Assessment on the Relevance of Students Industrial Work Experience Scheme (SIWES) to Business Education programme in Federal College of Education (Technical) Asaba, Delta State

Assessment on the Relevance of Students Industrial Work Experience Scheme (SIWES) to Business Education programme in Federal College of Education (Technical) Asaba, Delta State

ABSTRACT

          This study assessed the relevance of Students Industrial Work Experience Scheme (SIWES) to Business Education programme in Federal College of Education (Technical) Asaba, Delta State. Three research questions guided the study.  A descriptive survey design was adopted for the study. Population of the study comprised of all the 200 Business Education Degree students (Year 2-4) in 2022/2023 session in Federal College of Education (Technical) Asaba, Delta State. A total of one hundred (100) Education students in Federal College of Education (Technical) Asaba, Delta State were selected through simple random sampling technique to represent the entire population.  The instrument that was used for data collection was a structured questionnaire, tiled: Assessment on the Relevance of Students Industrial Work Experience Scheme (SIWES) to Business Education programme Questionnaire (ARSIWESBEPQ). The instrument was validated by two experts; one in School of Secondary Education (Business) and the other in Educational Measurement and Evaluation Unit, all of Federal College of Education (Technical) Asaba. The validated questionnaire was subjected to reliability test. 20 copies of the validated questionnaire will be administered on ten Business Education Students in Federal College of Education Umunze, Anambra State, using split-half method. Data collected will be collected and analyzed using Pearson Moment Correlation Coefficient to ascertain the level of consistency and it yielded a correlation coefficient of 0.67, indicating that the instrument is reliable.  One hundred (100) copies of the validated questionnaire were administered on the respondents personally by the researcher and 95 retrieved and analyzed using frequency count, mean and standard deviation statistics. The decision rule was such that any mean score of 2.50 and above was regarded as agree and mean scores less than 2.50 was regarded as disagree.  Findings of the study revealed that Students Industrial Work Experience Scheme (SIWES) is relevant in equipping Business Education students with human relation skills, accounting skills and word processing skills in Federal College of Education (Technical) Asaba. It was recommended among others that College management should ensure that students on SIWES are given the opportunity to acquire human relations skills.

CHAPTER ONE

INTRODUCTION

Background to the Study

In the earlier stage of education in Nigeria, students were graduating from their respective institution without any technical and vocational knowledge or working experience. It was in this view that students undergoing vocational, engineering, science and technology related courses were mandated for students in different institution in the view of widening their horizons so as to enable them have technical and vocational knowledge or working experience before graduating from their various institutions.

Since education is meant to inculcate in the individual the appropriate skills required to face tomorrow’s challenges. Ofoegbu (2019), states that education is identified with the acquisition of the right set of, attitudes, ethical thinking and discipline, knowledge and skills for life adventure. Skill acquisition is very important in many fields of study such as vocational courses, engineering courses, computer related courses, and other related disciplines that are involved in practical.

Business education is one of the vocational courses taught in academic institutions in Nigeria. Business education is a vocational education programme that equips students with occupational future responsibilities variables such as knowledge, competencies, attitude and skill acquisition. It is a programme tailored towards meeting the aims of technical education as stipulated in the national policy on education. According to Imeokparia and Ediagbonya (2018), Business education is describing as an aspect of education that is geared at equipping the learners (students) with business and education competencies (that is, skills, knowledge and attitude) needed to effectively and efficiently function in the world of work either as an employee or an employer (job/wealth creator). They further stressed that Business education is an ‘umbrella word’ which covers both secretarial education (that is now known as Office Technology and Management) and Accounting Education. Office Technology and Management (OTM) emphasizes the teaching of office and management related skills while Accounting Education primarily emphasizes the teaching of accounting related skills. Business Education is also a vocational education programme that equips students with occupational future responsibilities variables such as knowledge, competencies, attitude and skill acquisition. It is a programme tailored towards meeting the aims of technical education as stipulated in the national policy on education.

In a similar vein, Ofoegbu (2019), opines that Business education is divided into two parts: office education, which is vocational in nature for office careers and general business education which is a programme that provides information and competences needed for managing businesses. 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. 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 Works Experience Scheme (SIWES).

The Student Industrial Work-Experience Scheme (SIWES) is a planned and supervised training intervention based on stated and specific learning and career objectives, and geared towards developing the occupational competencies of the participants. It is a programme required to be undertaken by all students of tertiary institutions in Nigeria pursuing courses in “specialized engineering, technical, business, applied sciences and applied arts” (ITF, 2021). SIWES is one of the Industrial Training Fund (ITF) programme which was introduced in 1974 due to the inability of vocational, engineering, science and technology students in Nigeria universities and polytechnics to meet the practical aspects of their training. That is, the needs to enable students match their theoretical school knowledge with the practical aspect of their training in industry. According to Ofoegbu (2019), one of the principles underlying any industrial work experience scheme for students in institutions of learning is the desire to marry the practical with the theoretical learning which characterizes conventional classroom situations with a view to striking a balance between theory and practice. It was in realization of this that the ITF when it was established, set out to study the extent to which the theoretical knowledge that students in engineering technology and other allied fields in Nigerian institutions offering technology based courses related to the kind of work experience expected of them by employers. The problem of lack of workshops/laboratories or ill-equipped ones has led to the production of “half-baked” graduates. This is because they lack the skills required for the world of work. To solve this problem. Students’ Industrial Work Experience Scheme (SIWES) was established (Ekpenyong, 2020). 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. Mafe (2021), opines that SIWES will bridge the gap between reality situation-practice and class work (theoretical).

