5 - ITF Nigeria

UNIVERSITY OF JOS
AN EVALUATION OF THE IMPACT OF THE
STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)
ON TECHNICAL SKILLS DEVELOPMENT IN NIGERIA
A Joint Study
By
The Industrial Training Fund And University of Jos
June, 2011
ISBN: 978 - 32985 - 8 - 6

Members of the Research Team
RESEARCH TEAM
1. S. Ayo Alabi - Industrial Training Fund
2. Prof A.C. Eziashi - University of Jos
3. Prof (Mrs) Naomi N James-Rugu - University of Jos
4. Builder D.D. Jambol - University of Jos
5. Kachallom C.S. Best (Mrs) - University of Jos
6. Pamson Dagyat - University of Jos
7. C.A.C. Chukwu - Industrial Training Fund
8. R. A. Mailumo (Mrs) - Industrial Training Fund
9. A.O. Solesi - Industrial Training Fund
10. G. I. Niemogha - Industrial Training Fund
11. K.S. Alakija - Industrial Training Fund
12. H.A. Tambawal - Industrial Training Fund
ii

ACKNOWLEDGMENT
The Industrial Training Fund (ITF) and the University of Jos wish to
express appreciation to all Stakeholders for their contributions and
support towards the successful execution of the Study “An
Evaluation of Impact of SIWES on Technical Skills Development in
Nigeria”.
The ITF is specially grateful to the Research Team for its
commitment and diligence throughout the study in spite of members
tight schedules and other competing engagements. Comments and
technical input by the Research Team, at various stages of the
Project, were very helpful.
Gratitude and appreciation also go to Heads of Tertiary Institutions,
Chief Executive of Organizations that accept Students on
attachment, SIWES Coordinators of Tertiary Institutions and
Industry-based Supervisors, for their invaluable comments and
other information provided for the Study. Their assistance and
cooperation contributed, a great deal, towards the successful
execution of the Study.
Finally, we wish to thank the various Field Officers who participated
in the study for the sacrifice and efforts that have culminated in this
report.
Prof. Longmas S. Wapmuk OON
Director General/Chief Executive
Industrial Training Fund
Jos.
Prof. Sonni G. Tyoden
Vice Chancellor
University of Jos
Jos.
June, 2011
iii

PREFACE
The level of Industrial Development in any society is directly linked to
the quality of skilled manpower available to drive the production and
service delivery processes. It was in realization of the close
relationship between Human Resources and Economic
Development that the Industrial Training Fund introduced the
Students Industrial Work Experience Scheme (SIWES) in 1973,
barely three years after it was established as a Human Resource
Development Agency. The Scheme was specifically designed to
provide Students of Tertiary Institutions, in specific courses, with the
opportunity of acquiring practical skills and experiences on-the-job
before graduation.
After three decades of coordinating the administration and operation
of the Scheme, it is necessary to evaluate its impact on skills
development in Nigeria. The study, An Evaluation of the Impact of
SIWES on Technical Skills Development in Nigeria, was designed to
examine the effectiveness of instruments, structures and processes
that were deployed to facilitate the operation of the Scheme. The
study also assessed the perception of various Stakeholders, how
effectively various Stakeholders have discharged their roles and
responsibilities in the operation of the Scheme.
The overall objective of the study, which was carried out by the
Industrial Training Fund in collaboration with a Research Team from
the University of Jos, was to identify factors that affect the smooth
operation of SIWES in order to enhance the skill-base of the nation's
Human Resources. It is expected that the outcome of the study will
assist various Stakeholders to fashion out and apply appropriate
measures to improve the operation of the Scheme and invariably,
produce high quality graduates.
iv

TABLE OF CONTENTS
CONTENTS
PAGE
Title Page i
Authority Page ii
Acknowledgments
iii
Preface
iv
Table of Contents
vi
List of Tables
xiv
List of Figures
xvi
Executive Summary
xix
Acronyms and Abbreviations
xxiii
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 1
1.2 Aim and Objectives of the Study 3
1.3 Practical Implications of the Study 3
1.4 Research Questions 4
1.5 Assumptions of the Study 4
1.6 Scope of the Study 4
TABLE OF CONTENTS
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction 6
2.2 Students Industrial Work Experience Programmes 6
2.3 Students Industrial Work Experience Scheme (SIWES)
In Nigeria 10
2.4 Objectives of SIWES and Roles of Stakeholders 11
2.5 SIWES and Cooperative Education 12
2.6 Previous Appraisals of the Scheme 13
2.6.1 ITF Biennial SIWES National Conference 14
2.6.2
th
8 Biennial SIWES National Conference 14
2.6.3
th
9 Biennial SIWES National Conference 17
th
2.6.4 10 Biennial SIWES National Conference 20
2.6.5 SIWES in HRD in Nigeria 21
2.7 Summary of Literature Review 24
CHAPTER THREE: METHODOLOGY
3.1 Introduction 26
3.2 Research Design 26
3.3 Target Population 26
3.4 Sampling Techniques 27
v

3.5 Instruments for Data Collection 29
3.6 Method of Data Analysis 31
3.7. Study Personnel 31
TABLE OF CONTENTS
CHAPTER FOUR: BACKGROUND CHARACTERISTICS
OF RESPONDENTS
4.1 Introduction 32
4.2 Students 32
4.2.1 Gender 32
4.2.2 Age Distribution 32
4.2.3 Marital Status 33
4.2.4 Sources of Income 34
4.2.5 Types of Institution 34
4.2.6 Faculty 34
4.2.7 Year of Study 35
4.3 SIWES Graduates 36
4.3.1 Gender 36
4.3.2 Age Distribution 36
4.3.3 Marital Status 37
4.3.4 Employment Status 37
4.3.5 Types of Institution 38
4.3.6 Faculty 38
4.3.7 Year and Number of SIWES Experience 39
4.4 Employers of Labour 39
4.4.1 Ownership and Size of Organization 39
4.4.2 Year of Establishment of Organization 40
4.4.3 Year SIWES Commenced in the Organization 42
4.4.4 Type of Students Accepted by Organizations 43
4.4.5 Number of Students Accepted for SIWES by Organizations 44
4.5 Institutions of Higher Learning 45
4.5.1 Types of Institution 45
4.5.2 Gender 45
4.5.3 Rank 45
4.5.4 Year SIWES Commenced 46
CHAPTER FIVE: ADMINISTRATIVE STRUCTURE AND FUNDING
5.1 Introduction 47
5.2. SIWES Structures in Institution 47
5.3 Pre- and Post- SIWES Training 50
5.4 Methods of Assessing SIWES Performance 51
5.5 ITF SIWES Schedule Officers 53
5.5.1 Orientation 53
vi

5.5.2 Placement 53
5.5.3 Supervision 56
5.5.4 Payment of SIWES Allowances 58
5.5.5 Functional SIWES Units in Institutions 59
5.6 Students 60
5.6.1 Allowances and Welfare Services Provided to Students on
SIWES by Employers 60
5.6.2 Health and Safety 61
5.6.3 Rules and Regulations 63
5.6.4 Punctuality and Regularity of Students at Place of Industrial
Training 63
5.6.5 Knowledge of SIWES Rules 64
5.7 Employers of Labour 66
5.7.1 Employers Awareness of Code of Conduct 66
5.7.2 Taking Disciplinary Measures 66
5.8 Graduates 67
5.8.1 Days of Work 67
5.8.2 Numbers of Hour Spent at Work 68
5.8.3 Work Ethics 70
CHAPTER SIX: STAKEHOLDERS PARTICIPATION IN SIWES
6.1 Introduction 71
6.2 Employers of Labour 71
6.2.1 Students Accepted for SIWES 71
6.2.2 Criteria for Selecting Students on SIWES 72
6.2.3 Average Number of Students Accepted Annually 72
6.2.4 Number of Students Accepted for SIWES till Date (2008) 73
6.2.5 Availability of Facilities and Equipment to SIWES Students 74
6.2.6 Assignment of Supervisors to SIWES Students 75
6.2.7 Payment of Stipend to Students 76
6.2.8 Provision of Welfare Services 76
6.2.9 Disciplinary Issues 76
6.2.10 Provision of Training Manual for Students on Attachment 77
6.2.11 Methods of Imparting Skills to SIWES Students 78
6.3 Role of Students 78
6.4 Industrial Training Fund 81
6.4.1 SIWES Orientation Programme 81
6.4.2 Supervision 82
6.5 Institutions 82
6.5.1. Functional SIWES Coordinating Unit 82
6.5.2. Supervision 82
6.5.3. Submission of Master/Placement Lists 83
TABLE OF CONTENTS
vii

