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:
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.
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.
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 Nigeria
it is stated in clear terms by FRN (2004) in her national policy on education
implementation committee blue print. It stipulates that SIWES is mandatory for
students in technical colleges, polytechnics, college of education and
universities; and government has taken a bold step in ensuring full compliance
of policy statement. The technical and vocational education is very vital in the
educational system.
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 Edo
state.
Statement of
Problem
Technical and Vocational Education students
undergoing SIWES are very vital part of the educational system in Nigeria.
Various perceptions of these students towards industrial training are based on
some motivational factors like remuneration, relationship with employers,
opportunities for practical amongst others. Turner (2007) note that “right
attitude are impacted through adequate and proper orientation, whether
materially or financially” to this end, certain problems have emerge amongst
Technical and Vocational Education students undergoing SIWES, which calls for
urgent attention from appropriate authorities. Amongst these attitudinal
dispositions are non-punctual to work, respect for authorities etc. these
problems just as they remained persistent in the Industrial Training, will
continue to affect the skill acquisition goals of SIWES. Because of the enviable
position of the Technical and Vocational Education and their role in the
industries, we cannot afford to relegate to the background the Student
Industrial Work Experience Scheme. This programme (SIWES) will be critically
examined in this study especially on the basis of students attitude to the work
environment, and proffering necessary solution if need be.
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?
Research
hypothesis
H0: there is no significant difference
in the mean response of males and females
H1: there is a significant difference
in the mean response of males and females
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 (Nigeria).
Scope of the Study
In this study, the attitude
of Technical and Vocational Education students towards SIWES was carried out
amongst students in Ambrose Alli University,
Ekpoma, Edo State. The study was restricted to 300
and 400 level students of the department of Vocational and Technical Education.
This is because an only student at the two levels has gone out for the Students
Industrial Work Experience Scheme (SIWEWS).