IMPACT OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES) ON DEVELOPMENT OF GRADUATE EMPLOYABILITY SKILLS

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IMPACT OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES) ON DEVELOPMENT OF GRADUATE EMPLOYABILITY SKILLS

Abstract

The implementation of the students industrial work experiences (SIWES) program in Nigerian higher institutions is aimed at empowering the students practically in relation to their professional course of study. This paper evaluates the extent to which this program has impacted on students viability in the job market after graduation. Three research questions were used to guide the study on a sample of 600 students drawn from relevant faculties of a university and a polytechnic in south eastern Nigeria. The results show that greater level of employability skills is achievable through fruitful participation in SIWES program.

Introduction

Growing public demand and legislative expectations for accountability in the past two decades have made it imperative that higher education administrators and researchers pay attention to the potential impact of student work programmes on skill development, which in turn, impacts directly on national development objectives. Okpor and Hassan (2012) opined that ‘if Vocational Technical Education is to be meaningful and successful in Nigeria, then relationships are needed between public and private sectors to partner effectively with Vocational Technical Education and skill acquisition programmes.’ Students Industrial Work Experience (SIWES) is a skill development program designed to prepare students of Nigerian tertiary institutions for transition from the college environment to work, (Akerejola 2008). Oyedele (1990) also states that work experience is an educational program in which students participate in work activities while attending school. This work experience program gives students the opportunity to be part of an actual work situation outside the classroom. The impact of Students Industrial Work Experience (SIWES) has thus, been a cause of concern to education and economic planners, particularly with respect to graduate employment. There are also mixed concerns about how much of it that is actually helpful to student’s academic performance and job readiness after graduation. While some institutions and programs permit SIWES for only three months, others go for up to one year. There has been several research literatures, in the area of student work experience and its impact on student development of fitness for the challenges of the job market. A review of literature reveals that, although research questions raised are quite straightforward, the answers had been controversial. It all depends on which outcomes are measured (Furr and Elling, 2000). For every study which postulates the benefits of students work experience, there is an equally compelling study purporting the exact opposite (Aper, 1994).

Olugbenga (2009) carried out a survey on the views of students in the three departments of the School of Applied Science, Nuhu Bamalli Polytechnic, Zaria about the adequacy of the skills acquired during their participation in SIWES. From the data collected, he concluded that many of the students suggested that the skills acquired are inadequate. This according to him was because of the short duration and lack of modern facilities in their place of industrial training. Ugwuanyi and Ezema (2010) noted that SIWES plays a significant role in human resource development in Nigeria. Aderonke (2011) in her study examined SIWES and the dynamics of sustainable skills acquisition and utilization in Nigeria with a view to determining the viability or otherwise of government continuing investment in the scheme. She concluded that SIWES is a good strategy for sustainable skill development and utilization in Nigeria.

Wodi and Dokubo (2009) evaluates the extent to which the agencies involved in the operation and management of SIWES function to achieve the objectives of the programme. Lack of adequate supervision, non signing of necessary materials like ITF Form 8 and students’ log- books at their places of attachment, difficulties of students in getting placement, unnecessary delay in the payment of students and supervisors’ allowance among others were areas of weaknesses revealed. A limitation of these studies is the lack of data on job readiness of the students as a result of the work experience.

Post-graduation career success, however, has typically been defined in terms of the likelihood of receiving a full time job offer after graduation. This is only achievable when there is evidence of employability skills acquisition from the programme. The present study measured the level of relevant and necessary employability skills acquired for full time job immediately after graduation. It is an exploratory effort to identify the impact of student industrial work experience on their employment prospects.

A. Research Questions

This study answered the following research questions:

(1) What is the effect of Students Industrial Work Experience (SIWES) on generic, technical and resource skills of participants

(2) What is the effect of Students Industrial Work Experience (SIWES) on personal qualities and interpersonal skills of participants.

Hypotheses 1

There are no significant differences between the responses of those who trained in public institutions and their private sector counterparts with regard to the impact of SIWES.

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