6.5.5 Students Placement 84
6.6 Federal Government 84
6.6.1 Funding 85
6.6.2 Role in Placement 85
TABLE OF CONTENTS
CHAPTER SEVEN: EFFECTIVENESS OF SIWES INSTRUMENTS
7.1 Introduction 87
7.2 Student Log Book 87
7.3 SPEL Form 87
7.4 Job Specification Handbook (JSH) 88
7.5 ITF Form 8 88
7.6 ITF Form 8A 88
7.7 Industry Based Tailor-Made Programmes 89
CHAPTER EIGHT: PERCEPTION OF STAKEHOLDERS
ON TECHNICAL SKILLS DEVELOPMENT
8.1 Introduction 90
8.2 Students Perception of SIWES 90
8.3 Graduates Perception of SIWES 92
8.4 Employers Perception of SIWES 95
8.5 Institutions Perception of SIWES 96
CHAPTER NINE: EXPERIENCES AND PERFORMANCE
OF STAKEHOLDERS
9.1 Introduction 98
9.2 Students 98
9.2.1 Orientation for SIWES 98
9.2.2 Choice of Placement 99
9.2.3 Attendance and Regularity at SIWES 100
9.2.4 Access to Facilities and Equipment during SIWES 102
9.2.5 Job Allocation and Supervision Styles 103
9.2.6 Credit Unit 104
9.3 Graduates 104
9.3.1 Experience of SIWES Graduates during Attachment 105
9.3.2 Entrepreneurship Training and Orientation before IT 107
9.3.3 Relevance of Place of IT, Working hours and
Exposure during SIWES … 107
9.3.4 Days Absent from SIWES 109
9.3.5 Use of Equipment during SIWES 109
9.3.6 Supervision of Students by Industry and Institution 110
9.3.7 SIWES Objectives and Performance 110
9.4 Employers of Labour 111
viii

9.4.1 Assessment of Institutions 111
9.4.2 The Nature of SIWES Training 113
9.4.3 Supervision 113
9.4.4 Assessment of Impact of SIWES 114
9.4.5 Access to Facilities by Students on SIWES 116
9.5 Institutions 116
9.5.1 Credit Unit 116
CHAPTER TEN: CHALLENGES FACED BY SIWES AND POSSIBLE
SOLUTIONS
10.1 Introduction 117
10.2 Problems and Challenges Faced by the Scheme 117
10.3 Possible Solutions towards Dealing
with Identified Challenges/Problems 122
CHAPTER ELEVEN: SUMMARY, RECOMMENDATIONS AND
CONCLUSIONS
11.1 Introduction 126
11.2 Overview of the Study 126
11.3 Major Findings of the Study 127
11.4 Recommendations 129
11.5 Conclusion 130
TABLE OF CONTENTS
REFERENCES 131
APPENDICES 133-175
ix

LIST OF TABLE
xLIST OF TABLE
Table
Page
2.1 Comparison of the SIWES and Cooperative Education 12
2.2 Comparison of the SIWES and Cooperative Education 13
4.1 Distribution of Respondents by Age 33
4.2 Distribution of Respondents by Marital Status 33
4.3 Distribution of SIWES Graduates by Age 36
4.4 Distribution of Employers of Labour by the size of
40
Organization
4.5 Years of Establishment of Industry/Organization 41
4.6 Distribution of Organization by period they Started Accepting 42
Students on SIWES
4.7 Distribution of types of Students Accepted for SIWES by 43
Organizations
4.8 Average Number of Students Accepted for SIWES Annually 44
5.1 Form of Welfare Provided by Organizations According to Size 61
5.2 Number of Days Absent from Industrial Attachment 70
6.1 Types of Students Accepted for Attachment in Organizations 72
9.1 Distribution of SIWES Graduates by the number of Days 109
Absent from Attachment
10.1 Federal Government Funding of SIWES (2006-2010) 120

LIST OF FIGURE
Figure
Page
1 Distribution of Respondents by Faculty 35
2 Distribution of Respondents by Year of Study 35
3 Distribution of SIWES Graduates by Gender 36
4 Distribution of SIWES Graduates by Types of Employment 37
5 Distribution of SIWES Graduates by Types of Institution 38
6 Distribution of SIWES Graduates by Faculty 38
7 Distribution of SIWES Graduates by Period of SIWES 39
8 Distribution of Organizations by Period of establishment 40
9 Distribution of Number of Students Accepted in Organizations for SIWES 44
10 Provision of Safety Wares by Employers 61
11 Usefulness of Safety Apparels 62
12 Distribution of Students by Punctuality 63
13 Reasons for Students not Being Punctual 64
14 Students Knowledge of SIWES Rules 65
15 Employers Awareness of Code of Conduct for Students 66
16 Employers Response on Disciplinary Measures 67
17 Graduates Response on Number of Days at Work 68
18 Number of Hours Spent at Work by Graduates 69
19 Number of Times on Industrial Attachment 69
20 Criteria for Selection of Students for SIWES in Organizations 72
21 Average Number of SIWES Students Taken Annually 73
22 Distribution of Organizations by Students Accepted for SIWES Since 73
Inception
23 Availability of Facilities and Equipment 74
24 Average Number of Students Assigned to a Supervisor 75
25 Welfare Services Provided by Employers for SIWES Students 76
26 Frequency of taking Disciplinary Measures 77
27 Provision of Training Manuals for Students on Attachment 77
28 Methods of Imparting Skills to SIWES Students 78
29 Punctuality of SIWES Trainees at Place of Attachment 79
30 Reasons for not Being Punctual 80
31 Choice of Place of Attachment 80
32 Participation in SIWES Orientation Programme 81
33 Students Perception of SIWES 91
34 Graduates Perception of SIWES 93
35 Graduates Opinion on Grading 94
LIST OF FIGURE
xi

LIST OF FIGURE
36 Employers Perception of SIWES 95
37 Distribution of Respondents by what Informed Choice of Place of SIWES 99
38 Access to Facilities and Equipment During SIWES 102
39 Distribution of Types of Equipment by Number of Students Exposed to
them 102
40 Distribution of Respondents by Number of Credit Units Attached to
SIWES in Institutions 105
41 Experience of SIWES Graduates while on Attachment 106
42 Number of Working Hours 108
43 Distribution of SIWES Graduates by Performance 111
44 Methods of Skills Impartation used by Employers 112
45 Distribution of Students per Supervisor in Organization 113
46 Distribution of Organizations Opinion that SIWES Influences Technical
Skills Acquisition 114
47 Distribution of Organizations by Number of Staff Employed Through 114
SIWES
48 Perception of Employers of Labour on Students Performance 115
49 Growth of SIWES Students from 1974-2010 119
xii

ANAN
ARCON
ASCON
COREN
CORBON
COE
ETF
FCT
FGD
FMLP
FMST
JSH
IT
ITF
MAN
NABTEB
MDA
NACCIMA
Acronyms and Abbreviations
Association of National Accountants of Nigeria
Architect Registration Council of Nigeria
Administrative Staff College of Nigeria
Council for Regulation of Engineering in Nigeria
Council of Registered Builders of Nigeria
College of Education
Education Trust Fund
Federal Capital Territory
Focus Group Discussion
Federal Ministry of Labour and Productivity
Federal Ministry of Science and Technology
Job Specification Handbook
Industrial Training
Industrial Training Fund
Manufacturers Association of Nigeria
National Business and Technical Examination Board
Ministries, Departmnets and Agencies
Nigerian Association of Chamber of Commerce, Industry, Minning
and Agriculture
Nigerian Association of Small Scale Industries
Nigerian Institute of Building
National Board for Technical Education
National Commission for Colleges of Education
Nigerian Employers’ Counsultative Association
Nigerian Institute of Architect
Nigerian Institute of Town Planners
Nigerian Society of Engineers
National Universities Commission
Organised Private Sector
South African Society for Cooperative Education
NASSI
NIOB
NBTE
NCCE
NECA
NIA
NITP
NSE
NUC
OPS
SASCE
SIWES Students Industrial Work Experience Scheme
SPE Students Payment through Employers
SSI Semi Structured Interviews
SPSS Statistical Product Service Solution
UJ University of Jos
USA United States of America
UK United Kingdom
USSR United Socialist Soviet Republic
WACE World Association on Cooperative Education
ACRONYMS AND ABBREVIATIONS
xiii

