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 Ambrose Alli University, Ekpoma. 200 students were randomly selected from the department of Vocational and Technical education. The instrument was a 20 item question name score in likert type response format; Strongly Agree (5), A =Agree (4), U= Undecided (3), DA= Disagree (2), and SD =Strongly Disagree (1). The research questions were analyzed using the mean rating, and the findings showed that:
School equipment were not found replicating those in the industries The schools lack adequate infrastructures that discouraged students further in showing concern for industry’s based training Knowledge of I.T was found to be valuable in giving students an idea of industrial management 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
CHAPTER ONE
INTRODUCTION
Background to the Study
Statement of Problem
Purpose of Study
Research Questions
Significance of Study
Scope of the Study
CHAPTER TWO
LITERATURE REVIEW
An Overview Background of the Student Industrial Work
Experience Scheme (SIWES)..
Objectives of SIWES
Bodies involved in the Management of SIWES
Guidelines on SIWES Programme
Indigenous Orientation of SIWES as Tool
For a Sustainable Society/Development
Conceptual and Theoretical Framework
Attitude of students Toward SIWES
Problems of Manpower Production in Technical and Vocational
Education (TVE) in Nigeria
Approaches to Improving Manpower Production in
Technical and Vocational Education
Summary of the Literature
CHAPTER THREE
METHODOLOGY
Research Design
Population of Study
Sample and Sampling Procedure
Instrument for Data Collection
Method of Data Collection
Validation of Instrument
Method of Data Analysis
CHAPTER FOUR
DATA ANALYSIS PRESENTATION & DISCUSSION
Analysis of Socioeconomic Characteristics of Respondents
Analysis of Research Questions
Discussion of Findings
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Study
Conclusion
Recommendations for Further Study
References
Appendix (Questionnaire)
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 Nigeria, the situations not changed, as it is becoming highly imperative to find out if most undergraduates will be interested in SIWES based on their predisposition to the programme, which is what this study wants to examine.