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THE EFFECT OF INDUSTRIAL WORK EXPERIENCE ON STUDENT IN TERTIARY INSTITUTION

Format: MS WORD  |  Chapter: 1-5  |  Pages: 57  |  949 Users found this project useful  |  Price NGN3,000

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THE EFFECT OF INDUSTRIAL WORK EXPERIENCE ON STUDENT IN TERTIARY INSTITUTION

 

ABSTRACT

The main aim of this project is to find out the effects of students industrial work experience scheme to the students in tertiary institutions in Federal Polytechnic Oko in Anambra State. The researcher considered whether students actually receive practical training in industries and how far the training has assisted in improving their performance in school. In chapter two the view of various writers that were relative to the topic were stated and reviewed. Questionnaire items were used to collect information from the respondents, which were analyzed by simple percentages. In chapter three, three hundred students were selected and supervised and only two hundred and twenty returned their questionnaires that were distributed to them.  Also instrument used for data collection, method of data analysis and the sampling techniques all contained in this chapter. Chapter four deals with the analysis and interpretation of results which were analyzed by simple percentages. Finally, in chapter five, conclusions, recommendations and references were included.

 

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND OF THE STUDY

Students industrial work Experience scheme (SIWES) was introduced in 1973 by the Federal Military Government under the auspices and direct supervision of industrial Training fund (ITF). The scheme is presently 32 years old and it is meant for technocrats. The scheme aimed at exposing students pursuing professional courses in institutions of Higher learning under real office situation, work ethnics and methods.  Today it has covered many disciples and has become a necessary pre-requiring for the award of Higher National Diploma and Degree Certificates in specific disciplines in Institutions of Higher Learning in the country.

In 1985, the scheme was reverted to industrial Training fund (ITF) for Implementation in collaboration with National Board of Technical Education (NBTE) and National Universities commission.  Guidelines were jointly drawn up by the tripartite agencies and since then ITF has continued to ensure the success of the scheme through painstaking supervision of the activities of students in industrial attachment. Industrial twining could be considered as the opportunity given to students in Higher Institutions to acquire experience in the area of his or her career interest in industries.  In many undergraduates programmes in Nigerian Universities, polytechnics and colleges of education, the motivation, responsibility and opportunity for insight gained through industrial training can be of inestimable value to students future.

Okoye (1992) holds that industrial training helps to develop students public relations especially those who have never worked before they were admitted into higher institutions.  The benefits that students obtain from one year industrial training such as exposure to the larger world of work, practical experience of their career and financial assailable offer additional advantage for their field.

University students of the relevant courses will have three months industrial attachment at the end of part II and part III of their respective courses.  Post graduate students are not eligible.  Polytechnics and colleges of technology students should have four months industrial attachment after their first session and then go for one year industrial training after second year.  This is duly for ordinary National Diploma students. The main focus of the scheme could hinge on getting employers of labour involved in training their prospective employees. Thus the scheme is aimed at promoting desired technological know how for the advancement of the nation. The ultimate goal of the scheme is to develop a well and articulated labour force needed to build a self-reliant economy.

1.2        STATEMENT OF THE PROBLEM

The students industrial work experience scheme was established to help students gain practical experience in industry in the course of their studies.  There are problems associated with the scheme.  These include the fact that it has not run on been known type of experience students are exposed to in their industrial training. It has not been known whether the experiences so exposed to are relevant in their prospective career. It is not certain whether industrial training experience is responsible for some students dropping out to work instead of returning to school for higher studies.

1.3      PURPOSE OF THE STUDY

The purpose of the study is to:

1.  Find out whether students who participate in SOWES receive any practical job training.

2.  Find out whether the experience gained during SIWES is useful in their future career.

3.  Determine whether SIWES help to generate a pool of indigenous trainee manpower for like federal poly Oko.

4.  Investigate whether SIWES is responsible for some students dropping to work rather than going back to school in Oko.

1.4      SIGNIFICANCE OF THE STUDY

The study will be useful to the students in tertiary institutions who are doing their OND in polytechnics and those in part II and part III in universities. In going through this study, the students in Oko will come to take industrial training serious and thereby achieving the best out of it. The head of the institutions of higher learning will come to realize the usefulness and contributions of SIWES in training students as a means of improving the qualities of skilled manpower in Nigeria. A standard which the limited resources in the institutions cannot provides. Industries also make good use of students in industrial training for the achievement of the organizational goals all for the development of the country. The study will also make federal polytechnic Oko to totally reject any student who does not undergo industrial training before registering for Higher National diploma. This study will also serve as a useful information to any person who wants to research on related issues.

1.5      ASSUMPTIONS OF THE STUDY

The following assumptions were made in the study; the assumptions were that:

1.  Students go on industrial training after first two years in school and at the completion, they go back to complete their studies.

2.  Students who gained useful experience in the industrial work experience scheme approach office work with ease on their graduation.

3.  Students are thoroughly supervised while on industrial attachment.

4.  Some students drop out of school after industrial work experince.

5.  Students also return to school after their industrial training.

1.6      RESEARCH QUESTIONS

In the process of carrying out this research work the following research questions were used to guide the researcher. The study provide answer to the following questions:

1.  What type of practical training do students get in their SIWES?

2.  How far are the experience gained during such SIWES useful to the student future career.

3.  How does SIWES help to generate a pool of trained manpower for our indigenous organizations?

4.  What are responsible for students dropping out of school after their industrial training?

1.7     DEFINITION OF TERMS

For easy understanding to this study, the researcher has taken time to define certain terms in the study.

SIWES: This means students industrial work experience scheme.

IT: This means industrial training. It is a programme that exposes students to office life experience and also qualify them for registration of Higher National Diploma and degree courses in polytechnics and universities respectively.

ITF:  This means industrial training fund.  This is an agency established by the federal government to provide industrial work experience for certain categories of students in Nigerian universities, polytechnics and colleges of education.

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