EXECUTIVE SUMMARY
The Students Industrial Work Experience Scheme (SIWES), is a skills
development programme initiated by the Industrial Training Fund (ITF), in 1973
to bridge the gap between theory and practice among students of engineering
and technology in Institutions of Higher Learning in Nigeria. It provides for onthe-job
practical experience for students as they are exposed to work methods
and techniques in handling equipment and machinery that may not be available
in their Institutions.
EXECUTIVE SUMMARY
At inception in 1974, the Scheme started with 784 Students from 11 Institutions
and 104 eligible courses. By 2008, 210,390 Students from 219 Institutions
participated in the Scheme with over 112 eligible courses.
However, the rapid growth and expansion of SIWES, has occurred against the
backdrop of successive economic crises which have affected the smooth
operation and administration of the Scheme. Most industries in Nigeria today,
are operating below installed capacity while others are completely shut down
(Manufacturing Association, 2003 - 2006). This has impacted negatively on the
Scheme as Institutions of Higher Learning find it increasingly difficult to secure
placement for Students in industries where they could acquire the much needed
practical experience.
Aim of the Study
The aim of the study was to evaluate the impact of SIWES on Technical Skills
Development in the Nigerian economy. This is to enable Institutions of Higher
Learning and other Stakeholders assess the performance of their roles in the
Scheme.
Methodology
In order to achieve the aim of the Survey, a total of 1,200 questionnaires were
administered to SIWES Students, SIWES Graduates and 60 to the Employers
of Labour. Similarly, 36 Head of Institutions, Institution based SIWES
Coordinators/Directors participated in SSI while 30 Human Resource Managers
and 60 Industry based SIWES Supervisors were also interviewed. A total of 18
xiv

focus group discussions (FGD) were held with SIWES Graduates and ITF
SIWES Schedule Officers equally participated in FGD.
The six geo-political zones of the country and the 27 Area Offices of the ITF were
the bases for sampling. The fieldwork for this study lasted two weeks in
December 2008 across the Six Geo-Political Zones. The field personnel
enjoyed cooperation and support of SIWES participating Institutions and their
representatives during data collection. A few Researchers did not, however,
receive cooperation of Employers of Labour to administer instruments to
Students, largely due to either misconceptions or disputes.
Lack of uniform academic calendar for all Institutions, including SIWES
calendar affected the capacity of Research Teams to administer some
Research Instruments.
Major Findings
The findings of the survey include:
1. Most Students (75%) described SIWES as very relevant to Technical
Skills Development, while SIWES Graduates (92.5%) reported that
they acquired new skills during their SIWES attachment.
2. Inadequate funding for the smooth management of the Scheme.
3. Inadequate/ineffective supervision of Students on attachment by
Staff of Institutions, ITF and Employers of Labour, largely due to
lack/shortage/inadequate vehicles, supervision allowance and
delays in the payment of same to both staff and students.
4. Placement of Students in relevant Industries is a major challenge
due to the growing number of Institutions, eligible courses and
Students involved in SIWES while relevant industries are shutting
down
5. Employers of Labour have high positive perception of SIWES in
imparting skills to students, thus, enhancing their performance.
6. There is a general consensus among Heads of Institution and
Institution-based Coordinators that SIWES makes the education
process complete as it bridges the gap between the theoretical
knowledge acquired in Institutions through practical hands-on
EXECUTIVE SUMMARY
xv

experience in Industry.
7. A major factor determining the acceptance of Students for SIWES by
Organizations/Establishments is availability of vacancy.
EXECUTIVE SUMMARY
Recommendations
1. The number of Institutions and Students participating in SIWES have
been on the increase without corresponding increase in funding of
the Scheme. The study recommends that the Federal Ministry of
Science and Technology (FMST), Federal Ministry of Labour and
Productivity (FMLP), Education Trust Fund (ETF), and Millennium
Development Goals (MDGs) of the Presidency be involved as major
Stakeholders that will be saddled with the responsibility of
formulating policies to guide the operation of the Scheme and advice
the Federal Government appropriately particularly, on funding the
Scheme.
2. SIWES should be properly presented to potential sponsors, such as
banks, multinational companies and other corporate institutions for
support in creating placement opportunities, training, equipment,
facilities, as well as direct funding of SIWES.
3. Institutions should be encouraged to create financial autonomy for
Institution-based SIWES Units/Directorates.
4. Separate SIWES sub-head by the Federal Government.
5. Motivate partners from the private sector through granting tax relief
for companies that accept Students on SIWES.
6. Instruments for the administration of the Scheme should be
periodically reviewed to ensure relevance, and uniformity.
xvi

CHAPTER ONE
INTRODUCTION
SIWES Students in a work Situation
1.1 Background to the Study
The Students Industrial Work
Experience Scheme (SIWES), is a
skills development programme
initiated by the Industrial Training
Fund (ITF), in 1973 to bridge the gap
between theory and practice among
Students of engineering and
technology in Institutions of Higher
Learning in Nigeria. It provides for onthe-job
practical experience for
Students as they are exposed to work
methods and techniques in handling
equipment and machinery that may
not be available in their Institutions.
The Scheme also prepares Students
for work situations they are likely to
meet after graduation (ITF 2004:5).
1INTRODUCTION
Before the inception of the Scheme,
there was a growing concern among
Industrialists that graduates of
Institutions of Higher Learning in
Nigeria lacked adequate practical
background experience preparatory
for employment. Thus, employers
were of the opinion that the theoretical
education provided by Higher
1

1
INTRODUCTION
Institutions was not responsive to the Organisations where they could
needs of the economy.
acquire the much needed practical
experience.
It was against this background that
the Fund during its formative years, Issues such as poor supervision of
introduced SIWES to provide Students by Industry, Institution and
Students with the opportunity of ITF-based Supervisors, as well as
exposure to handle equipment and delay in payment of stipends, among
machinery in Industry to enable them others, affect the operations and
acquire prerequisite practical products of the Scheme. It is
knowledge and skills.
expected that the products of the
Scheme must have acquired
At inception in 1974, the Scheme necessary technical skills needed by
started with 784 Students from 11 them to be self reliant and gainfully
Institutions and 104 eligible courses. employed. However, Nigeria is
By 2008, 210,451Students from 219 e x p e r i e n c i n g h i g h l e v e l o f
Institutions participated in the unemployment among graduates of
Scheme with over 164 eligible Tertiary Institutions as most of them
courses.
are unable to secure jobs in either
public or private sector of the
However, the rapid growth and economy or be self-employed.
expansion of SIWES, has occurred Therefore, the question is, are the
against the backdrop of successive products of this Scheme well
economic crises which have affected equipped to fit into the world of work,
t h e s m o o t h o p e r a t i o n a n d to meet the technical skill needs of the
administration of the Scheme. Most economy
industries in Nigeria today, are
operating below installed capacity In view of these challenges and
while others are completely shut emerging global economic trend,
down (Manufacturing Association, which is largely private sector led,
2003 - 2006). This has impacted competitive and technology-driven as
negatively on the Scheme as contained in the National Economic
Institutions of Higher Learning find it Empowerment and Development
increasingly difficult to secure Strategy (NEEDS) document and the
p l a c e m e n t f o r S t u d e n t s i n 7-Point Agenda of the Federal
2

Government, (2007 – 2011) budgetary provision for the
technological and technical skills are management of SIWES;
critical for Nigeria to meet the iii) Determine the effectiveness
challenges of industrial development. of the role of Stakeholders
The role of SIWES is crucial and involved in SIWES;
aimed at producing skilled labour iv) Examine the effectiveness of
required by the Nigerian economy. the instruments used in
Despite the fact that the Scheme has administration of SIWES;
been in operation for over three v) Assess the perception of
decades, there has been no Stakeholders of SIWES on
c o m p r e h e n s i v e a n d h o l i s t i c technical skills development;
evaluation of its impact on the quest vi) Determine factors that impede
for technological development in the the smooth operation of the
country.
Scheme and
vii) Proffer solutions to identified
This study, therefore, takes a look at problems and recommend
the scope, operational strategies, strategies for implementation.
achievements and factors militating
against the Scheme with a view to
examining the extent to which SIWES
1.2 Practical implications of the
Study
has enhanced the development of Findings of the study will enable
Technical Skills in Nigeria.
Stakeholders review and make
1.1 Aim and Objectives of the
necessary adjustments for effective
management of the Scheme.
Study
The study aims at examining the The study will also assist Institutions
extent to which SIWES has enhanced of Higher Learning to review, where
(or impacted on) the development of necessary, their curricula in line with
Technical Skills in Nigeria. Objectives the needs of the economy. The
of the study are to:
findings of the study will reposition
i) Examine the effectiveness of Industry and Commerce to perform
the Administrative Structure for their roles more effectively.
the management of SIWES;
ii) Examine the adequacy (or It is hoped that the study will enhance
otherwise) of the annual the commitment of Students to the
1
INTRODUCTION
3

