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ASSESSMENT
OF SIWES RELEVANCE TO BUSINESS EDUCATION PROGRAMME OBJECTIVES
CHAPTER ONE
INTRODUCTION
Background
to the Study
The level of
development of a country is often considered to be an offshoot of the nature of
her educational system and programme. This point is true to the extent that the
technological objectives of a nation are usually rooted in the educational
objectives and programmes of the country. Thus, education for development is a
veritable instrument for socio-economic emancipation and economic self-reliance
of every country. The level of technological development and skill acquisition has
become the basis for determining social, economic and industrial development.
Adequate skill acquisition training programmes through technical vocation
education (TVE) holds the key to development and economic survival of a nation.
At the lower
level business education can be described as a vocational course, an
encompassing programme which equips its recipients with the necessary
knowledge, skills and attitudes to succeed in whatever business endeavours they
may engage in. In other words, business education goes beyond the acquisition
of knowledge for scientific and technical qualification but equips recipients
for their work in industry, commerce, central or local government (BEC 1975).
Business education may also be referred to an educational process or content
which has its primary aim of preparing individuals for roles in business
enterprises; either as employees, entrepreneur/employer or simply as
self-employed. (Anao, 1986).
Business
education represents a broad spectrum of disciplines that are offered in
elementary, secondary and post secondary. Specifically, business education is
offered at three levels in tertiary institution in Nigeria namely;
universities, polytechnics and colleges of education. These institutions have
the aim of equipping the products of secondary education and developing them
into middle and high level manpower for diverse areas of the economy. The
general objective of business education as outlined in the pre-vocational
curriculum volume 2 (Fed. Min. of Education, 1984) are as follows:
a. acquire
basic knowledge of business studies
b. develop
basic skill in office education
c. prepare
for further training in business studies and
d. develop
Orientation and basic skills for starting life for those who can not go beyond
the junior secondary school.
Dambo (1987)
adds that business education programmes are designed to develop the knowledge,
skills and competencies of the learner in terms of:
developing
the learner’s understanding of the contribution of business and office
employees toward the economic development of the nation.
improving
the learner’s personal qualities and attitudes necessary to adjust into the
work environment.
provide
opportunities for skill training of the workers in order to make him/her
reliant.
developing
the learner’s to be a business educator.
The
undergraduate Business education programmes are for students who wish to gain
preparatory qualification in a particular field of study. Thus, the primary
objective of all undergraduate of business education programmes is therefore
to:
provide
students with a solid business education along with additional knowledge and
abilities to succeed in a particular area of business and worlds of work.
prepare and
developing in students a capacity for critical thinking, for integrating
business knowledge across different business functions and disciplines and for
utilizing current theory in approaching practical business problem.
provide the
necessary quantitative analytical, and communication skill while grounding
students in applied theory and practice across the management disciplines
Provide the
student’s with an opportunity to focus in a particular area of study designed
to meet the needs of highly diverse students body a wide range of career
interests and priorities (Retrieved from The growing concern among our
industrialists that graduates of our higher institutions of learning lack
adequate practical background knowledge preparatory for employment in industry,
led to the formation of Students’ Industrial Work Experience Scheme (SIWES) by
the Industrial Training Fund (ITF) in 1973/1974 session (Information and
Guideline for SIWES 2002). ITF has as one of its key functions which is; to
work as cooperative entity with industry and commerce where students in higher
institutions of learning can undertake mid-career work experience attachment to
industry different areas of which are compatible with their areas of study
(Okorie, 2002 in Asikadi, 2003).
The bodies
involved in the management of SIWES are; Federal Government, Industrial Training
Fund (ITF), other supervising agencies are National University Commission
(NUC), National Board for Technical Education (NBTE) and National Commission
for Colleges of Education (NCCE). The function of these agencies aforementioned
include among others to:
ensure
adequate funding of the scheme
establish
SIWES and accredit SIWES unit in the approved institution
formulate
policies and guidelines for participating bodies and institutions as well as
appointing SIWES coordinators and supporting staff.
According to
the law that established the SIWES, the objectives of SIWES among others
include to:
provide an
avenue for students in institutions of higher learning to acquire industrial
skills and experience in their approved course of study.
expose and
prepare students for industrial work situation they are likely to meet after
the graduation.
expose
student to work methods and techniques in handling equipment and machinery that
may not be available in the educational institution.
provide
students with opportunity to apply their knowledge in real work situation
thereby bridging the gap between theory and practices.
enlist and
strengthen employer’s involvement in the entire educational process of
preparing students for employment in industry and;
prepare the
student for a business career by merging their analytical power with
self-reliance. (Information and Guideline for SIWES, 2002).
