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ASSESSMENT
OF SIWES RELEVANCE TO BUSINESS EDUCATION PROGRAMME OBJECTIVES
CHAPTER
ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Business
Education is a part of technical and vocational education which is studied in
secondary and tertiary institutions in the country. That is, universities,
polytechnics and colleges of education. According to Osuala (2004), Business
Education is divided into two parts: office education, which is vocational in
nature for office careers and general business education which is a programme
that provides information and competences needed for managing businesses. The
primary objective of Business Education is to foster the acquisition of the
necessary business competencies needed to effectively function in the world of
work, either as an employee or an employer of labour. The need for ensuring
that the theoretical knowledge acquired by students is matched with their
practical knowledge gave room to the establishment of Student Industrial Works
Experience Scheme (SIWES).
SIWES
is one of the Industrial Training Fund (ITF) programmes and it was introduced
in 1974 due to the inability of engineering and technology students in Nigeria
universities and polytechnics to meet the practical aspects of their training.
That is, the needs to enable students match their theoretical school knowledge
with the practical aspect of their training in industry. According to Ekpenyong
(2011), one of the principles underlying any industrial work experience scheme
for students in institutions of learning is the desire to marry the practical
with the theoretical learning which characterizes conventional classroom
situations with a view to striking a balance between theory and practice. The
author stressed further that it was in realization of this that the ITF when it
was established, set out to study the extent to which the theoretical knowledge
that students in engineering technology and other allied fields in Nigerian
institutions offering technology based courses related to the kind of work
experience expected of them by employers. The result of the ITF survey showed a
great disparity between students’ knowledge and their ability to apply it in
relevant jobs. In order to bridge the gap between the two, the ITF in 1974
established a co-operative internship programme, which enabled students of
technology to spend some part of their courses for relevant on-the-job.
practical experiences in appropriate areas of the Nigerian industry (Ekpenyong,
2011). The author further stressed that the internship programme, SIWES, can
therefore be seen as that which is intended to give Nigerian students studying
occupationally related courses experience that would supplement their
theoretical learning.
The
objectives of SIWES according to Ekpenyong (2011) include:
i.
To supplement the theoretical learning of students form academic institutions
with practical industrial activities in the various disciplines;
ii.
To expose and prepare students for the industrial work situation they are
likely to meet after graduation;
iii.
To expose students to work methods and experience in handling equipment and
machinery that may not be available in the educational institutions;
iv.
To enlist and strengthen employers’ involvement in the entire educational
process of preparing students for employment in industry; and,
v.
To prepare the students for a business career by merging their analytical power
with self-reliance.
The
above objectives of SIWES are laudable but for these objectives to be achieved
there must be conscious efforts by all that have stake/stakeholders in SIWES.
The effective administration of SIWES falls on the ITF, a student’s own
institution and the employers. The ITF is saddled with several responsibilities
aimed at ensuring the effectiveness of SIWES and some of the responsibilities
include: prospecting for places for students on industrial attachment,
provision of logistic materials needed to administer the programme, supervision
and assessment of the performance of students on industrial attachment, ensuring
payment of student monthly allowances, arranging Group insurance scheme for
students on attachment and disciplining defiant students and those who perform
poorly on the programme. The institution equally has a peculiar role to play in
ensuring effectiveness of the scheme. The institution is to ensure the
preparation of students for industrial attachment and subsequent placement of
students with employers. It also ensures that there is proper and comprehensive
supervision of students on attachment (Ekpenyong, 2011). The employers have a
role to play in accepting the students on attachment and assigning them to
relevant jobs where there will be utmost skill acquisition and supervision. The
employer also ensures that students are given their monthly allowances and also
abide by the rules and regulations governing the scheme. The students’ primary
roles are being punctual and regular to the place of attachment; and ensuring
that the student log book is completed.
Apart
from the school and other supervisory agencies of the government (that is
National Universities Commission, National Board for Technical Education and
National Commission for Colleges of Education), the organizations play a very
crucial role in ensuring that business education students are properly and
adequately trained in line with the demands of the modern office. For there to
be effectiveness and the realization of the overall mandate of SIWES, there
must be proper collaboration between the schools where students are exposed to
theoretical knowledge and the organization where they are exposed to detailed
practical knowledge. Once the gap between the school and the industry
(organization) has been bridged, there would be assurance of greater quality
and productivity of the graduates from the various institutions.
1.2 STATEMENT OF THE PROBLEM
As
indicated in the background of this study, SIWES was established in the year
1974 by Industrial Training Fund (ITF) to meet a felt need for individual
efficiency by those who left school to work; precisely that of ensuring that
engineering technology and management students who graduate from the
universities and allied tertiary courses in technical and business education in
colleges of education have not only theoretical but also practical competence
in the areas of their studies.
Since
business and technical education are industry related, the students of these
courses are equally enlisted on the scheme. Over the years, there has been no
clear evidence of effectiveness of SIWES, particularly as it relates to
business education students enlisted on the scheme. Since there are diverse and
unsubstantiated views of the effectiveness of the scheme in Nigeria, the study
sought to assess the relevance of SIWES to business education programme
objectives.
1.3 OBJECTIVES OF THE STUDY
The
study sought to assess SIWES relevance to business education programme
objective. Specifically, the study sought to;
i. examine the relationship between SIWES and
business education programme objectives.
ii. determine the challenges confronting the
effectiveness of SIWES in Nigeria.
iii. assess the effectiveness of SIWES in meeting
the work experience needs of business education products.
1.4 RESEARCH QUESTIONS
i. What is the relationship between SIWES and
business education programme objectives?
ii. What are the challenges confronting the
effectiveness of SIWES in Nigeria?
iii. What is the effectiveness of SIWES in
meeting the work experience needs of business education products?
1.5 RESEARCH HYPOTHESES
Ho:
There is no relationship between SIWES and business education programme
objectives
1.6 SIGNIFICANCE OF THE STUDY
This
study will be of immense benefit to other researchers who intend to know more
on this study and can also be used by non-researchers to build more on their
research work. This study contributes to knowledge and could serve as a guide
for other study.
1.7 SCOPE/LIMITATIONS OF THE STUDY
This
study is assessment of SIWES relevance to business education programme
objectives.
Limitations
of Study
Financial
constraint: Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint: The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
1.8 DEFINITION OF TERMS
SIWES:
The students industrial work experience scheme (SIWES) is a skills training
programme designed to expose and prepare students of Universities,
Polytechnics/Colleges of Technology/Colleges of Agriculture and Colleges of
Education for the industrial work situation they are likely to meet after
graduation.
Business
Education: Business education involves teaching students the fundamentals,
theories, and processes of business.
References
Ekpenyong,
L.E. (2011). Foundations of Technical and Vocational Education: Evolution and
Practice for Nigerian Students in TVE and Adult Education, Policy Makers &
Practitioners. Benin City: Supreme Ideal Publishers International Ltd.
Isah,
A.R. (2003). The effect of Students’ Industrial Work Experience Scheme on skill
development of Business Education students (A case study of Federal College of
Education, Kano). A project submitted to Department of Vocational and Technical
Education, Ahmadu Bello University, Zaria.
ITF
(1973).Policy Document No 1. Industrial Training Fund, Jos, Nigeria.
Osuala,
E.C. (2004). Principles and methods of Business and computer Education. Enugu:
Cheston Agency Ltd.
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