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Product Category: Projects
Product Code: 00004855
No of Pages: 80
No of Chapters: 5
File Format: Microsoft Word
Price :
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ABSTRACT
This
research work investigated the attitude of students towards students’
industrial work experience scheme (SIWES) using the descriptive survey research
design. The research conducted among undergraduates students of the
1. School equipment were not found
replicating those in the industries
2. The schools lack adequate
infrastructures that discouraged students further in showing concern for
industry’s based training
3. Knowledge of I.T was found to be
valuable in giving students an idea of industrial management
4. SIWES enhance student’s ability to
tackle technical problems
It was however recommended that ITF should ensure that regular visitation
of the IT officers to supervisors, agencies, institution, employers and
students on attachment. Also, checking of log –book issued to students at place
of attachment by institutions is recommended in order that the average
vocational students can develop a good sense of work commitment.
TABLE OF CONTENTS
Title
Page………………………………………………………………………..ii
Certification………………………………………………………..……………iii
Dedication…………………………………………………………..……………iv
Acknowledgement…………………………………………………………..…..v
Table of Contents……………………………………………………………….vi
Abstract………………………………………………………………………….viii
CHAPTER ONE
INTRODUCTION
Background to
the Study………………………..……………..….………………1
Statement
of Problem….........................................................................................5
Purpose
of Study…………………………………….……..………………..…….6
Research
Questions………………………………………………….……………6
Significance
of Study…..........................................................................................6
Scope
of the Study………………………………………………………………..7
CHAPTER TWO
LITERATURE REVIEW
An Overview
Background of the Student Industrial Work
Experience
Scheme (SIWES)......................................................................................8
Objectives of
SIWES……………………………………………………………….10
Bodies involved
in the Management of SIWES……………………………..……..10
Guidelines on
SIWES Programme……………………………..…………………..11
Indigenous
Orientation of SIWES as Tool
For a
Sustainable Society/Development……………………………………………14
Conceptual and
Theoretical Framework……………………………………………19
Attitude of
students Toward SIWES………………………………….……………..25
Problems of
Manpower Production in Technical and Vocational
Education (TVE)
in
Approaches to
Improving Manpower Production in
Technical and
Vocational Education……………………………………………….32
Summary of the
Literature………………………………….……………………….35
CHAPTER THREE
METHODOLOGY
Research
Design……………………..…………………………….……………….38
Population
of Study…...............................................................................................38
Sample
and Sampling Procedure………………………………………………..…..39
Instrument
for Data Collection …………………………………………………….39
Method
of Data Collection…………………………………………………………40
Validation
of Instrument………………………………………………….………...40
Method
of Data Analysis….......................................................................................40
CHAPTER FOUR
DATA ANALYSIS PRESENTATION & DISCUSSION
Analysis of
Socioeconomic Characteristics of Respondents……………………..……41
Analysis of
Research Questions………………………………………………………..41
Discussion of
Findings…………………………………………………………………45
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
Summary of
Study………………………………………………………….…………..48
Conclusion…………………………………………………………………………..….49
Recommendations
for Further Study…...........................................................................49
References…………………………………………………………………….………..54
Appendix
(Questionnaire)…………………………………………….………………..57
CHAPTER ONE
INTRODUCTION
Background to the Study
Attitude as a concept is concerned with
individuals’ way of thinking, acting, and behaving. Attitudes are formed as a
result of some kind of learning experiences. Attitude is fundamental to
understanding social perception of people because they strongly influence
people. Ojo (2000) said that it is the disposition of men to view things in a
certain way and to act accordingly. This notion of attitude however, could be
said to have propelled students who gain admission into universities to have
preference for a particular course of study. Furthermore, some students still
hold divergent views based on their attitudinal disposition to the Student
Industrial Work Experience Scheme (SIWES), which motivate them towards the
studying of Technical and Vocational Education (TVE) in tertiary institutions.
According to Akerele (2007) the present
state of technological
development in Nigeria
calls for appropriate
orientations towards
technological and vocational education as a springboard for skills acquisition.
The Federal Republic of Nigeria (FRN) (2004) in her national policy on education
defined technical and vocational education as acquisition of demonstrable
skills that could be transformed into economic benefits. It also refers to those
aspects of education process
involving general education,
the study of
technologies, science and
acquisition of practical
knowledge and skills.
Students Industrial Work Experience
Scheme (SIWES) is defined as a skill training programme that is designed to
expose and prepare students of education, agriculture, engineering &
technology, environmental sciences, natural science, medical science and pure
applied science for the industrial work situation. The objectives of Students
Industrial Work Experience Scheme among others includes to:
1.
Provide
students with an opportunity to apply their knowledge in real work situation
thereby bridging the gap between theory and practices.
