Assessment of Siwes Relevance to Business Education Programme Objectives
CHAPTER ONE
OBJECTIVE OF THE STUDY
The main objective of the study is to assess the relevance of SIWES to business education programme objectives. Specifically, the study seeks to determine:
- To ascertain the level of awareness of business education students on the relevance of SIWES to their programme.
- To ascertain whether business education students placed in work places relevance to their programme during SIWES
- To assess whether students experience the needed practical experience during their SIWES programme.
- To ascertain whether the students are adequately supervised during their SIWES programme.
- To ascertain whether the industries allow the students access into their mainstream.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
SIWES is the acronym for Students’ Industrial Work Experience Scheme. It is a skill development programme that is designed to prepare students of higher institutions of learning like Universities, Polytechnics, Monotechnics and Colleges of Education for transition from college environment to the world of work. Akerejola (2008) stated that the work experience is an educational programme where students participate in work activities while still attending school. This gives students the opportunity to be directly involved and be part of the actual work situation outside the classroom. For instance library and information science students are able to handle library materials and equipment physically for processing. Books will be accessioned, stamped, catalogued and classified etc. LIS students will also be involved in other library activities like circulation which involves charging and discharging, shelving and shelve reading etc. They will also be part of bindery activities for book production and these will make them to be involved in the actual work situation outside the classroom. It was specifically designed to provide students of tertiary institutions in specific courses, with the opportunity of acquiring practical skills and experiences on-the-job before graduation so that they can graduate as professionals. SIWES as a form of cooperative education was described by Stadt and Gooch (1977) as a programme of occupational education for those who through cooperative arrangement between the institution and employers receive instruction/training by alternation of study in school with a job in an occupational field. They stressed that two experiences must be planned and supervised by the school and employers so that each contributes to the student’s education and professional development. Also Mafe (2009) stated that there are two basic forms of learning; education and training both of which are essential to the productive world of work and the functioning of the society. Both education and training are important. For any effective education there must be some training input and vice versa. Every productive individual in this millennium must be able to combine and make use of the outcomes from the two forms of learning for effective professional development. Likewise Ugwuanyi, Chijioke and Ezema, (2010) opined that training is a key factor that enhances efficiency and expertise of the workforce. The scheme prepares students for labour markets and has become an innovative phenomenon in human resources development and training in Nigeria today.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to assessment of SIWES relevance to business education programme objectives
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on assessment of SIWES relevance to business education programme objectives. 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 SIWES relevance to business education programme objectives
Summary
This study was on assessment of SIWES relevance to business education programme objectives. Five objectives were raised which included: To ascertain the level of awareness of business education students on the relevance of SIWES to their programme, to ascertain whether business education students placed in work places relevance to their programme during SIWES, to assess whether students experience the needed practical experience during their SIWES programme, to ascertain whether the students are adequately supervised during their SIWES programme, to ascertain whether the industries allow the students access into their mainstream. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of Emmanuel Alayande College of education Oyo, Oyo 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 heads of department, secretaries, senior lecturers and junior lecturers were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
This study adds to previous research that suggests that undergraduate work experience in general and SIWES programme in particular, has a positive impact on a student’s early career success. The study shows that those who serve in government establishment, inclusive of organized private sector, are exposed to better opportunity for developing employability skills than those in private organizations.
Recommendation
The findings of this study lead to the following recommendations:
- 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 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.
- The work experience (SIWES) be extended beyond 16 weeks to about 6months to enable business students acquire more practical skills for better performance.
REFERENCES
- Adeyemi, A. B. (2002). Appraisal of students’ industrial work experience scheme (SIWES) in enhancing employability of business education students. Being a paper presented at the annual national conference of Nigerian Association of Business Educators held at Federal Polytechnic, Ede, Osun state.
- Aliyu, M. A (2001). Business Education in Nigeria: Trends and Issue. Zaria, University press.
- Emetarom, U. G (2011). SIWES E – payment: Issues, challenges and way forward. Being position paper presented on the occasion of the 12th biannual students’ industrial work experience scheme (SIWES) National Conference held at women development centre, Garki Abuja.
- Google (http://www.Sciencedaily.com 1998). Classwork Performance. Science news retrieved 15/11/11. Google (http://.est.tit.psu.edu/learning design). Pennstate learning/Assessment Basis. 01/24/2008 retrieved 15/11/11.
- Mafe, O. A.T. (2010b). Effectiveness of SIWES with respect to chemical engineering. Invited paper presented at the workshop on achieving the Necessary professional standards in chemical engineering in our Universities” organized by the Nigerian society of chemical engineers, Afe Babalola Hall, University of lagos.