1
INTRODUCTION
Scheme and will enable them receive
have functional SIWES
proper and adequate practical
Units.
training. II. Students are given proper
orientation/induction prior
Finally, it is expected that the findings
to attachment.
will enable the ITF and other III. All Stakeholders are aware
Stakeholders manage the Scheme
of their responsibilities in
better.
the Scheme.
IV. Students are properly
1.3 Research Questions
placed in areas relevant to
I. W h a t A d m i n i s t r a t i v e their disciplines.
Structure is in place for V. E m p l o y e r s h a v e
SIWES
appropriate equipment,
II. H o w e f f e c t i v e d o facilities and welfare
Stakeholders involved in
services for Students.
SIWES perform their roles VI. Students have not been
III. What are the instruments previously exposed to
u s e d f o r S I W E S
industrial work experience.
administration
VII. The Scheme is adequately
IV. What is the perception of funded by the Federal
Stakeholders on the impact
Government.
of SIWES on technical skill VIII. All Stakeholders are
development
committed to the success
V. What are the factors that of the Scheme.
i m p e d e t h e s m o o t h
operation of the Scheme 1.5 Scope of the Study
VI. What are the possible The study covered the philosophy and
solutions to surmounting concept of SIWES, objectives and
t h e i d e n t i f i e d growth of the Scheme. The role of
impediments
Stakeholders involved in the Scheme
and the effectiveness of the
1.4 Assumptions of the study m a n a g e m e n t s t r u c t u r e w a s
The following assumptions were examined. Furthermore, the qualities
made to guide the study:
of the products of the Scheme, in
I. Participating Institutions terms of their employability in light of
4

Technical Skills/requirements of the
economy, were considered. In view of
these, issues and challenges that
affect the Scheme were examined
and appropriate solutions proffered
with recommended strategies for
implementation.
The study was restricted to selected
Institutions of Higher Learning, ITF
Area Offices and Employers of
Labour in the six geo-political zones of
the country.
1
INTRODUCTION
5

CHAPTER TWO
2
LITERATURE REVIEW
LITERATURE REVIEW
2.1 Introduction
The effective development of Human
Resource, as one of the most effective
ways of achieving economic growth
and development, has for long been
recognized. Human Resource
Development has been variously
defined; however, emphasis has been
laid on manpower planning, training,
retraining, productivity improvement
and employee motivation. Thus,
Human Resource Development
embraces diverse processes which
aim at transforming people to enable
them contribute more effectively to
social and economic development. A
nation's Human Resource can,
therefore, be improved through
purposeful and result-oriented
education and training. One of such
interventionist programmes is the
Students Industrial Work Experience
Scheme (SIWES), a skills training
programme introduced to the
educational and training system in
Nigeria since 1973.
This chapter reviews relevant and
related works on Students Industrial
Work Experience Scheme (SIWES),
with special reference to Technical
Skills Development in Nigeria. Such
literature include: materials on
Cooperative Education and Work
Experience in other countries,
published documents and policies
related to the introduction of the
Scheme in Nigeria and previous
efforts at improving the operation of
the Scheme. A summary of our review
of the literature concludes the chapter.
2.2 Students Industrial Work
Experience Programmes
The idea of Students acquiring work
experience while still in school has for
long been recognized in a number of
countries. The second edition of the
Industrial Training Fund's Training
Guide Monograph (2003), highlighted
Work Experience in other countries.
Presentation in this section relies
substantially on the monograph.
6

2LITERATURE REVIEW
The practice of work experience
varies from country to country but
essentially, they have the same goal.
In Egypt, all Tertiary Institutions must
give Students real life work
experience in such activities as
c o n s t r u c t i o n a n d a c q u i r i n g
experience in electrical and plumbing
works. Lecturers are involved in
industrial activities, providing
consultancy services.
formerly known as the World Council
and Assembly on Cooperative
Education, was founded in 1983 to
foster Cooperative Education
P r o g r a m m e s w o r l d - w i d e
(www.wacein.org/history). Its
founders were College and University
Presidents, Educational Specialists
and Employers from Australia,
Canada, Hong Kong, Netherlands,
Philippines, US and UK.
In India, small scale industries are
established within the premises of
Tertiary Institutions to simulate real life
situations. Similarly, in the USA,
Students of engineering and
technology faculties are given the
challenge to design and construct
faculty items. Also, in the UK,
experiences of Skill Centres and
Grant System have promoted work
experience while the various Training
Boards help in shaping school
curricula. Furthermore, in the former
USSR, sufficient provision was made
for Students to acquire relevant
practical skills in industry for a period
of six months and at least, twice during
their course of study.
One of the most renowned and
developed Students Work Experience
Organisations- the World Association in 1987.
for Cooperative Education (WACE),
As the only Organization devoted to
Cooperative Education on a global
basis, WACE aggressive advocates
for work-integrated education and a
resource of information and
assistance to schools, employers and
governments endeavoring to initiate
o r s t r e n g t h e n p r o g r a m m e s
(www.wacein.org/history).
At its inception, the World Assembly
for Cooperative Education outlined
three strategies. First, membership
was to be initiated by inviting
educators and employers from around
the world to join the Assembly.
Secondly, to sponsor Biennial World
Conferences on Cooperative
Education. Thirdly, to publish and
distribute newsletter world-wide, first
edition of Global Newslink was issued
7

2
LITERATURE REVIEW
Over the next few years, the World arrangements with Educational
Assembly for Cooperative Education Institutions, especially as they pertain
established itself as a viable, albeit to Human Resource Development.
small, International Association. Additionally, it provided technical
Biennial World Conferences were assistance to Educational Institutions
held in London, UK (1983); Boston, and Governments interested in
USA (1981); Melbourne, Australia adopting some form of Cooperative
(1983); Edinburgh, Scotland (1985); Education, particularly among the
Amsterdam, the Netherlands (1987); Third World Countries.
Hamilton, Ontario, Canada (1989);
Hong Kong (1991); Dublin, Ireland Cooperative Education uses a model
(1993); Kingston, Jamaica (1995); that involves all parties in the learning
Cape Town, South Africa (1997) and process, namely; the Students, the
th
the 11 World Conference was held in E d u c a t i o n a l I n s t i t u t i o n s a n d
Washington DC, USA (1999) Employers, and fits it well with the view
(www.wacein.org/history)
of converging the perspectives of
teaching and learning (Raubenmer,
Planned meetings of the World 2002). It links and integrates higher
Council and Regional Conferences for education with workplace learning
the future were then scheduled and experience, provides Students with
held in Nagoya, Japan (2000); and motivation and promotes effective
Bandung, Indonesia (2002). Based on learning of skills required by Students.
these achievements and the growing According to Bitzeret al (1999), the
interest in a broader linkage between Work Experience involves definite
education and work experience, the p e r i o d ( s ) o f e m p l o y m e n t
World Assembly expanded its supplementing full or part-time study
objectives to include increasing on campus. Hall (1999) observed that,
World-wide membership and the feature that distinguishes
promoting values that accrue to all successful Cooperative Education
p a r t i c i p a n t s i n C o o p e r a t i v e from other essentially unintegrated
Education. Furthermore, it provided a work-study programmes is the extent
platform for assisting employers, to which the two elements of formal
especially multinational corporations, study and work are integrated as full
to take full advantage of the potential partners in the learning process and
values of Cooperative Education the college curriculum. As noted by
8

Raubenmer (2002), evaluation of the productive, nor are they adaptable
experience and the learning that takes within a changing market place, and
place is performed by all participants that their greatest returns were found
(Student, Employer and Institution). to be after specific skills training. The
South African Society for Cooperative
Cooperative Education, thus, implies Education, in 2000, identified the
a partnership between Students, following as objectives of Cooperative
Training Institutions and Employers. Education (SASCE, 2000):
The Cooperative Education Model I. Compile a career oriented
consists of periods of Academic
course which satisfies needs
Education and Experiential Learning
of Students as well as
(training in industry). Whereas the
industry.
Academic Component is made up of II. Assist Students to develop
formal tuition and laboratory teaching,
knowledge and skills which
the Experiential Learning Component
cannot be achieved in a
consists of formal training modules,
classroom situation.
work experience and career III. Focus academic content of
experience. Formal training modules
the most recent technological
refer to training opportunities with
developments on relevant
clearly defined aims and objectives.
needs of commerce and
T h e p r o g r e s s o f s t u d e n t ' s
industry.
development and competencies are IV. Assist Students in the transfer
measured against predetermined
from higher education to a
criteria. Work Experience refers to the
career and develop skills
experience gained by exposure to the
necessary in a successful
real life or actual work situation.
career.
Career Experience refers to those V. Guide Students to master
aspects to which the Student is
skills in independent work,
exposed during his Experiential
effective communication,
Tr a i n i n g r e l a t i n g t o c a r e e r a n a l y z i n g , i n n o v a t i o n ,
development, such as lines of
synthesizing and integrating
authority and his position in the
situations in the work
company(Raubenmer, 2002).
environment and
Similarly, Coleman (1998), asserted VI. Establish contacts for future
that graduates are not immediately
employment.
2
LITERATURE REVIEW
9

