated with effective SIWES implementation are shared by all disciplines participating in the scheme for students and teachers, respectively.
The Industrial Training Fund established the Students’ Industrial Work Experience Scheme (SIWES) in 1973. (ITF). The scheme’s goal was to expose students to the industrial environment and enable them to build occupational abilities so that, after graduation, they could readily contribute their quota to the development of national economic and technological growth.
Participation in SIWES has become a required pre-requisite for the award of Diploma and Degree Certificates in particular disciplines in most institutions of higher learning throughout the country, in accordance with the government’s education policy.
The Students’ Industrial Work Experience Scheme (SIWES) is accurately described as Nigeria’s practical training assistance for classroom lectures and tutorials. In other words, it is a recognized skill training program launched by the Industrial Training Fund (ITF). SIWES bridges the apparent gap between theory and practice in Nigerian tertiary institutions’ Accounting, Engineering, Technology, Science, Agriculture, Medical Sciences, Management, and other professional training programs.
The scheme’s major goal is to integrate companies in the educational process of preparing students for work beyond the four walls of their institutions in order to produce a well-skilled and articulated knowledge that will benefit the students and establish a self-sufficient economy (Bush, 2020).
The Industrial Training Fund (ITF) was established under Act No. 47 of 1971 (as modified to date) to promote and support the “learning of skills in industry and commerce with a view to developing a pool of indigenous trained people sufficient to fulfill the needs of the economy.” The Act provides for employer payments as well as Federal Government subventions to fund the scheme. During the Plan Period 1970-1974, the Federal Government made a takeoff grant of N1,000,000.00 (£500,000) available.
The Industrial Training Fund (ITF), the federal government’s workforce development agency, was founded to teach technical skills to persons working in the industrial sector and other areas of the economy.
The clause of decree 47 of October 8, 1971 enables the ITF to “promote and encourage the acquisition of skills in industry and commerce with a view to developing a pool of indigenous trained workforce sufficient to fulfill the needs of the Nigerian economy,” according to the ITF’s Mission Statement.
In order to satisfy the rising and changing demands for skilled labor in the economy, the ITF has expanded its structures, implemented training programs, and revised its strategies, operations, and services in accordance with its statutory obligation. Beginning as a parastatal “B” in 1971, led by a Director, the ITF became a parastatal “A” in 1981, with the Director-General” as Chief Executive under the Ministry of Industry’s auspices.
The fund has a Governing Council of 13 members and manages 9 divisions at its headquarters, 25 Area Offices, 2 Skills Training Centres, and a Centre for Industrial Training Excellence. As part of its obligations, the ITF provides direct training, vocational and apprentice training, research and consultation services, reimbursement of up to 60% of levy paid by registered employers of labor, and administration of the Students’ Industrial Work Experience Program (SIWES). It also offers human resource development information and training technology services to industry and commerce in order to help them improve their manpower capacity and in-house training delivery efforts (Bush, 2020).
The primary goal of ITF programs and services is to boost human performance, boost productivity, and encourage value-added output in industry and commerce. The fund also promotes capacity for graduates and youth self-employment in the framework of small scale industries in the economy through its SIWES, vocational, and apprentice training programs.
1.2 Statement of the Problem
SIWES is a tertiary education training program that is required of all students. It is aimed at assisting them in gaining industrial skills, however it is plagued by various issues that may have a negative impact on the program’s goals (Pencil, 2010). One of these issues is the scheme’s inadequate finance, which has made it difficult to pay the students. According to Dr. Samuel Ioraer Ortom, Minister of State for Trade and Investment, the payment of Students Industrial Work-Experience Scheme (SIWES) allowance is a major issue for the Federal Government (Daily Trust, Oct., 31, 2011).
Inadequate oversight by the Industrial Training Fund is another important issue that has prevented the scheme from working optimally. Students on SIWES are not well-supervised, and as a result, some of them have devised a variety of methods for filling out log books. In fact, some students enroll in the program solely to pass the course and never gain the necessary industrial practical experience (Bush, 2020).
Some organizations’ rejection of SIWES students has hampered both the system and the students. In fact, it is not uncommon to find SIWES students wandering around looking for groups that can absolve them within the first three weeks of the program’s duration (Smart, 2005).
Despite the fact that school administrators and students are aware of the issues, no relevant research has been undertaken into the study. Against this backdrop, this study will look into issues that could undermine the program.
1.3 Objectives of the Study
The broad objective of this study is to assess of SIWES programme in Nnewi South Government Area of Anambra State. Other objectives of the study is to:
- To examine the impact of SIWES programme
- To determine the challenges encountered in the SIWES programme
- To proffer possible solutions to the problems mentioned.
1.4 Research Questions
The following research questions which are in line with the objectives of this study will be answered in this study. They are:
- What are the impact of SIWES programme?
- What are the challenges encountered in the SIWES programme?
- What are the possible solutions to the problems mentioned?
1.5 Significance of the Study
This research will be extremely beneficial to SIWES students because it will allow them to consider the SIWES program as more than just a way to pass a course, but as a way to obtain practical industrial experience before graduation. It will also be important to the school administration since it will allow them to put mechanisms in place to ensure that kids are encouraged and motivated to participate in the program. It will also provide the Industrial Training Fund (ITF) with first-hand information about challenges students confront during SIWES and how these problems might be addressed. It will be valuable to school administrators and policymakers in the future when developing educational policies.
In addition, this study will contribute empirically to the body of existing literature and it would serve as a reference source to students or other researchers who might want to carry out their research on the similar topic.
1.6 Scope of the Study
This study will be focusing on the assessment of SIWES Programme in Nnewi South Government Area of Anambra State. Specifically, it will be focused on examining the impact of SIWES programme, determining the challenges encountered in the SIWES programme and proffer possible solutions to the problems mentioned.
This study will be using students of Anambra State University as enrolled participants for the survey.
1.7 Limitations of the Study
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited as few respondent were selected to answer the research instrument hence cannot be generalize to other secondary schools outside the State. However, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.
1.8 Definition of Terms
It is a programme whereby students of schools are sent to industries and commercial houses to have practical knowledge for two (2) months at the end of each session.
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.
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