SIWES is a
skill training programme designed to expose and prepare students of
agriculture, engineering, technology, environmental science, medical science,
education including technical vocational education (TVE), pure and applied
sciences for the industrial work situation which they likely to meet after
graduation. It is required of all students of aforementioned disciplines to
participate in the programmes Credit units are assigned to SIWES which is
incorporated into the calculation of Gross Point Average and cumulative point
average.
SIWES
programme, provides students the opportunity to work in one or more areas of
industry and this enables them to relate their theoretical knowledge to the
practical work situation, which is a realistic way of determining the relevance
of theory to practice. The duration of SIWES for relevant categories of
students is four months in polytechnic at the end of NDI, four months in
colleges of education at the end of NCE II and six months in the universities
at the end of 300 or 400 or 500 levels depending on the discipline.
SIWES as a
training requirement needs to be assessed from time to time in order to
determine whether it is meeting its stated objectives.
Statement of
the problems
The key
objective of SIWES is to relate theory to practice, thus before a student
graduates, he or she should be able to marry theory and practice. Business
education is a programme in which a graduate is required to demonstrate through
practical and mental skills his or her ability with little employers’
preparation. Thus, his or her training should approximate situations in the
world of work especially with the compulsory industrial training requirement of
the programme. It is however observed that some business education products
perform dismally at employment interviews and are unable to apply themselves to
simple office skills, procedures and practices. Could this be as a result of
lack of adequate SIWES programme exposure or failure in the impartation of the
appropriate skills by institution offering business education programme? In a
cross sectional study conducted in some selected industries, universities and
research institutes in 1985, Ukaegbu found that graduates apply their
intellectual skills and knowledge well enough in industries, he added that
students on the other hand are faced with the challenge of handling some
electronic gadgets and facilities during their Industrial Training period which
the school environment may not have sufficiently exposed them to at the time of
undertaking the industrial training. It is on this basis therefore, that this
study seeks to assess the SIWES relevance to business education programme
objectives.
Purpose of
the study
The main
purpose of the study is to assess the relevance of SIWES to business education
programme objectives.
Specifically,
the study seeks to determine:
The level of
awareness of business education students on the relevance of SIWES to their
programme.
Whether
business education students vplaced in work places relevance to their programme
during SIWES
Whether
students experience the needed practical experience during their SIWES
programme.
Whether the
students are adequately supervised during their SIWES programme.
Whether the
industries allow the students access into their mainstream.
Research
Questions
In
undertaking this study, the following research questions will be asked to guide
the study.
What is the perception
of business education students on the relevance of SIWES to their programme?
Are business
education students placed in work places relevant to their programme during
SIWES?
Are business
education students exposed to the practical aspects of their programme during
SIWES?
Are business
education students in SIWES adequately supervised?
Do the
industries where the business education students do their SIWES accept them
into their mainstream?
Significance
of the study
The result
of this research will be beneficial to a number of groups and individuals. The
study finding will provide vocational students, employers of labour,
administrator, policy maker and researchers with relevant baseline data. The
study finding will provide vocational students an avenue to appreciate the
integration of theoretical and practical component that will prepare these
students for the “real world” and provide them basic job skill to function in
the labour market.
Also, the
finding may bring a useful contribution to employer of labour who are faced
with the task of relating educational target will gainful employment objectives
and the need of the national economic as well as help in determine whether
skill acquire by graduate will contributing to the organization.
In addition,
the finding will create awareness to administrator on how to improve the
quality of programmes and built on current facilities and services offer to
students such as laboratory, library resources, computer/IT availability and
other facilities.
Moreover,
the finding will provide encouragement for government to give adequate support
to the Business education programme in tertiary institution in term of finance
and monitoring for effective realization of Business education programme
objectives.
Finally,
future researchers on similar and other related fields will find it handy as a
reference material to assist them in their research endeavours.
Scope of the
study
The scope of
the study cover SIWES relevance to business education programme objectives in
the school of vocational and technical education in Emmanuel Alayande College
of Education Oyo, Oyo State and in the department of curriculum studies and
Instructional Technology in Olabisi Onabanjo University, Ago Iwoye, Ogun State
of Nigeria respectively. The scope covers the perception of business education
students on the relevance of SIWES to their education programme, relevance of
SIWES work places to their education programme, students exposure to the
practical aspects of their programme during SIWES; adequate supervision of
business education students in SIWES as well as the determination of whether
the industries where the business education student do their SIWES accept them
fully into their mainstream.
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