Challenges of Students Industrial Work Experience (SIWES) in Preparing Business Education Recipients for Self Employment
CHAPTER ONE
OBJECTIVE OF THHE STUDY
The objectives of the study are;
- To ascertain the challenges of student’s industrial work experience (SIWES) in preparing business education recipients for self-employment
- To ascertain the relationship between student industrial work experience (SIWES) and self-employment
- To examine the student practical experience during their SIWES programme
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.
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 Challenges of student’s industrial work experience (SIWES) in preparing business education recipients for self-employment
Sources of data collection
Data were collected from two main sources namely:
Primary source and 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.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on Challenges of students industrial work experience (SIWES) in preparing business education recipients for self employment. 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 Challenges of students industrial work experience (SIWES) in preparing business education recipients for self employment
Summary
This study was on Challenges of students industrial work experience (SIWES) in preparing business education recipients for self employment. Three objectives were raised which included: To ascertain the challenges of student’s industrial work experience (SIWES) in preparing business education recipients for self-employment, to ascertain the relationship between student industrial work experience (SIWES) and self-employment, to examine the student practical experience during their SIWES programme. 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 selected higher institution in Abuja. 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 male final year students, female final year students, year four students and year three students were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Students’ Industrial Work Experience Scheme (SIWES) plays a significant role in human resource development most especially among the Nigerian graduates of tertiary institutions. Despite the notable contributions and achievements of the scheme in human capital development in Nigeria, the operations of the scheme are still bedeviled with some challenges that undermine achievement of its major objectives. Hence, this study was necessitated to x-ray the factors that constitute challenges of SIWES in meeting the training needs of Nigerian graduates and identified the needed changes that could be made in SIWES to facilitate decrease in unemployment rate of business education graduates in Nigeria
Recommendation
- SIWES should be made an annual program to allow for students progression and achievement of the needed work habits, skills, attitudes and competencies through the training periods.
- Students should be subjected to annual central SIWES examination on practical experience gained after each training period as organized by the ITF. The result of which should be forwarded to the institutions for incorporation in the final grade of each student.
- Students Research Projects must henceforth be based on solving a particular industry problem as identified during the period of training.
REFERENCES
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