Impact of Students Industrial Work Experience Scheme (SIWES) on the Students After the Completion of the Programme
Chapter One
OBJECTIVES OF THE STUDY
The following are the objectives of this study:
- To examine the impact of Students’ Industrial Work Experience Scheme (SIWES) on student after completion of the programme.
- To examine the effectiveness of Students’ Industrial Work Experience Scheme (SIWES) towards student development.
- To examine the relationship between Students’ Industrial Work Experience Scheme (SIWES) and employability after graduation.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Cheff et al, cited in Sinnasamy and Nasir (n.d.) posit that while it was sufficient in the past for library schools to teach students the rudiments of housekeeping library collections and training was basically in the area of cataloguing and classification; the expectations today is different. According to them, with the rapid advances in ICT, the field of Library and Information Science (LIS) has become specialized and technical in nature demanding that students’ training incorporates the elements of theory and practice. In essence, in the current environment, in addition to possessing traditional librarianship skills, LIS students are also expected to possess other general and personal skills required for transfer from one job to another (Orme, 2008). SIWES or industrial training as it is commonly called is seen as a viable avenue through which students can gain the much-needed competencies and skills (Ojokuku, Emeahara, Aboyade & Chris-Israel, 2015; Kuranaratne & Perera, 2015). This is because it offers them opportunity to experience on-the-job-training and real-life job experience while still in school (Ballinger & Lalwani, 2000). Also, through it, students are made more aware of the needs and expectations of the industry and so are able to prepare themselves for the world of work. In the same vein, Ojokuku, Emehara, Aboyade & ChrisIsrael (2015) posit that by actively participating in industrial training, students are able to appreciate work methods and gain experience in handling equipment and machinery which may be unavailable in their institutions. Furthermore, Karunaratne & Perera (2015) are of the view that industrial training provides students with significant benefits in career preparation and income and also strengthens their self-confidence and self-satisfaction in the lifelong learning process. Knouse, Tanner & Harris (1999) and Mihail (2006) add that students who have been through industrial training are more likely to find jobs more quickly than those who did not, given the competencies and skills they acquire and the contacts they make while in training. Be that as it may, students are not the only beneficiaries of industrial training as employers and the learning or parent institutions also stand to benefit (Mgaya &Mbekomize, 2014; Bukaliya, 2012).In their view, while students need an avenue to gain those competencies and skills that will bring them up to the level and expectation of employers, the employers on their part need competent graduates who are ready for immediate employment. The learning or parent institutions on the other hand, benefit through increased cooperation and rapport with the industry. A number of studies have identified some areas where students of LIS programmes need to enhance their competencies and skills. In Nigeria, Nwalo & Oyedum (2011) in their study evaluated the information literacy skills of undergraduate LIS students and found it to be generally poor. Similarly, Issah, Amusan, Olarongbe, Igwe, & Oguntayo (2015) assessed the information literacy competencies of undergraduate students of University of Ilorin, Kwara State Nigeria and found that majority had limited information literacy skills amidst limited exposure to information literacy programmes. In corroboration, Anunobi & Udem (2015) in their study among postgraduate students of LIS found that the students possessed moderate level of information literacy skills. Eke, Omekwu & Agbo (2014) investigated internet search strategies employed by LIS students of University of Nigeria, Nsukka and found that although the students used the internet to search for materials for writing term papers, projects and other assignments in order to enhance their academic work; they lacked training in basic internet skills. Elsewhere, in the Philippines, Quijano (2015).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine impact of student’s industrial work experience scheme on the student after the completion of the programmer. Students of University of Uyo form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain impact of student’s industrial work experience scheme on the student after the completion of the programmer. 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 impact of student’s industrial work experience scheme on the student after the completion of the programmer
Summary
This study was on impact of student’s industrial work experience scheme on the student after the completion of the programmer. Three objectives were raised which included: To examine the impact of Students’ Industrial Work Experience Scheme (SIWES) on student after completion of the programme, to examine the effectiveness of Students’ Industrial Work Experience Scheme (SIWES) towards student development and to examine the relationship between Students’ Industrial Work Experience Scheme (SIWES) and employability after graduation. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from students of University of Uyo, Akwa Ibom State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
From the evaluation so far, there seems to exist a wide margin in the reality and actualization of the objectives of the students industrial work experience scheme (SIWES). It is disheartening to note that lack of proper coordination and supervision of the exercise is a factor limiting the full actualization of the objectives of the SIWES, this however, implies that for the students to be fully equipped with skills/knowledge required for efficiency in the place of work all hands must be on deck. The federal government through the industrial training fund and other agencies involved in the SIWES programme should wake up and address the situation to ensure that the loopholes in the system are covered
Recommendation
Government should strengthen the SIWES scheme through adequate funding. This will enable proper remuneration of supervising staff from government departments and institutions of learning.
Uniform programs for trainees should be developed for various trades in various disciplines in accordance with the National Occupational Standards being developed by the NBTE.
Legislative procedures should be undertaken which provides for for mandatory acquisition of relevant facilities for training of participants, particularly by the private sector organizations.
Tax relief and other incentives should be granted to private sector organizations who implement the programme satisfactorily.
References
- Aderonke Agnes Oyeniyi (2011), Students Industrial Work Experience and the Dynamics of Sustainable Skills Acquisition and Utilization among Graduates in Nigeria Research Journal of Internatıonal Studıes – Issue 19 (June., 2011) pp130-136
- Akerejola, R. 2004. “Information for Student’s Industrial Work Experience Scheme”. Jos: ITF.
- Aper, J. P. (1994). An investigation of the relationship between student work experience and student outcomes. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA (ERIC Document Reproduction Service No. ED375750).
- Cole G. A. (1997) Personnel Management Theory and Practice (4th Ed.), London Letts Educational.
- Curtis, G. and Nimmer, C. E. (1991). To work or not to work: That is the question. Journal of Student Financial Aid, 21(3), 16-26.
- Furr, S. and Elling, T. W. (2000). The influence of work on college student development. NASPA Journal, 37(2), 454-47
- 0Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. Journal of Higher Education, 66(2), 123-155.
- Okpor, Ikechukwu, Hassan Najimu (2012) Public-Private Partnership for Skill Acquisition and Vocational Technical Education Development in Nigeria Mediterranean Journal of Social Sciences Vol. 3 (4) January 2012 pp91-94
- Olugbenga, A.F. 2009. “Towards Effective SIWES Curriculum Development in Applied Sciences for Adequate Skills Utilization: A Case Study of the School of Applied Science, Nuhu Bamalli Polytechnic, Zaria”. Pacific Journal of Science and Technology. 10(1):234-239.