Theoretical knowledge alone would not usually prepare an educated person for the world of work. The worker or productive individual must not only be knowledgeable but must also be versatile in the application of skills to perform defined jobs or work. The reality of the foregoing fact can be illustrated by using a simple analogy. While it is possible for someone to learn and imbibe all the available information on driving a car in the classroom, it is unlikely that the individual would, based on this knowledge alone, be able to drive a car at the first opportunity. On the other hand, someone else without the theoretical information on how to drive a car, on being told and shown what to do, followed by hands-on practice and supervision by an instructor, would at the end of the day be able to drive a car successfully. Of course, someone who has been exposed to both the theoretical underpinnings of driving a car and the hands-on experience of doing so would and should be a better driver (Mafe, 2021).

Consequently, there are two basic forms of learning – education and training both of which are indispensable to the productive world of work and the functioning of society today. In the illustration given above, the first individual had abundant education on how to drive a car; the second individual had received adequate training on how to drive a car; the third individual had the advantage of being able to combine theoretical knowledge with practical skills to become a better driver. This need to combine theoretical knowledge with practical skills in order to produce results in the form of goods and services or to be productive is the essence and rationale for industrial training (Bola, 2021). Both education and training are important: there cannot be effective education without some training input and there cannot be effective training without some educational input. The productive individual, particularly in this millennium, must be able to combine and utilize the outcomes from the two forms of learning (Know-How Ability and Do-How Capability) for the production of goods and services. This requirement is particularly crucial for individuals pursuing careers in vocational, engineering, science and technology (VEST) disciplines (Bola, 2021).

The Student Industrial Work Experience Scheme (SIWES) was established by the Industrial Training Found (ITF) 1973 to enable students of tertiary institutions have basic technical knowledge of industrial works base on their courses of study before the completion of their program in their respective institutions. SIWES provides pre-professional work experience with specific assignments and responsibilities. SIWES program should be relevant to student’s personal career interests and academic course of study, serving as a bridge between university and the world of work. The major background behind the embankment of students in SIWES was to expose them to the industrial environment and enable them develop occupational competencies so that they can readily contribute their quota to national economic and technological development after graduation. The major benefit acquiring to students who participate conscientiously in SIWES are skills and competencies they acquire. The relevant production skills remain a part of the recipient of industrial training as life-long assets which cannot be taken away from them. This is because the knowledge and skills acquired through training are internalized and become relevant when required to perform jobs or functions. Oyeniyi (2019), describes SIWES as a programme designed to expose and prepare students of universities, polytechnics colleges of Technology, colleges of Agriculture and College of Education for industrial work situation which are likely employable skills required for self-reliance. SIWES exposes students to different kinds of skills, some of which according to Dickson (2018) are human relation skills, accounting skills and word processing skills.

Human relation skills refer to the ability to interact and communicate effectively with others. These skills are essential in the workplace as they enable individuals to build positive relationships, resolve conflicts, and work collaboratively with colleagues and clients. Human relation refers to the ability to interact in a healthy manner with others and build strong relationships. From the perspective of managers in a company, it involves the process of creating systems and communication channels to enable group employee relationships as well as strong one-on-one relationships (Robertson, 2019). In addition, it includes the process of training people for specific roles, addressing their needs, resolving conflicts between employees or between management and employees and creating a positive workplace culture. This gives them upper hand the working with word processer in any organization via the knowledge of word processing.

On the other hand, accounting is an area of study that equips recipients with knowledge, skills and attitude necessary for efficient financial calculation required for occupational competence, and economic activities of an organization. The activities are measured, recorded and communicated to interested parties for analysis and interpretation. These activities are very important for the survival of any organization. Ahukannah, Ndinechi and Arukwe (2018) and Umunnah (2018) opined that the roles of accounting in the operation of a business enterprise include recording financial data, analyzing financial data, preparing accounting statements and communicating financial information to employers. Accounting skills are the totality of skills ranging from record keeping; financial management and reporting skills that are expected to promote effective financial management of any business enterprise. Consequently, Carland and Carland (2019) and Akande (2021) affirmed that financial management contributes to business development. Attention directing skills enable the owner! manager to make vital decision on production and pricing issues while reporting skills describe the method and technique by which business information are reported to the stakeholder.

Word processing on the other hand is the process of creating and editing documents on a computer. It allows a user to create documents that mimic the format and style of a typical typewriter (Dickson, 2021). It requires a computer and word processing software. A printer may also be used to create a physical copy of the document. Word processing skills help an individual create and organize word documents that are attractive and readable. Skills include aligning text in the document and using various fonts to create a presentable document. It is also important to learn how to set the correct line spacing and margins to produce presentable word documents. In addition, the use of the thesaurus tool built into many words processing software helps create professional documents (Roy, 2018).  Microsoft Word skills are the skills that allow you to use the Microsoft Word application effectively.