2
LITERATURE REVIEW
Achieving the stated objectives will,
therefore, ensure a smooth and
efficient transition from the classroom
to the workplace, i.e. to match
Students expectations with employers
needs as effectively as possible. It is,
therefore, expected that development
of the following core skills should take
place during the period of experiential
learning:
2.3 Students Industrial Work
Experience Scheme (SIWES)
in Nigeria
The concept of training as a
continuous process at all stages of a
worker's active life, and at all
occupational levels for improved
performance, has for long been
recognized as a key factor in
enhancing free mobility of labour
I. Communication skills, which force. Following this realization, the
is the ability to use a range of Industrial Training Fund (ITF), as an
fundamental arithmetic and Agency of the Federal Government,
mathematical skills to reach introduced the Students Industrial
conclusions in a range of Work Experience Scheme (SIWES) in
situations. 1973.
II. Information technology skills,
which refers to the ability to The Fund in its Policy Statement No.
use new technology to input 1, published in 1973, included a
p r o c e s s a n d o u t p u t clause dealing with the issue of
information and to perform practical skills among locally trained
basic operations.
professionals. Section 15 of the Policy
III. Problem solving skills, which Statement states, inter-alia, that
relates to the ability to identify “great emphasis will be placed on
and clarify the nature of assisting certain products of postproblems,
to plan and secondary school system to adopt or
implement strategies to orientate easily to their possible postaddress
problems and graduation job environments. The
evaluate the effectiveness of Fund will seek to work out cooperative
strategies and solutions machinery with industry, whereby
(South African Society for Students in Institutions of higher
Cooperative Education, learning may receive training in
2000). Industry or Commerce compatible
with their areas of study. The Fund will
support such mid-career attachments
10

y contributing to the allowances, Manpower Development and Training
payable to the Students”.
in Nigeria. Indeed, National Policies
on Education (1998, 2004) identified
In realization of this Policy Guideline, SIWES as one of the 10 ways or
the Fund, within the first few years of strategies of pursuing the seven goals
operation identified lack of practical of Tertiary Education in Nigeria.
skills among locally trained Engineers
and Technologists. It observed a wide At the formative stage (1973-78),
gap between theory and practically- SIWES was solely funded by the ITF.
oriented courses in almost all Nigerian However, the ITF had to withdraw in
Institutions of Higher Learning. 1978 due to the heavy financial
r e q u i r e m e n t . T h e F e d e r a l
In an effort to bridge the gap between Government handed over the
theory and practice in Engineering Scheme in 1979 to both the National
and Technology in Tertiary Universities Commission (NUC) and
Institutions, the Industrial Training the National Board for Technical
Fund, therefore, initiated the Students Education (NBTE). By November
Industrial Work Experience Scheme 1984, the Federal Government had
(SIWES) in 1973. The Scheme is a reverted the management and
Skills Training Programme designed administration of the Scheme to the
to expose and prepare Students of ITF, due to inability of the Regulatory
Universities, Polytechnics, Colleges Agencies to cope with the logistics
of Technology, Colleges of Agriculture involved for such a National Scheme.
and Colleges of Education for the Since then, the funding of the Scheme
industrial work situation they are likely has been borne solely by the Federal
to meet after graduation. The Scheme Government of Nigeria.
also affords Students the opportunity
of familiarizing and exposing
themselves to the needed experience
2.4 Objectives of SIWES and
Roles of Stakeholders
in handling equipment and machinery SIWES, among other things, outlined
that are usually not available in their and detailed objectives and roles of
Institutions.
Bodies involved in management, (ITF,
the Regulatory Agencies, the
Ever Since, the Scheme has been Institutions and the Employers) and
mainstreamed into the process of duration of attachment.
2
LITERATURE REVIEW
11

2
LITERATURE REVIEW
Since its inception in 1973, SIWES
expanded in terms of number of
2.5 SIWES and Cooperative
Education
eligible courses and Institutions, SIWES and Cooperative education
Students and Employers of Labour are both designed to enable Students
that participate in the Scheme. Today, acquire practical skills and knowledge
it has become a precondition for the to enable them fit adequately into the
award of Diploma and Degree world of work. A comparison between
Certificates in most Institutions of the SIWES and Cooperative
Higher Learning in the country. E d u c a t i o n P r o g r a m m e w a s
Accordingly, Participation of Students undertaken by Alabi (2006). The
in SIWES has consistently increased comparison, which was presented in a
over the years. For example, from tabular form, was based on eight
1991 to 1998, the number of Students criteria, namely, major objective,
increased from 38,900 to 76,264, involvement of Stakeholders, duration
bringing the total to 456,154. Similarly, o f t h e p r o g r a m m e , f u n d i n g ,
between 1999 and 2006, participation conceptual framework, methodology,
increased from 59,196 to 162,368 with use of curriculum, and existence of
a total of 790,928 (Appendix I)
administrative structure as shown in
Tables 2.1 and 2.2.
Table 2.1:
A Comparison of the SIWES and Cooperative Education
S/No Area of similarity SIWES Cooperative Education
1 Conceptual Framework
It is a skills Training
programme designed to
expose and prepare
Students of Science,
Engineering and
Technology of Tertiary
Institutions for the
Industrial Work situation
they are likely to meet
after graduation.
It is an integrated
learning model
consisting of academic
and experiential learning
components.
2 Methodology Utilizes placement in
industry as methodology
for imparting practical
skills and experiences.
3 Use of Curriculum Uses tailor-made
programmes to guide
skills acquisition process.
Also emphasizes
placement of Students in
real life work
environment.
Places Emphasis on
experiential learning
curriculum.
4 Existence of
Administrative
Structure
Managed by a SIWES
Coordinating Unit.
Managed by Programme
Advisory Councils in
Tertiary Institutions.
12

Table 2.2:
A Comparison of SIWES and Cooperative Education
S/No Areas of Difference SIWES Cooperative Education
1 Major Objective Broad outcome
(Designed to bridge
the gap between
theory and practice of
Students in Tertiary
Institutions).
2 Involvement of
Stakeholders
3 Duration of
programme
Minimal commitment to
trainee by industry
(statutorily limited to
offering placement of
attachment).
Duration from 4-6
months
4 Funding Sponsored mainly by
Government.
Specific outcome
(Designed to prepare
Students of Tertiary
Institutions for particular
vocation or profession).
Formalization
commitment by industry
to trainee which may
lead to full employment.
Duration not less than
24 months
Contribution by all
Stakeholders, including
Students.
2
LITERATURE REVIEW
In addition to the differences
presented in Table 2.2, it should be
noted that, whereas Cooperative
Education specifies the development
of certain core skills during the period
of experiential learning; the objective
of SIWES are broad and not specific.
2.6 Previous Appraisals of the
Scheme
The Students Industrial Work
Experience Scheme has been
reviewed frequently in terms of scope,
operations and guidelines. Such
efforts at reviewing the Scheme have
been documented in reports of the
Industrial Training Fund (ITF) which
include; Biennial SIWES National
Conference, Students Industrial Work
Experience Scheme in Human
Resource Development in Nigeria
(ITF 2003) and the Annual Chief
Executives' Forum of SIWES
Regulatory Agencies with other
Stakeholders.
Similarly, the SIWES Handbook
which provides information on the
concept, objectives, scope and
operational process is reviewed and
13

2
LITERATURE REVIEW
updated regularly to reflect necessary theme, “Restructuring SIWES to
changes. Three of such reviews have Meet Current Industrial Manpower
so far been produced since the first R e q u i r e m e n t s ” . P a p e r s ,
issue in 1974. In this Section, the representing views of the various
f i n d i n g s , r e s o l u t i o n s a n d levels of Tertiary Education, the
recommendations of such reports are Regulatory Agencies and Employers
highlighted.
of Labour were presented. At the end
of the Conference, the following
2.6.1 ITF Biennial SIWES National Communiqué were released:
Conference I. SIWES Accounts
The ITF organizes the Students The Conference observed that the
Industrial Work Experience Scheme non-opening and operating of
(SIWES), National Conference separate SIWES accounts by
Biennially. The Conference provides a Institutions contributed largely to
forum for Stakeholders to convene t h e n o n - d i s b u r s e m e n t o f
and review the operations of the allowances to Students as at when
Scheme during the preceding two due. Conference therefore,
years. The objective of the resolved that all defaulting
C o n f e r e n c e i s t o a s s e s s Institutions should immediately
developments of the Scheme on the open SIWES bank accounts and
basis of the Operational Guidelines, submit evidence to the ITF, failure
as it affects technological skills of which the ITF, will no longer
requirements of the nation's release funds to such Institutions.
economy. Papers, representing views
of Employers of Labour, who
constitute the end-users of SIWES
II. SIWES Supervision
Conference observed that the
products, are presented at the care-free attitude of Students to
Conference. A review of three of the SIWES was due to inadequate
reports (2002, 2004 and 2006) is supervision, which in turn, was
presented here:
due to logistic problems in zonal
2.6.2
th
8 Biennial SIWES National
Conference
s u p e r v i s i o n . C o n f e r e n c e ,
therefore, resolved that all parties
concerned should re-appraise
th
The 8 Biennial SIWES National their strategies for Students
Conference held in 2002, had as its supervision and that both the ITF
14

