The Effect Of Industrial Work Experience On Student In Tertiary Institution
The Effect Of Industrial Work Experience On Student In Tertiary Institution
Abstract
The main aim of this project is to find out the effects of students industrial work experience scheme to the students in tertiary institutions in Federal Polytechnic Oko in Anambra State. The researcher considered whether students actually receive practical training in industries and how far the training has assisted in improving their performance in school. In chapter two the view of various writers that were relative to the topic were stated and reviewed. Questionnaire items were used to collect information from the respondents, which were analyzed by simple percentages. In chapter three, three hundred students were selected and supervised and only two hundred and twenty returned their questionnaires that were distributed to them. Also instrument used for data collection, method of data analysis and the sampling techniques all contained in this chapter. Chapter four deals with the analysis and interpretation of results which were analyzed by simple percentages.
Chapter One
Introduction
1.1 Background of the Study
Students industrial work Experience scheme (SIWES) was introduced in 1973 by the Federal Military Government under the auspices and direct supervision of industrial Training fund (ITF).
The scheme is presently 32 years old and it is meant for technocrats.
The scheme aimed at exposing students pursuing professional courses in institutions of Higher learning under real office situation, work ethnics and methods. Today it has covered many disciples and has become a necessary pre-requiring for the award of Higher National Diploma and Degree Certificates in specific disciplines in Institutions of Higher Learning in the country.
In 1985, the scheme was reverted to industrial Training fund (ITF) for Implementation in collaboration with National Board of Technical Education (NBTE) and National Universities commission. Guidelines were jointly drawn up by the tripartite agencies and since then ITF has continued to ensure the success of the scheme through painstaking supervision of the activities of students in industrial attachment.
Industrial twining could be considered as the opportunity given to students in Higher Institutions to acquire experience in the area of his or her career interest in industries. In many undergraduates programmes in Nigerian Universities, polytechnics and colleges of education, the motivation, responsibility and opportunity for insight gained through industrial training can be of inestimable value to students future.
Okoye (1992) holds that industrial training helps to develop students public relations especially those who have never worked before they were admitted into higher institutions. The benefits that students obtain from one year industrial training such as exposure to the larger world of work, practical experience of their career and financial assailable offer additional advantage for their field.
University students of the relevant courses will have three months industrial attachment at the end of part II and part III of their respective courses. Post graduate students are not eligible. Polytechnics and colleges of technology students should have four months industrial attachment after their first session and then go for one year industrial training after second year. This is duly for ordinary National Diploma students.
The main focus of the scheme could hinge on getting employers of labour involved in training their prospective employees.
Thus the scheme is aimed at promoting desired technological know how for the advancement of the nation. The ultimate goal of the scheme is to develop a well and articulated labour force needed to build a self-reliant economy.
1.2 Statement of Problem
The students industrial work experience scheme was established to help students gain practical experience in industry in the course of their studies. There are problems associated with the scheme. These include the fact that it has not run on been known type of experience students are exposed to in their industrial training.
It has not been known whether the experiences so exposed to are relevant in their prospective career.
It is not certain whether industrial training experience is responsible for some students dropping out to work instead of returning to school for higher studies.
1.3 Objective of the Study
The purpose of the study is to:
- Find out whether students who participate in SOWES receive any practical job training.
- Find out whether the experience gained during SIWES is useful in their future career.
- Determine whether SIWES help to generate a pool of indigenous trainee manpower for like federal poly Oko.
- Investigate whether SIWES is responsible for some students dropping to work rather than going back to school in Oko.
1.4 Research Hypotheses
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
- H0: the experience gained during SIWES is not useful in their future career.
H1: the experience gained during SIWES is useful in their future career. - H02: SIWES is not responsible for some students dropping to work rather than going back to school in Oko
H2: SIWES is responsible for some students dropping to work rather than going back to school in Oko
1.5 Significance of the Study
The study will be useful to the students in tertiary institutions who are doing their OND in polytechnics and those in part II and part III in universities.
In going through this study, the students in Oko will come to take industrial training serious and thereby achieving the best out of it.
The head of the institutions of higher learning will come to realize the usefulness and contributions of SIWES in training students as a means of improving the qualities of skilled manpower in Nigeria. A standard which the limited resources in the institutions cannot provides.
Industries also make good use of students in industrial training for the achievement of the organizational goals all for the development of the country.
The study will also make federal polytechnic Oko to totally reject any student who does not undergo industrial training before registering for Higher National diploma.
This study will also serve as a useful information to any person who wants to research on related issues.
1.6 Scope and Limitation of the Study
The scope of the study covers the effect of industrial work experience on student in tertiary institution. The researcher encounters some constrain which limited the scope of the study;
a) Availability of Research Material:
The research material available to the researcher is insufficient, thereby limiting the study
b) Time:
The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
c) Organizational Privacy:
Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities
1.7 Definition of Terms
For easy understanding to this study, the researcher has taken time to define certain terms in the study.
SIWES:
This means students industrial work experience scheme.
ITF:
This means industrial training. It is a programme that exposes students to office life experience and also qualify them for registration of Higher National Diploma and degree courses in polytechnics and universities respectively.
ITF:
This means industrial training fund. This is an agency established by the federal government to provide industrial work experience for certain categories of students in Nigerian universities, polytechnics and colleges of education.
Tertiary Institution:
Tertiary education also referred to as third stage, third level, and postsecondary education, is the educational level following the completion of a school providing a secondary education. The World Bank, for example, defines tertiary education as including universities as well as trade schools and colleges.
1.8 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study
Chapter Five
Summary, Conclusion and Recommendation
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain the effect of industrial work experience on student in tertiary institution. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of industrial work experience on student in tertiary institution
5.2 Summary
This study was on the effect of industrial work experience on student in tertiary institution. Four objectives were raised which included:Find out whether students who participate in SIWES receive any practical job training, find out whether the experience gained during SIWES is useful in their future career, determine whether SIWES help to generate a pool of indigenous trainee manpower for like federal poly Oko, investigate whether SIWES is responsible for some students dropping to work rather than going back to school in Oko. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 students of federal polytechnic Oko, Anambra state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made final year students, year three students, year two studentsand year one students were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
5.3 Conclusion
Despite the numerous problems associated with students industrial work experience scheme many people however believe that SIWES provide student with opportunity to apply their classroom knowledge to real work situation thereby bridging the gap between theory and practicals. It also provide an avenue for students in tertiary institutions to acquire industrial skills in their course of study. However, problems of improper placement, poor funding, poor supervision, inappropriate curriculum design and description and ill-equipped SIWES co-ordinating units in tertiary institutions need to be promptly and properly addressed by the various organizations responsible for the management of student’s industrial work experience scheme to make it more effective and functional.
5.4 Recommendation
The increasing technological changes in the industry and the world of work demands that the educational sector should collaborate with the industrial sector in order to remain up-to date and be relevant in the 21st century. In order for graduates of tertiary institutions in Nigeria to remain employable in every sector of the economy, there is need for collaboration between the educational institutions and the private sector. This can be done by creating a forum made up of Industrial Training Fund/ government representatives, educationists/supervisory agencies and representatives of employers of labour in industries and commercial concerns for the purpose of harmonizing the needs of the industry with school curriculum so as to ensure an efficient and effective student industrial work experience scheme.
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