Microsoft Word is a computer program that allows you to create documents for various purposes. For instance, you can use it to draft memos, letters, and reports. It’s also useful when creating your application documents, such as a resume and cover letter (Roy, 2018). Microsoft Word can assure the hiring manager that you can handle all Word processing duties relevant to the role you’re pursuing. Another word processing skill is the use of headers and footers. This skill includes important details that need to appear in the document such as dates and page numbers. Creating and formatting tables is an important skill, especially when dealing with research data. In addition, one needs to know how to set tabs appropriately (Roy, 2018). Learning to use page breaks appropriately is very useful, especially when creating large documents. Word processing skill, coupled with communication skills goes a long way in helping students become self-reliant after graduation.

However, with the high rate of unemployment in Delta state and particularly graduates of Business Education, it is still questionable if SIWES is doing enough in the acquisition of skill by students. Hence the need to Assess the relevance of Students Industrial Work Experience Scheme (SIWES) to Business Education programme in Federal College of Education (Technical) Asaba, Delta State.

Statement of the Problem

The problem of ill-equipped and lack of workshop/laboratory has led higher institutions to keep spending enormous time on theory, with little or no emphasis on practical. This therefore creates gaps between classroom exposure and what is obtainable in the industrial sector. To bridge these gaps, ITF is charged with the responsibility of SIWES to expose students to industry-based skills necessary for a smooth transition from the classroom to the world of work.

Students’ Industrial Work Experience Scheme (SIWES) is a human capital formation programme through industrial attachment for which students are expected to have a practical experience on the basis of theories and principles acquired in the teaching-learning process. However, the prevalence of the inability of participants of SIWES to secure employment after the programme casts doubt on the continuing relevance of SIWES to Business Education programme. It is against this backdrop that this study is carried out to assess SIWES relevance to Business Education programme objective in Federal College of Education (Technical) Asaba, Delta State.

Purpose of the Study

The main purpose of this study is to assess the relevance of Students Industrial Work Experience Scheme (SIWES) to Business Education programme in Federal College of Education (Technical) Asaba, Delta State. Specifically, the study seeks to:

1. Ascertain the relevance of SIWES in equipping Business Education students with human relation skills in Federal College of Education (Technical) Asaba.
2. Investigate the relevance of SIWES in equipping Business Education students with accounting skills in Federal College of Education (Technical) Asaba.
3. Examine the relevance of SIWES in equipping Business Education students with word processing skills in Federal College of Education (Technical) Asaba.

Research Questions

The following questions were raised to guide the study:

1. How does SIWES equip Business Education students with human relation skills in Federal College of Education (Technical) Asaba?
2. How does SIWES equip Business Education students with accounting skills in Federal College of Education (Technical) Asaba?
3. How does SIWES equip Business Education students with word processing skills in Federal College of Education (Technical) Asaba.

Significance of the Study

The study could be beneficial to Business Education students, school administrators, industries, and future Researchers.

The findings of this study could enable the students to identify the kinds of skills available during SIWES which could motivate them to participate actively in it. This could help them to add value to the society by becoming job creator instead of job seekers.

The study could also be beneficial to school administrators and as well serves as a wakeup call to them on the need to take Students Industrial Work Experience Scheme serious by regularly visiting and supervising students on SIWES attachment.

The study could also contribute to the body of knowledge by adding to the literatures in the field of business education which could serve as reference material to researchers who may wish to carry out related studies.

Scope of the Study

The study focused on assessment on the relevance of Students Industrial Work Experience Scheme (SIWES) to Business Education programme in Federal College of Education (Technical) Asaba, Delta State. With relevance of SIWES in equipping students human relation skills, accounting skills and word processing skills as variables of interest.

Limitation of the Study

This study cannot be used to generalize for the entire state or nation because it was limited to assessment on the relevance of Students Industrial Work Experience Scheme (SIWES) to Business Education programme in Federal College of Education (Technical) Asaba, Delta State. The use of only one college of Education and Business Educators as respondents serve as narrowed the scope of the study. Similar study can be carried out to includes more than one college of education

Definition of Terms

Students Industrial Work Experience Scheme (SIWES): The Students Industrial Work Experience Scheme (SIWES) is a program in Nigeria designed to expose students in tertiary institutions to practical work experiences in their respective fields of study. The scheme is aimed at bridging the gap between theoretical knowledge acquired in the classroom and practical application in the workplace.

Business Education: Business Education refers to the academic and practical teaching of skills and knowledge related to business and entrepreneurship. It encompasses a wide range of subjects and topics that prepare individuals for careers in the business world.

College of Education: A College of Education is an educational institution that primarily focuses on preparing individuals to become educators, teachers, and professionals in the field of education. In some regions, the term “college of education” may be used more broadly to describe a higher education institution that offers a range of academic programs, including degrees in education, but not exclusively focused on teacher training. These colleges might provide undergraduate and postgraduate degrees in various disciplines, including arts, sciences, and professional fields.

Pages:  69

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.