2LITERATURE REVIEW
and Institutions should supervise
Students on attachments at least,
twice during their attachment.
E m p l o y e r s s h o u l d b e
sanctioned by the ITF in line
with the Fund's Decree 47 of
1974 as amended in 1990.
III. Placement of Students
C o n f e r e n c e c o n s i d e r e d
placement of Students in
industries as a major problem
IV. Job Description for SIWES
Coordinators
Conference observed that a major
militating against the effectiveness problem associated with the
of the Scheme. In order to stem effective management of SIWES
the tide, it resolved that:
in Institutions stemmed from the
· Regulatory Agencies should fact that most of the appointed
allocate special fund to the Coordinators do not have specific
Institutions specifically for Job Description. To enable
Students placement search. SIWES Coordinators perform
· ITF should assist in offsetting their jobs effectively, therefore,
e x p e n s e s i n c u r r e d b y Conference resolved that a clear
Institutions in searching for and detailed Job Description
placement for Students.
should be provided for all
· ITF should further equip its Institutions.
Area Offices with serviceable
vehicles.
V. Job Specification
· ITF should, as a matter of It was observed that most
urgency, review its Directory of Institutions, in collaboration with
Employers and circulate same their Regulatory Agencies, were
to all Institutions.
yet to design functional Job
· A Directory of Employers, Specification as directed in the
indicating their involvement in l a s t S I W E S C o n f e r e n c e .
accepting Students on Conference, therefore, resolved
a t t a c h m e n t , s h o u l d b e that all parties involved should
compiled by the ITF with a immediately put in place
view to identifying employers machinery to design Job
w h o e x h i b i t a p a t h y . Specifications for the various
Accordingly, Conference disciplines and put such into use,
resolved that all defaulting at the beginning of the next
15

SIWES year.
the defaulting Agency.
2
LITERATURE REVIEW
VI. Rationalization of Eligible VIII. Late Payment of SIWES
Courses
Allowances
Although Conference was in Conference noted that late
agreement with the ITF that the payment of student allowances
explosion in the number of was one of the barriers to the
Students for attachment was due success of the Scheme. To stem
to increase in the number of the danger that delay in payment
courses approved by the various of allowances could cause,
Regulatory Agencies, it resolved Conference resolved that:
that, rather than rationalize Supervisory allowances
eligible courses, more courses should be decentralized to ITF
with practical content should be Area Offices as is the case with
included and funded, accordingly. Student allowances.
VII. Role of Regulatory Agencies
Master/Placement lists should
be ready and submitted to ITF
Conference noted, with dismay, by Institutions through their
the apathy of some Regulatory various Regulatory Agencies
Agencies to matters concerning not later than two months
SIWES. To compel the various before the commencement of
Regulatory Agencies to be more attachment.
functional, Conference resolved
that:
A functional SIWES Unit, fully
IX. SIWES as a Criteria for
Accreditation
staffed should be put in place Conference observed that this is
i m m e d i a t e l y i n t h e a l r e a d y a c r i t e r i o n f o r
H e a d q u a r t e r s o f t h e accreditation and directed that all
Regulatory Agencies.
parties concerned should enforce
ITF, as a matter of Policy, it. It also resolved that SIWES
should put in place appropriate Coordinators should be part of the
sanctions for defaulting accreditation team as may be
Regulatory Agencies, one of required.
which could be non-remittance
of funds to institutions under X. Assistance from Education
16

2LITERATURE REVIEW
Trust Fund (ETF)
National Skill Acquisition Process
Conference noted that finances through SIWES”. At the end of the
for funding SIWES were dwindling C o n f e r e n c e , t h e f o l l o w i n g
and that there was the need to observations and resolutions were
explore other sources. It made:
subsequently identified ETF as
one of such veritable sources.
I. Inflation of Number of
Students presented for
Industrial Attachment by
XI. Single Tier SIWES Institutions
Programme
Conference observed, with
Conference observed that the dismay, the indulgence of
system of breaking attachment some Institutions in the
period into two was saddled with practice of inflating number of
some problems and resolved that Students presented for
from the 2002 academic year, a industrial attachment, with the
new system, whereby Students go attendant cost of increasing
for attachment at a single stretch student allowances and
of between four and six months recommended the verification
should be adopted.
of Master and Placement lists
t h r o u g h m a t r i c u l a t i o n
XII. Credit Load
numbers by Regulatory
Conference observed, with Agencies.
satisfaction that most Institutions
have assigned credit units to
SIWES and have made same a
II. Absence of Clear-cut Job
Specifications
condition for graduation. It then Conference noted that the
resolved that the practice should rather poor quality of training
continue and that all Institutions received by interns during their
should comply forthwith.
attachment was partly due to
the absence of clear-cut Job
th
2.6.3 9 Biennial SIWES National
Conference
Specifications and, therefore,
recommended that defaulting
th
The 9 Biennial SIWES National Regulatory Agencies should,
Conference held in July 2004 was as a matter of urgency,
based on the theme, “Enhancing arrange with their Institutions
17

2
LITERATURE REVIEW
and prepare job Specifications
a t t a c h m e n t t h r o u g h
for use
seminar presentation in
III. Inadequacy of Supervisory
Allowance
addition to technical
reports.
Conference observed that the Industry should present to
“ c u r r e n t ” s u p e r v i s o r y the Institutions confidential
allowance paid to Institutions
reports on each student
was grossly inadequate for
that served in their
effective supervision and
Organisations.
recommended that:
The ITF should design a
Government should review
f o r m a t f o r r e c e i v i n g
upward, the amount being
f e e d b a c k f r o m b o t h
p a i d a s s u p e r v i s o r y
industry and institutions.
a l l o w a n c e f r o m t h e
“current” 10% to 25% of the
student allowance.
V. Involvement of Employers of
Labour in Curriculum
Design and Development
Institutions should make Conference noted the clamour
b u d g e t a r y p r o v i s i o n by Employers of Labour to be
specifically for supervision involved in the process of
a n d p l a c e m e n t o f c u r r i c u l u m d e s i g n a n d
Students.
development for higher
Institutions to make courses
IV. Ineffective Feedback on
Student Participation in
SIWES
run in these Institutions more
relevant to the needs of
I n d u s t r y. C o n f e r e n c e
Conference noted, with considered this a welcome
concern, the ineffective development and therefore,
f e e d b a c k s y s t e m f r o m resolved that modalities
industry, both to the ITF and should be worked out between
the Institutions. Accordingly, Regulatory Agencies and
t h e f o l l o w i n g O r g a n i s e d P r i v a t e
recommendations were made: Sector(OPS), through Nigeria
Students should be made Employers' Consultative
to demonstrate their Association(NECA), towards
participation in industrial realizing the objective.
18

2LITERATURE REVIEW
VI. Difficulty in Placing VIII. Late or Non-payment of
Students on Industrial
Student Allowances by
Attachment
Institutions.
C o n f e r e n c e n o t e d t h e The Conference noted, with
difficulties of placing Students dismay, the late or nono
n a t t a c h m e n t a n d p a y m e n t o f S t u d e n t s '
recommended that:
allowances by Institutions long
Tax Reliefs should be after attachment and the
considered for employers negative effects of this on the
who present proof of image of both the ITF and other
accepting Students on Stakeholders.
attachment.
Such companies should be In order to reduce, to the barest
identified for Government minimum, delays experienced in
patronage.
payment of Students while on
attachment, Conference resolved that
payment should be made through
employers, effective year 2005.
VII. Inadequate Industrial
Materials and Equipment
for Practical Training
Conference noted, with
dismay, the deplorable
situation in Institutions of
Higher Learning as regards
availability of instructional
materials and equipment for
p r a c t i c a l t r a i n i n g .
Consequently, Conference
resolved that Multinational
C o m p a n i e s s h o u l d b e
e n c o u r a g e d t o d o n a t e
IX. E x c h a n g e P r o g r a m m e
between Higher Institutions
of Learning and Industry
C o n f e r e n c e n o t e d t h e
desirability of exchange
programmes between industry
and Institutions of Higher
Learning for Lecturers to
acquire first-hand work
experience to enrich their
knowledge and teaching
equipment and materials to d e l i v e r y. I t t h e r e f o r e ,
Institutions of Higher Learning. recommended that exchange
programmes should be
w o r k e d o u t b e t w e e n
Institutions and Employers to
19