2.
Enlist and
strength employment in industrial commerce information and guideline for (SIWES
2002).
3.
Provide an
avenue for students in institution of higher learning to acquire industrial
skill and experience in their approve course of study.
4.
Prepare
students for the industrial work situation which they are likely to meet after
graduating.
5.
Expose
students to work methods and techniques in handling equipment and machinery not
available in the institution (Source:
Information and Guidelines for SIWES, 2002).
From the above objectives, it suffices
to say that there are ample opportunities for students who undergo the Students
Industrial Work Experience (SIWES). Turners (2007) opined that the more the
career option, the broader the choices, or the fewer the categories of careers,
the more the homogenous of the sort of career existing. In this gigantic and
pervasive profession, career prospect in any profession can be examined in two
ways. These are: (i) vertical and (ii) horizontal. In the vertical approach,
various levels of academic qualifications of job seekers are considered, while
the horizontal approach considered the experience acquired by professionals in
the study or industry. Students may undergo SIWES in the following areas:
Business Studies, Home Economics, Basic Technology and Agriculture, Local
craft, computer education, fine art and music (Ezeji and Oviawe, 2009).
Infact, in recent past, the political
instability led to dwindling interest of students in SIWES in institution due
to poor infrastructure, lack of educational facilities and learning facilities
like work shop laboratories. SIWES requires students to work with equipments in
the work shop and typewriters in typing pools culture and utensils in the
school demonstration farms. Turner (2007) opined that this poor state of
infrastructures in universities does not only affect learning but also crippled
students’ interest in sticking to the career decisions. The resultant effect of
these problems have seen students leaving their bases for technical education
courses in higher institutions, which as resulted in great economic loss. In
The government decree No 47 of 8th
October 1971 as amended in 1990 highlighted the capacity building of human
resources in industry, commerce and government through training and retaining
of workers in order to effectively provide the needed high quality good and
services in a dynamic economic as ours (Jemerigbo, 2003) this decree led to
establishment of industrial training fund (ITF) in 1973/1974 the growing
concern among our industrialist that graduate of our institution of higher
learning-lack of adequate practical studies preparatory for employment in
industries led to the formation of Students Industrial Work Experience Scheme.
Student Industrial Work Experience
Scheme by ITF was introduced in 1993/1994 (Information and Guideline for SIWES,
2002). ITF has one of the key functions to work as a co-operative entity with
industry and commerce were institutions of higher learning can undertake
mid-careers work experience attachment in industries which are compatible with
students of study (Okorie 2002 in Asikadi, 2003).
Students’ education is regarded as a
process of developing skills, teaching personnel so that they can impact goods
and quality knowledge. In
Teaching according to Oyedeji (1998)
is a process of impacting knowledge, skills and attitude in order to bring
about change in learners. The primary goal of SIWES is to improve student’s
skills in order to enhance meaningful learning (Ogunyemi, 2000) Student
Industrial work experience scheme is one of the content at which students
performance is been improved after a period of instruction in a manner
consistent with the goals of industries (Olatoye, 2006). Hence this study x-ray
factors responsible for poor attitude of students to students industrial work
experience scheme in higher institutions in
Statement of Problem
Technical and Vocational Education students
undergoing SIWES are very vital part of the educational system in
Purpose of Study
The purpose of this study was to determine the
attitude of students towards SIWES in the higher institutions. Specially, this
study sought to find out the:
1.
Attitude of
students towards SIWES in the higher institutions.
2.
Factors responsible
for students attitude towards SIWES, and
3.
Attitudinal differences
of male and female students’ towards SIWES.
Research Questions
The following research questions were formulated
to guide this study:
1.
Is there any
significant difference in the mean response of male and female students’
attitude towards SIWES?
2.
What are the
factors responsible for students’ poor attitude towards SIWES?
Significance
of the Study
The research work is expected
to create impact on the following areas:
Contribute to the already
existing knowledge on students’ attitude towards SIWES, especially as it
relates to Technical and Vocational Education students of universities
undergoing Industrial Training. The findings of the study will bring to the
attention of the educational policy makers in schools to encourage proper
incentives and policy that will favour placement of students in their quest for
undergoing training. Government and its agencies in charge of SIWES through the
findings of the study will discover the need to create enhanced environment for
conducting practical learning through the industries. Students will benefit to
a great extent in that factors influencing positive attitudinal disposition
will be recommended, and this objectively determine actual performance of
students in the field. The findings will also make the students, parents,
schools management and the government to be in line to their duties towards the
success of practical education in this great nation (
Scope of the Study
In this study, the attitude
of Technical and Vocational Education students towards SIWES was carried out
amongst students in
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