THE IMPACT OF PARTICIPATION IN STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME TOWARDS SKILL ACQUISITION BY BUSINESS EDUCATION

THE IMPACT OF PARTICIPATION IN STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME TOWARDS SKILL ACQUISITION BY BUSINESS EDUCATION (A CASE STUDY OF LAGOS STATE UNIVERSITY OF EDUCATION)

 

ABSTRACT

The purpose of this research work is to examine the impact of participation in student industrial work experience scheme towards skill acquisition by Business Education (a case study of Lagos state University of Education (LASUED). Questionnaire was used to test the hypotheses 50 questionnaire was distributed and 48 was realized. Questionnaire was used to solicit information about the experience response from SIWES participant. Findings of the study revealed that there is significant benefit for business education participate in SIWES and also that business education student perception as something to do with SIWES. This research also revealed that there is need for proper supervision of SIWES Programme for effective performance through placement of student to their area of specialization.

 

CHAPTER ONE

Introduction

Background of the study

          In a time of continuous economic social and technological change, skill and knowledge become quickly out-of-date. Business Education degree student must be given opportunities to acquire new skills and knowledge that will help them to live and work meaningfully in the world of work in industries providing student with learning opportunities through student industrial work experience scheme, which is an ambitious but necessary undertaken and calls for mobilization of increase in public and private resources for acquisition of new skill and adaptation, to industrial structure. The relationship between education and work calls for acquisition of relevant skills to be able to meet the demand of industrial sector which could be achieved through combined effort with student industrial work experience and technical institutions.

Student industrial work experience is a skill training programme designed to expose and prepare student in business education to industrial work situation which they are likely to meet after graduation.

Also, students industrial work experience is designed to expose students to skill and needed experience in handling equipment, machinery and tools that are not available in educational institution. This training will compliment the classroom teaching and workshop practice thereby developing general and specific skills, knowledge and attitudes. Students industrial work experience scheme is financed by the federal government of Nigeria and it is operated through the industrial training fund (ITF) in collaboration with the National Universities Commission (NUC) National Board for Technical Education (NBTE), national Commission for College of Education (NCCE) and the industries.

Ogbazi (1987) observed that one of the problems of industrialization in Nigeria is that of inadequate supply of personnel.

Student industrial work experience scheme has the advantage of preparing young people for employment which may lead to a rapid development of the country. However, student industrial work experience is hugged on the fact that it will meet the need of student while in school and after graduation.

Statement of the problem

          The apparent lack of practical skill among business education degree students graduate has been blamed on the education system Olaitan and Others, (1999) stated that institution spend time theorizing at the expense of developing practical skills because of lack of materials and facilities needed to infuse in student, necessary skill likely to be acquired in industries. It then implies that there are gaps between what the student are exposed to in the classroom setting and what is actually obtainable in industrial sector. It was in order to bridge this gap that students industrial work experience scheme (SIWES) was introduced in the education of students whose training involves technical  bias. It is assumed that students industrial work experience will serve as a means for graduate in acquiring appropriate skills practical work experience (Okorie 2001).

However, research evidence on the implementation of students industrial work experience suggests that students industrial work experience scheme (SIWES) progrmme has not been very effective in helping students to acquire the needed skills. Could the perceived inability of the scheme to achieve the valuable objectives be as a result of poor co-ordination between educational institutions and industries? Or students not effectively participating in the scheme? The above questions underline the need for this study.

Purpose of the study

          The purpose of this study is to examine the impact of participation in students industrial work experience scheme towards skill acquisition, specifically the study sought to:

  1. Determine how student’s participation in practical work should be at their various place of placement.
  2. Identify the constraints to effective participation of students in skills acquiring projects.
  3. Determine ways of improving business education degree students’ participation in industrial work experiences.

Significance of the study

The result of this study will determine how effective is the participation of SIWES to the business education degree students. Also this particular research work will take a look at effect of college or university supervision on the students industrial working experience scheme. Moreso, the study will look at the attitude of students toward SIWES. Finally the study will examine the impact of SIWES to nation building.

Research question

  1. How effective is the students participation in the SIWES
  2. What are student attitude or perceptions to participating in the SIWES
  3. How effective is the school’s supervision of student on SIWES
  4. Of what benefit is SIWES to business education degree students

Research hypotheses

  1. Is there any significant benefit for business education students participation on SIWES
  2. Does business education student perception has anything to do with SIWES
  3. Is the school management or authority concerned about the effective supervision of students during SIWES
  4. Is there any benefit for student participating in SIWES after graduation

Scope or delimitation of the study

          This study will focus mainly on the impact of participation in students industrial work experience scheme toward skill acquisition.

Limitation of the study

          This was due to financial and time constraint which limits the researchers from going to other institutions of higher learning. 

Definition of terms

          It is necessary to define some of the terms that will be frequently used in this study.

Vocational: Cantor (1989) defines vocational education as a combination of programme designed to equip students with work and life skill.

Technical education: Ehiametalor (1986) said that technical education is a subset of vocational education needed for technology work.

Attachment: This is an act of joining oneself to an organization for acquisition of necessary skill for empowerment.

ITF: Industrial training fund is a body organization responsible for payment and co-ordination of industrial training.

SIWES: Student industrial work experience scheme is a programme designed for vocational students of higher institution of learning.

Training: This is an experience undergone to acquire knowledge.

Get The Complete Material

Are You in Need of Help? Call us or WhatsApp us via +234-809-323-9919 or Email us via unifinalprojects@gmail.com

CLICK HERE TO HIRE A WRITER IF YOU CAN’T FIND YOUR TOPIC

Disclaimer: The copyright owner created this PDF Content to serve as a RESEARCH GUIDE for students to conduct academic research.

The original PDF Research Material Guide that you receive can be used in the following ways.
  1. To provide additional information about the topic of the project.
  2. You can use them as a resource for your research (if you properly reference them).
  3. Proper paraphrasing is required (consult your school’s definition of plagiarism and acceptable paraphrase).
  4. If properly referenced, direct citation.
We are grateful for your consideration of the copyright of the authors. Thank you so much for respecting the author's copyright.