Effect Of Industrial Work Experience On Student In Tertiary Institution
(Case Study Of Federal Polytechnic Oko In Anambra State)
Engaging in industrial work experience during one’s academic journey at a tertiary institution can significantly enhance a student’s educational trajectory. This immersive exposure to real-world applications of theoretical knowledge equips students with practical skills and a profound understanding of their chosen field. The incorporation of industrial work experience into the academic curriculum cultivates a hands-on approach, bridging the gap between theoretical learning and practical implementation. This symbiotic relationship between academia and industry fosters a dynamic learning environment, where students not only grasp the intricacies of their discipline but also gain valuable insights into the professional landscape. Moreover, it instills a sense of adaptability and resourcefulness as students navigate challenges in a practical setting. The integration of industrial work experience, therefore, serves as a catalyst for comprehensive skill development, empowering students to emerge from their academic journey well-prepared for the demands of their future careers.
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.
Title Page
Abstract
Table Of Content
CHAPTER ONE
1.0 Introduction
1.1 Background Of The Study
1.2 Statement Of Problem
1.3 Purpose Of The Study
1.4 Significance Of The Study
1.5 Delimitation Of The Study
1.6 Assumptions Of The Study
1.7 Research Question
1.8 Definition Of Terms
CHAPTER TWO
2.1 Literature Review
2.2 Siwes As A Means Of Practical Job Training
2.3 Providing Manpower Through Siwes
2.4 Summary Of Related Literature
CHAPTER THREE
3.0 Research Design And Methodology
3.1 Design Of The Study
3.2 Area Of The Study
3.3 Population
3.4 Sample And Sampling Size
3.5 Instrument For Data Collection
3.6 Method Of Administration And Collection Of Data
CHAPTER FOUR
4.0 Data Presentation And Analysis
4.1 Research Question I:
CHAPTER FIVE
5.0 Summary, Conclusion, Recommendations And Findings
5.1 Summary Of The Findings
5.2 Conclusions
5.3 Recommendations
5.5 Limitation Of The Study
Bibliography
Questionnaires
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 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 DELIMITATION OF THE STUDY
The study is delimited to finding out the effect of industrial work experience scheme on students in tertiary institutions especially federal polytechnic Oko.
OND students of secretarial administration and IFT staff were selected for the study.
1.6 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.
1.7 RESEARCH QUESTION
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?
1.8 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.
ITF:
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.
SHARE PROJECT MATERIALS ON:
Effect Of Industrial Work Experience On Student In Tertiary Institution:
Industrial work experience, often referred to as internships or co-operative education programs, can have several positive effects on students in tertiary institutions. Here are some key benefits:
- Practical Application of Knowledge:
- Students get the opportunity to apply theoretical knowledge gained in the classroom to real-world situations. This hands-on experience enhances their understanding of concepts and helps bridge the gap between theory and practice.
- Skill Development:
- Industrial work experience allows students to develop practical skills that are essential for their future careers. These skills may include technical skills specific to their field, as well as soft skills such as communication, teamwork, problem-solving, and time management.
- Professional Networking:
- Students have the chance to build a professional network by interacting with industry professionals, colleagues, and mentors. Networking can open doors to future employment opportunities, and students may gain insights into industry trends and practices.
- Career Exploration:
- Industrial work experience provides students with a firsthand look at the day-to-day operations of their chosen industry. This exposure helps them clarify their career goals, understand job roles, and make more informed decisions about their career paths.
- Resume Enhancement:
- Having practical work experience on their resumes makes students more attractive to potential employers. It demonstrates to employers that students not only have academic knowledge but also practical skills and a commitment to applying their learning in a real-world setting.
- Confidence Building:
- Successfully navigating the challenges of an industrial setting can boost students’ confidence. They gain a sense of accomplishment, which is valuable for their self-esteem and their ability to handle future professional challenges.
- Problem-Solving and Adaptability:
- Working in an industrial setting often involves encountering unexpected challenges. Through these experiences, students learn to adapt to new situations, think critically, and develop effective problem-solving skills.
- Professional Etiquette and Workplace Culture:
- Students learn about the professional etiquette and workplace culture specific to their industry. Understanding the expectations and norms of a professional setting is crucial for a smooth transition from academia to the workforce.
- Improved Job Prospects:
- Employers often prefer candidates with practical experience. Students who have completed industrial work experience are more likely to be considered for job opportunities after graduation, as they are perceived as having a head start in adapting to the demands of the workplace.
In summary, industrial work experience plays a crucial role in shaping well-rounded and competent professionals by providing them with practical skills, industry knowledge, and a competitive edge in the job market. It is a valuable component of tertiary education that enhances the overall learning experience for students