2
LITERATURE REVIEW
20
enable Lecturers undertake
their sabbatical in relevant
Industries.
X. R e v i e w o f C o u r s e s
A p p r o v e d f o r S I W E S
Funding
Conference noted, with
concern, the large number of
courses being listed for
participation in SIWES in the
face of dwindling funding.
Consequently, it resolved that
a Committee of the Regulatory
Agencies, Institutions, the ITF,
NECA, and Professional
Bodies be constituted to
periodically review eligible
courses for SIWES funding.
th
2.6.4 10 Biennial SIWES National
Conference
th
The 10 Biennial SIWES National
Conference, held in July, 2006 had
the theme, “Emerging challenges in
SIWES Operations”, with the
specific objectives to:
P r o v i d e a F o r u m f o r
Stakeholders to review the
Operations of SIWES;
Identify the Operational
Challenges that impact on
effective payment of Student
allowances and
Appraise and adopt for
implementation, the best
option and mode of payment
for Students on attachment.
Five syndicates were formed to
deliberate on the issues raised during
the Conference and to make
recommendations that would form the
basis of the Conference Resolutions.
It is worthy of note that, one of the
groups (Group 5) was to appraise
SIWES in Nigeria since its inception in
1973 and its continuous relevance in
our educational system in terms of:
Philosophy,
Objectives,
Constraints,
Prospects, and
The way forward.
Following the presentation of
r e c o m m e n d a t i o n s b y t h e
representatives of the syndicates,
and after exhaustive deliberations,
the following observations were made
for inclusion in the Conference
Resolutions:
The Philosophy of SIWES was
considered appropriate.
Nevertheless, the Policy
should be reviewed in line with
the current and future
economic needs of the
Country.
Withdrawal of National

Commission for Colleges of
E d u c a t i o n ( N C C E ) f r o m
SIWES was noted and
considered to be in the right
direction.
Participation in SIWES should
be restricted to Technology,
Engineering and Sciencebased
courses.
Reduction in the number of
eligible courses for SIWES will
ameliorate problems of
placement of Students for
SIWES.
Students should be supervised
a t l e a s t , t w i c e d u r i n g
attachment.
Higher Institutions should set
up pilot industries to enhance
acquisition of practical
experience.
Henceforth, payment should
be made to Students through
the banks.
Stakeholders' Forum should
be organized to deliberate on
a l i g n i n g S I W E S w i t h
Cooperative Education.
Based on the foregoing observations
and recommendations, resolutions
were reached by the Conference.
With reference to the philosophy and
relevance of SIWES, the Conference
concluded that “the Scheme has not
only achieved its initial objectives but,
is even more relevant than ever
before, in the face of present decay of
facilities and infrastructure in Tertiary
Institutions despite Government
efforts”. Conference, therefore,
resolved that the Scheme should be
strengthened and the Policy reviewed
in line with current and future needs of
the national economy. Conference
also resolved that Government
s h o u l d i n c r e a s e f i n a n c i a l
appropriation and release same to the
ITF for effective administration of the
Scheme.
2.6.5 SIWES in Human Resource
Development in Nigeria
The Students Industrial Work
Experience Scheme in Human
Resources Development in Nigeria,
ITF (2006), looked into the historical
background of the Scheme, its
objectives, implementation so far, and
the constraints/problems associated
with SIWES operations. It also
evaluated the Scheme's contributions
to Human Resource Development
and offered suggestions for future
improvement.
Some of the factors that militate
against the smooth running of the
Scheme, according to ITF (2006) are:
2LITERATURE REVIEW
21

2
LITERATURE REVIEW
i. A b s e n c e o f S I W E S Development in Nigeria. It noted that,
Coordinating Units in some “tremendous achievements and
participating Institutions. benefits have been recorded through
ii. Late submission of Master/ the implementation of SIWES since
Placement lists.
inception”. The 15 areas in which the
iii. Improper documentation in the Scheme has contributed to Human
Master/Placement lists. Resource Development in Nigeria are
iv. Lack of supervision of highlighted here:
Students by some Institutions. i. At the time of its inception,
v. Lack of joint tailor-made Job SIWES was restricted to
Specifications by Institutions Students of Engineering and
and Employers.
Technology. Today, it covers
vi. Non-acceptance of Students many disciplines because of its
by some Employers.
relevance to technological and
vii. Inadequate SIWES orientation economic development.
programmes. ii. I t h a s s u c c e e d e d i n
viii.Students misconception of e s t a b l i s h i n g a c l o s e r
SIWES; some Students c o l l a b o r a t i o n b e t w e e n
equate the programme with Institutions and Industries, a
holiday jobs while others factor which is essential for
regard the monthly stipends preparing young people for the
more important than the skills world of work.
and knowledge to be gained iii. The Scheme has also forged a
from the Scheme, and
closer cooperation between
ix. A b s e n c e o f d e d i c a t e d the Fund, Industry and
operational vehicles at the ITF, Commerce, thereby assisting
NUC, NBTE, NCCE and the Students of Engineering,
Institutions (ITF2006).
Technology and Commerce,
in their practical internship in
Though, the monograph outlined Industry and Commerce, in
numerous constraints and problems their fields of study.
associated with SIWES operations, it iv. Heads of Institution of Higher
went ahead to enumerate and Learning in the country have
highlight 15 areas in which SIWES now realized the usefulness
has impacted on Human Resource and invaluable contribution of
22

2LITERATURE REVIEW
SIWES in training of Students equipment and machinery that
as a means of improving the they would not have had
quality of skilled manpower in access to in their institutions.
Nigeria- a standard which the viii.SIWES offers an opportunity
limited resources in the for Students to interact with
Institutions cannot provide. In workers of various cadres in
view of the above, more the industry. This interaction
Institutions are involved, increases their understanding
leading to yearly increase in of the job and functions of
the number of Institutions and these professional staff. It also
Students participating in improves Students Human
SIWES.
Relations.
v. SIWES prepares Students to ix. SIWES offers Students an
fit in readily in employment in opportunity for a change of
Industry and Commerce. environment as they move
S t u d e n t s n o w b e c o m e from their Institutions to their
exposed to real life situation, places of attachment.
thus supplementing the x. With the introduction of the 6-
theoretical lessons in the 3-3-4 system of education in
classroom.
the country, which lays
vi. Industry now participates in emphasis on the acquisition of
Curriculum Development useful skills right from the
through practical experience secondary school, SIWES
that Students acquire in provides ample opportunity for
industry.
achieving technological
vii. Practical Industrial experience development.
now forms part of assessment xi. The Scheme provides a forum
for the award of certificates for Industry to evaluate
and degrees in specific prospective employers and
disciplines. Students who gives a feed-back to the
participate in SIWES now Institutions.
perform better at work after xii. SIWES has reduced the need
graduation because of the for the employment of foreign
exposure to the work methods expatriates in the fields of
and proper handling of Engineering, Technology and
23

2
LITERATURE REVIEW
24
other Professions.
xiii.Through SIWES, the cost of
acquiring necessary practical
skills relevant to our economic
and technological needs has
been reduced compared to
what it was by sending
Nigerians abroad to acquire
such skills or to maintain
foreign expatriates in the
country. Apart from the cost,
local training provides diverse
approaches for solving our
Human Resource problems
t h r o u g h a p p r o p r i a t e
techniques.
xiv.The introduction of allowances
assists Students in funding
their education.
xv. The steady increase in the
number of Students and
Institutions participating in the
Scheme is a testimony of the
achievements of the Scheme.
From the foregoing, it will be observed
that the Fund's primary objectives of
generating a pool of trained and
skilled indigenous manpower
sufficient to meet the needs of the
nation's economy are being met to a
large extent through SIWES.
2.7 Summary of Literature Review
The review of literature on Students
Industrial Work Experience in Nigeria
and other countries are summarised
in this section:
1. Although, the practice of work
experience varies from
country to country, essentially,
they have the same goal,
which is to prepare Students of
Tertiary Institutions for the
world of work by providing
them the much needed onthe-
job practical experience.
2. One of the most renowned and
d e v e l o p e d S t u d e n t
Experience Organisations is
the World Association for
Cooperative Education,
founded in 1983 to foster
C o o p e r a t i v e E d u c a t i o n
programmes world-wide and
other work integrated learning
programmes.
3. Cooperative Education uses a
model that involves all parties
in the learning process,
namely; Students, Educational
Institutions and Employers
with the view of converging the
perspectives of teaching and
learning. It links and integrates
h i g h e r e d u c a t i o n w i t h
w o r k p l a c e l e a r n i n g
experience, provides Students
with motivation and promotes

