1.1 Introduction
Students Industrial Work Experience (SIWES) is a skill development programme designed to prepare students of Nigeria tertiary institutions for transition from the college environment to work environment. SIWES is also an effort to bridge the existing gap between theory and practice and expose students to necessary skills for smooth transition from classroom to the world. It enable students acquire technical skills and experience for professional development in their study. Before the inception of the scheme there was a growing concern among Nigerian industrialist that graduate from the institution of higher learning lacked adequate practical experience necessary for employment. Akerejola (2008) stated that SIWES is also an effect to bridge the existing gap between theory and practical and expose students to necessary skills for smooth from classroom the world of work (Nse 2012).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Industrial Training Fund (ITF) established the Student Industrial Work Experience Scheme (SIWES) in 1974. SIWES is a planned and supervised training intervention best on a stated and specific learning and career objectives geared towards developing the occupational competencies of the participants. The Nigeria University Commission (NUC) designed SIWES as a skill training program, which forms part of the approved minimum academic standard in the various degree programmes for all Nigeria Universities. It is an effort to bridge the gapbetween theory and practical work in engineering and technology, sciences, agriculture, medicine, management sciences and other professional educational programmes in Nigerian tertiary institutions.
The students industrial work experience scheme (SIWES) is a planned and supervised training intervention based on state and specific learning and objective and geared towards developing the occupation competencies of the participants. It is a programme required to be undertake by all students of Tertiary Institutions Nigeria pursing courses in specialized engineering, Technical Business Education, Pure and Applied Science and Applied arts ITF (2004).
SIWES teaches students about machines and equipment, professional methods and ways of safeguarding work areas and the workers in the industries and organization. (NUC Handbook, 2001) The scheme was designed to expose student to the industrial environment and enable them to develop occupational competencies so that they can really contribute their quota to national economic and technological development after graduation, and also to impact on the student's performance academically.
Business education helps in inculcating employability skills hence, employable skills are those skills that the employer needs. Edebeatu (2009) noted that employability skill is a group of essential abilities that involves the developments of knowledge base expertise level and mindset that is increasingly necessary for success in modern work place. Employable skill are typically considered essential qualifications for many job positions and hence become necessary for an individual employment success of just about any level within a business environment.
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. Therefore, 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 Work Experience Scheme. SIWES is very important programme which the students are expected to benefit from, if it will be implemented. Unfortunately it has been observed by many researchers including Obasi (2015) there some set back to the achievement of the goals of SIWES.
Furthermore, the schemes expose the students to work methods and prepare them in safeguarding the work area and other workers in the industry. A centre focus of the scheme is to enlist and strengthen employer’s involvement in the educational process of preparing students for the world of work. The scheme is therefore aimed at exposing students to fill the gap which exist between theory and practical. The relevance of student work programme on skill development, which in turn, impacts directly on national development objectives.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Impact of Industrial Training Scheme on the Academic Performance of Business Education Students.
1.3 Statement of Problems
Investigation revealed that students on their own part have discovered that what most of the supervisors are after is how you can defend your SIWES report rather than how to make use of the scheme and maximize their abilities, knowledge and skills in regards to their profession. Not all students sent on SIWES are paid, some are even asked to pay money to be accepted to do their Industrial Training programme.
Amongst these attitudinal dispositions are non-punctual to work, respect for authorities etc. these problems just as they remained persistent in the Industrial Training, will continue to affect the skill acquisition goals of SIWES. This programme (SIWES) will be critically examined in this study especially on the Impact of Industrial Training Scheme on the Academic Performance of Business Education Students.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Impact of Industrial Training Scheme on the Academic Performance of Business Education Students. In achieving this aim, the following specific objectives were laid out as follows:
- To investigate the relevance of the Business Education students Industrial Work Experience scheme;
- To ascertain the responsibilities of the employer to the Business Education Students; and
- To determine the hindrances to effective participation of the Business Education Students in industrial training programme.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there factors hindering the effective participation of the Business Education Students in industrial training programme?
- What are the problems faced by Business Education Students during the Industrial Training programme?
- What are the responsibilities of the employer to the students?
- What is the relevance of the Business Education students Industrial Work Experience scheme?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There are no significant factors hindering the effective participation of the Business Education Students in industrial training programme
- H1: There are significant factors hindering the effective participation of the Business Education Students in industrial training programme
1.7 Significance of Study
The study will be beneficial to a number of groups and individuals. The study will provide business education students, employer of labour, administration, policy maker and researchers with relevant baseline data.
The study will provide vocational students an avenue to appreciate the integration of theoretical and practical component that will prepare these students for the real world and provide them basic job skills to functions in the labour market.
In addition the study will create awareness to administrator on how to improve the quality of the programme and build a current facilities and services offer to students such as business education laboratory, library resource and other facilities.
Moreover, the study will provide encouragement for government to give adequate support to the business education programme in Tertiary Institutions in term of finance and monitoring for effective realization of Business Education programme objectives. Parents and guardians will also discover from the findings or the research, the problems facing the students.
Finally, the 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.
1.8 Scope of Study
The scope of the research is focused on the Impact of Industrial Training Scheme on the Academic Performance of Business Education Students. The study covered the final year business education students of UNIPORT (University of Port Harcourt) students who just completed their SIWES programme, skill, attitude development and improvement on the students however been exposed to the SIWES programme.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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).
1.10 Definition of Terms
Industrial Training: The process of relating acquired theoretical knowledge gained to real life practical situation
Unemployment: Lack of hob for a number of people in the society.
Methodologies: The set of methods used for the study of action in a practical subject.
Learning: The process of solving problems and the process of adjustment through constant practice.
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