AIMS AND OBJECTIVES OF SIWES

Specifically, the objectives of the students industrial Works experience Scheme are to:

1. Provide an avenue for students in the Nigerian universities to acquire industrial skills and experience in their course of study; 
2. Prepare students for the work situation they are likely to meet after graduation.
3. Expose students to work methods and techniques in handling equipment and machinery that may not be available in the universities.

PHILOSOPHY OF THE JOB SPECIFICATION FOR SIWES

To facilitate the full realization of the objectives of siwes , it is essential to ensure the proper training of the university students by preparing them for world of work. One important instrument for maintaining uniforming high and consistent standard in the provision

HISTORICAL DEVELOPMENTS OF SIWES OPERATIONS

The vision of the Industrial Training Funds, when it initiated the Students Industrial Work Experience Scheme (SIWES) in 1973, was the provison of an avenue for students to acquire practical industrial exposure in their respectives disciplines during the

STUDENTS’ PERCEPTION OF THE CAUSES OF EXAMINATION MALPRACTICE

Appendix A

Letter of Introduction

College of Education,

Warri,

Delta State.

Dear Sir/Madam,

        I am a student of the above named institution and I am undertaking a research on students’ perception of the causes of examination malpractice in secondary schools in Udu Local Government Area of Delta State.

STUDENTS’ PERCEPTION OF THE CAUSES OF EXAMINATION MALPRACTICE IN SECONDARY SCHOOLS

ABSTRACT
The study was designed to investigate students’ perception of the causes of examination malpractice in secondary schools in Udu Local Government Area of Delta State. To direct the study, three research questions were stated. The population of the study comprised all secondary school students in Udu Local Government Area of Delta State. The study adopted the descriptive survey research design and the sample size was one hundred students randomly sampled from ten schools.

STUDENTS’ PERCEPTION OF SOME FACTORS THAT INFLUENCE THEIR ACADEMIC PERFORMANCE

 

Purpose of the Study

 The main purpose of the study is to investigate students’ perception of the factors influencing the academic performance of secondary school students in Uvwie Local Government Area of Delta State. Specifically, the study intended to:
1.    Determine the perceptions of secondary school students on the factors influencing academic performance.
2.    Ascertain the perceptions of students on the impact of parents/home on academic performance.

STUDENTS AND TEACHERS PERCEPTION OF THE CAUSES OF POOR ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

ABSTRACT

The study was designed to investigate students’ and teachers’ perception of the causes of poor academic performance in secondary schools in Warri Urban of Delta State. To direct the study, six research questions were stated. The population of the study comprised all senior secondary school students and teachers in government owned secondary schools in Warri Urban of Delta State. The study adopted the descriptive survey research design and the sample size was three hundred respondents randomly sampled for the study. Data for the study were collected using researcher’s developed questionnaire. In analyzing the data collected, the researcher used frequency count and chi-square statistical analysis in order to answer the research questions raised.

Implications for Counselling

If credence is to be given to certificates from Nigerian schools, and if the products are to be given the much desired respect in the international labour market, there is the great need for revolutionary steps to be taken by stakeholders of the educational sector and society in general to eradicate the crisis of examination misconduct currently pervading the Nigerian school system. In addition, in view of the fact that parents, guardians and teachers are the main custodians of the students there is need to carry out a pragmatic counselling interventions on these groups of stakeholders.

Prospects of ICT Use in Schools

Despite the fact that Nigerian and in fact most African countries came late into the ICT world, the adoption of the Nigerian policy for information technology in 2001 is the right step in ICT application in every sector of the nation’s life and in particular in education. The policy is designed to ensure that Nigeria as a nation recognizes the strategic importance of ICT for national development. Successful application in every sector can only be assured through adequate coverage of needed areas. Identified gaps can be filled through the environment or important stakeholders/actors such as the teachers and managers of education.

Specifically, Kwocha (2007) indicated the following as some urgent steps required towards the adoption and use of ICT in education:

a. The adoption of ICT international standards and its inclusion in the Nigeria curriculum and in particular in the teachers’ education curriculum. Continuous provision and training of teachers in ICT skill acquisition.

b. Development and training of ICT experts specifically for instruction design and development, who will work in partnership with educators and teachers.

c. Government at all levels should make ICT a matter of priority, improve the funds specifically needed for the training of teachers/students in computer education who will be equipped with ICT knowledge with skills.

d. There is need for the Nigerian government to address seriously the issues of the erratic electricity power supply while on the other hand schools wishing to adopt the integration of ICT in their training-learning process should as a matter of urgency procure a generating set, that can supplement power supply.

