Abstract

The study was carried out to find out students attitude towards SIWES and its impact on job preparedness in Business Education in Niger Delta University Bayelsa State. The design adopted for this research is the descriptive survey design. The population for the study is made up of 200l, 300l, 400 level of Business Education which made the population 450. 50% of the population was used as the sample for the study which is 225. A structured questionnaire titled “Students attitude towards industrial experience questionnaire (SATIWEQ) was used in collecting data from the respondents in the course of this work. The data was analyzed using simple mean X. Findings of the research revealed that SIWES program was faced with some setbacks this includes; student trainee problem, scarcity of place of attachment, problems of misconception, problems of irregular supervising agencies, resource problem and funding, ineffective organization of industrial attachment. The following recommendations were put forward for a possible remedy to the situation; student should be given right orientation to the scheme, proper supervising of program, regular payment of trainees allowances, SIWES should be established, approved and accredited in institutions; the scheme should be funded adequately.

 

 

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CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Students industrial work experience scheme (SIWES) is a skill training program designed to expose and prepare student in institution of higher learning for the industrial working situation they are likely to meet after graduation. Oyedele (2004) states that work experience is an educational programme in which students participate in work activities while attending school. This work experience scheme give students the opportunity to be part of an actual work situation outside the classroom.

The importance of SIWES to an under-graduate of Business Education cannot be over-emphasized. The experiences of the work place by the students are issues which have been bordering academics for sometimes now. The government has given it on increasing sense of priority at a national level, emphasizing it should comprise an expected element of the value that is generated when people who join organizations as new recruits do so with at least some prior exposure to the world of work. The training is an essential and the expertise of the workforce. There is no society that can achieve a meaningful progress without encouraging the youth to acquire the necessary practical skills in their field of endeavor. It was against the background that the federal government in 1978 introduced SIWES under the auspices of ITF.

SIWES has affected the lives of students to a large extent, and it has enabled them to be prepared for the job awaiting them. Job preparedness is said to be the readiness of an individual to work. This has made business education students to be ready and self-reliant (Lawal, 2002). This means that when many of them graduate, they tend to engage in personal business notwithstanding the job awaiting them in field. They see salary job as restrictive and demanding of time. Thus those who want to be their own boss strives to get up a business at all cost or engage in a salary work for a period of time and getting enough capital divert to their own business.

Business Education is learning business techniques in order to run a successful business in the future. It also involves teaching students the fundamentals, theories and process of business (Anao, 2008). The objectives of the scheme include:

  1. To prepare students for the industrial work situations they are likely to meet after graduation.

  2. To expose students to practical skill acquisition, knowledge and experience.The scheme is aimed at providing students with the opportunity of familiarity with machine, equipment, and industrial work method which cannot be found in the classroom.

  3. To enlist and strengthen employers’ involvement in the entire educational process and prepare the students for employment in industry and commerce.

1.2   Statement of the Problem

The student industrial work experience scheme (SIWES) were programs developed years ago by concerned individuals on closing the gap between academic learning and work experience which some call experiential learning SIWES is a typical 6-month industrial training program.

However, the program today suffer setbacks, there is undoubtedly an explosion in student population in which case result in difficulty in securing industrial placement and invariably inefficiency in training.

As a matter of fact many students have begun to complain of the lost relevance of the program. In some cases, students report to recycle their class room experience in their placement centre of firms, other complain that they are given tedious work beyond the relevance and scope of their learning and since the firm sustain the power to determine their scores, eventually they have to comply.

In some other case, the irregularities in the nation’s economy have also been reported to create setbacks. For example some student complained to have gone to work for weeks spending so much on transport and feeding without salary payment and doing no form of work for weeks because of the incessant power outage, series of outcry persist.

1.3   Purpose of the Study

The purpose of this topic is to examine students’ attitude towards Industrial Work Experience Scheme (SIWES) and its impact on job preparedness of Business Education graduates. Specifically the study seek to achieve the following objectives:

  • To ascertain the impact of SIWES on job preparedness

  • To ascertain the attitude of students toward SIWES

  • To know the contribution of SIWES to the society

1.4    Research Question

The following research questions will guide the study:

  • What is the impact of SIWES on job preparedness?
  • What is the attitude of students toward SIWES?
  • What are the contributions of SIWES to the society

1.5   Significant of the Study

This study will be significant to business education students by providing them with an opportunity to apply their theoretical knowledge in the real life situations and in the world of work.

The study will also be of immense importance to the industrial training fund (ITF) because it will help them in enhancing the co-ordination and implementation of the scheme and also in making new reforms.

The study will also help government as a means of rediscovering the problems faced by trainees for possible amendment and highlighting the use of industrial training to the general public.

The research will be of great importance to the government employers the society, curriculum planners, the students of undergraduate and post graduate level in business education will find this research very useful.

1.6    Scope of the Study

This study is delimited to student’s attitude towards industrial work experience scheme (SIWES) and its impacts on job preparedness in Niger Delta University Bayelsa State.

However, the study units of this research are the students of business education in Niger Delta University.

1.7   Operational Definition of Terms

Student Industrial Work Experience Scheme (SIWES): It is a skill training program designed to expose and prepare student in institution of higher learning for the industrial working situation they are likely to meet after graduation and it also help student to apply their theoretical knowledge to real life situation.

Industrial Training Fund (ITF): This is a body established by the federal government with the aim of promoting and encouraging the acquisition of skills in industries.

Job Preparedness: it is the readiness of an individual to work.

Business Education: It is a sum total of knowledge, skills and competences necessary for successful promoting and administering a business enterprise.

Auspices: Is a sign or a token for the future especially a happy or promising one.

Internship: Is the process of making an assistant or trainee worker to gain practical experience in an occupation.

 

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