PSYCHO-SOCIAL FACTOR INFLUENCES CHOICE OF TEACHING AMONG FEMALE STUDENTS

INTRODUCTION
Background of the Study
    Nationally and internationally, education is a paramount importance because it fosters sustainable development. Studies have shown a strong correlation across countries between level of human capital formation and level of educational development and it is often used as one the major indicators of national development (Fadun, 2008). Education as a tool for the empowerment and sustainable development is indispensable both to the individual and the state at large. This is one of the major philosophical objectives that education is set to achieve as entrenched in the National Policy on Education (FRN, 2004).

Students’ Perception of Students Industrial Work Experience Scheme (SIWES)

Students perceived that the scheme contributed to the practical exposure and attainment of their career objectives. Also, those that become business educators are equipped with the up-to-date skills and competences for imparting knowledge more effectively thereby justifying business education programme as a source for manpower development and training for modern business organizations.

        The industry based programme provide opportunities for students to participate in the real world of work benefit from practical exposure at work as well as acquiring academic competencies in the college (Okoro, 1999).

        The job you did exposed you to practical knowledge of your career; it calls higher skills and competence. The job was relevant to the training provided in the classroom the work experiences gives students some sense of fulfillment in future career, the scheme allowed the students to operate machines, equipment and other tools.

        Akinseinde (1993) stressed that SIWES contribute to the realization of the objectives of vocational education. Consequently, the development of sound attitude and habit are vital component of every vocational education programme. The scheme exposes the students to work methods in handling equipment and tools that may not be available in educational institutions.

        The scheme prepares students for a business career by merging their analytical power with self-reliance. It expose and prepare students in engineering, technology and related courses for the industrial working situation they are likely to meet after graduation.

        SIWES is therefore aimed at exposing students to the realities of world of work by matching the theoretical classroom knowledge with current practices in the work environment (Ahmed, 1990).

Educators’ Perceptions of Students Industrial Work Experience Scheme (SIWES)

According to Oguniyi (1979) a person who teaches a course must have some industrial experience, business educators should be adequately equipped with business skills, pedagogy for teaching various business courses and adequate industrial experience this is because educators must have a firm grasp of the subject matter of the subjects they are teaching. Business educators owe this nation the role for proper, diligent and dedicated teaching proficiency and also willingness to produce well trained and competent personnel for various specific jobs on the market.

Broad Benefits of Students Industrial Work Experience Scheme

Benefits to Students

        The following are the benefits of SIWES to Students:

1.  Learn to assume responsibility.

2.  Gain knowledge and attitudes necessary for successful programme.

3.  Acquire good work habits.

4.  Learn how to get along with fellow workers and employers.

5.  Develop personality and poise.

6.  Earn necessary funds.

Roles Expected of Students/Lecturers in Achieving the Aims of SIWES

Roles of Students

        The following are expected of students during the SIWES programme:

1.  Identify himself as a worker in the occupational structure.

2.  Agree with the industry to work for full period of attachment.

3.  Follow a standard training programme development for his or her course work in the college.

Concept of Students Industrial Work Experience Scheme

The aim of technical education is to provide the technical knowledge and vocational skills necessary for agriculture, industrial commerce and economic development (National Policy on Education, 1981).

        One way of making this possible is to expose students to the required practical experiences through the Students Industrial Work Experience Scheme (SIWES). It is a skill development programme which was designed to expose and prepare students of higher institution for the industrial working situations (Akinseinde, 1993).

THE IMPORTANCE OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME

Background of the Study

        Student Industrial Work Experience Scheme (SIWES) is a skill development programme that provides a link opportunity for students to participate in the real world of work, benefit from practical exposure at work as well as acquiring academic competencies in the college (Okoro, 1999). Student Industrial Work Experience Scheme is aimed at exposing students to the realities of world of work by matching the theoretical classroom knowledge with current practices in the work environment.

EDUCATORS’ AND STUDENTS’ PERCEPTION OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES):

Abstract

The study was designed to ascertain educators’ and students’ perception of Students Industrial Work Experience Scheme (SIWES); A case study of Delta State University, Abraka. To direct the study, four research questions were stated. The study adopted the survey research design and the population of the study comprised all 400 Level Business Education students and educators in Delta State University, Abraka.