2LITERATURE REVIEW
effective learning of skills of Stakeholders, duration of
required by industry.
programme, funding, and
4. Based on the concept of specification of core skills that
training as a continuous should take place during the
process at all stages of a period of attachment.
worker's active life, and at all 7. SIWES has been regularly
occupational levels for reviewed in terms of scope,
improved performance, the operations and guidelines.
Federal Government of Some of theses reviews were
Nigeria in 1973, through the carried out at the various
ITF, introduced the Students Biennial SIWES National
Industrial Work Experience C o n f e r e n c e s , C h i e f
Scheme (SIWES).
Executives' Forum of SIWES
5. Since its inception in 1973, Regulatory Agencies with
SIWES has expanded in terms other Stakeholders, the
of number of eligible Courses, SIWES Handbook, and a
Institutions, Students and paper on SIWES in Human
Employers of Labour that Resources Development in
participate in the Scheme.
Nigeria.
6. S I W E S i s s i m i l a r t o
Cooperative Education in four Though, each of these reviews
areas, namely: Conceptual appraised SIWES over time, none
Framework, Methodology, use was carried out as a systematic,
of Curriculum and existence of comprehensive and detailed
Administrative Structure. It, evaluation. Hence, the need for a
however, differs in the study such as this.
following areas: involvement
25

CHAPTER THREE
3
METHODOLOGY
the target population, data was
analysed through content analysis
and descriptive statistic.
METHODOLOGY
26
3.1 Introduction
This chapter discusses the method
employed in the study. This
includes Research Design, Target
Population, Sampling Methods,
Data Collection and Analysis.
3.2 Research Design
The study employed a crosssectional
survey design to elicit
information from all categories of
respondent. Qualitative and
quantitative data were gathered
t h r o u g h i n t e r v i e w s a n d
questionnaires respectively. From
3.3 Target Population
The stakeholders in the Scheme are
from Institutions, Industries and
Government. Therefore, for this
study the target population include:
1. Institutions of higher learning,
including personnel responsible
for coordinating SIWES activities
such as SIWES Directors/
Coordinators and those bodies
that regulate and monitor SIWES
activities. These are: NUC,
NBTE and NCCE.
2. Employers of Labour, who are
the major end users of the
products of Tertiary Institutions.
3. Associations coordinating
activities of Industry (MAN,
NASSI, NACCIMA and NECA).
4. Regulatory and Professional

3METHODOLOGY
B o d i e s ( A R C O N , N I A , c) Spread of Institutions.
CORBON, NIOB, COREN and d) Ratio of Institutions per Area
NSE).
Office (Density).
5. Policy makers, including Federal e) Mix of NUC, NBTE and NCCE
Ministries of Industry, Education, Institutions.
National Planning Commission, f) S p r e a d o f I n d u s t r i e s
and the National Assembly.
(Employers of Labour),
6. The Industrial Training Fund and including MAN, NASSI,
its personnel (Director-General, NECA, and NACCIMA.
Members of Management, Area g) Mix of Government owned
Managers, SIWES Schedule Firms/Organisations.
O f f i c e r s , b o t h a t t h e
Headquarters and Area Offices, A multi-stage sampling procedure
SIWES Accountants, both at the was adopted. The first stage of
Headquarters and Area Offices). sampling selected half (50%) of the
7. Graduates of the Scheme and number of States of the Federation
8. S t u d e n t s c u r r e n t l y o n with a maximum number of 3 States
SIWES.
in each of the 6 Geo-political Zones
3.4 Sampling Techniques
of Nigeria, totaling 18 States, and
the FCT to work with. The second
The six geo-political zones of the stage employed clusters of 3 States
country and the 27 Area Offices of in each Geo-political Zone, to
the ITF were the bases for sampling. purposively select an urban State
with highest number of Tertiary
Criteria for sampling the Geo- Institutions, a semi-urban State with
political Zones and Area Offices of medium number of Tertiary
the ITF include:
Institutions, and a rural State with a
a) Number of States. few of Tertiary Institutions. The third
b) N u m b e r a n d t y p e s o f stage was random selection of
Institutions.
Tertiary Institutions in the sampled
27

3
METHODOLOGY
28
urban, semi-urban and rural States.
Information were collected on
variables of the study from industry
and other Stakeholders within this
zoning structure of sampling as
follows:
A frame of Employers that
a c c e p t S t u d e n t s o n
attachment was drawn
according to zonal selection.
A frame of Graduates in
employment was drawn
according to disciplines and
Employers in the zones.
A frame of SIWES Students
participants according to
courses/disciplines and
institutions (Universities,
Polytechnics/Monotechnics
and Colleges of Education).
Representative of crosssections
of industries from
both the formal and informal
sectors in the zone.
R e p r e s e n t a t i v e s o f
Regulatory Bodies (NUC,
N B T E , N C C E ) , t h e
Organised Private Sector as
represented by bodies such
as MAN, NECA, NASSI and
Professional Bodies like
COREN, CORNON and
ARCON were selected.
Representatives of the
sponsors of the Scheme, the
FMI and the ITF.
N a t i o n a l A s s e m b l y
Committees on Education
and Industry.
For scientific determination of
sample size for data collection,
preliminary estimates of the number
of the various Stakeholders involved
in SIWES were made. Based on the
estimates, the research employed
the simple random sampling
procedure in selecting sample sizes
of different categories of tertiary
institutions viz: SIWES Students
and SIWES Graduates.
Firstly, the complete list of different
categories of Tertiary Institutions in
the country were obtained and
numbered alphabetically; secondly,
the sample sizes of the different
types of Tertiary Institutions were
determined using the formula
presented below:

3METHODOLOGY
Where:
From the equations:
1,200 SIWES graduates, totaling
n = required sample size 2,400 were used as sample sizes for
N = the given population size d a t a c o l l e c t i o n . T h i s w a s
P = Population proportion ( in complimented by varied numbers of
our case will take 0.5) instruments for different Stakeholders
2
e = The degree of accuracy as as follows:
reflected by the amount of i) 60 Employers Questionnaires,
error that can be tolerated ii) 36 SSIs with Heads of
in the fluctuation of a Institution,
sample proportion p about iii) 36 SSIs with Institution-based
the population proportion;
S I W E S C o o r d i n a t o r s /
p = The value for d being .05 in Directors,
the calculations for entries iv) 1 8 F G D s w i t h S I W E S
in the table, a quantity Graduates,
equal to
v) 30 SSIs with Human Resource
2
Z = table value of chi square for Managers, and
one degree of freedom vi) 60 SSIs with Industry-based
relative to the desired level SIWES Supervisors.
of confidence, which is
3.841 at 0.95 confidence
level.
3.5 I n s t r u m e n t s f o r D a t a
Collection
To ascertain the impact of SIWES on
Using the table of random numbers, technical skills development in the
the sample size of different categories country, it was expedient to rely on
of tertiary institutions were obtained both qualitative and quantitative
and data collected from the selected information from a wide range of
institutions.
primary and secondary sources of
data.
Secondly, 1,200 SIWES Students and
29

3
METHODOLOGY
The primary sources of information produced for data collection.
were collected using:
i) Structured questionnaires, In terms of secondary sources of data,
ii) Focus group discussions (FGD) the following were central to the
with SIWES Graduate Students evaluation of the impact of SIWES on
and
Technical Skills development:
iii) Semi-structured interviews (SSIs) i) Published Research Reports by a
with key informants who were n u m b e r o f a u t h o r s a n d
Stakeholders.
Organisations, notably the ITF;
Three structured questionnaires for and information and research
S I W E S S t u d e n t s , S I W E S published by a number of
Graduates and Employers were government MDAs, tertiary and
administered. The questionnaires private sector institutions in the
contained both quantitative and country; including the Ministry of
qualitative questions.
Education.
ii) Archival records in files.
Similarly, four SSIs for Heads of iii) Periodic (monthly, quarterly and
Institution, Institution-based SIWES annual) reports on SIWES.
Coordinators/Directors, Human iv) Memos and Petitions.
Resource Managers, and Industry- v) Students Log Books.
based SIWES Supervisors were vi) Assessment Instruments such as
c o n d u c t e d o n t h e s e l e c t e d Technical Reports.
respondents.
vii) Relevant documents such as the
law establishing the ITF and
Lastly, FGDs were held for SIWES SIWES National Policy.
Graduates and some Instution-based viii) Records of funding.
SIWES Coordinators/Directors. ix) Organisational Structure.
x) Operational Instruments.
All instruments of data collection xi) Conference reports (Biennial,
(questionnaire, SSIs and FGD Stakeholders, Chief Executives).
checklists) were pre-tested. The xii) Reports from Professional/
results of the pre-test were used to Regulatory Bodies like the NSE,
modify few questions in the NIOB, NIA, NITP, NECA,
instruments to elicit the required CORBON, COREN ARCON; and
information, before they were xiii) Journals and Internet articles
30

3.6 Method of Data Analysis facilitate interpretation, presentation
The following methods were and report writing.
employed to analyse and interpret the
data:
All categories of field personnel were
i) Descriptive Statistics. given one-day training on the
ii) Analytical Statistics was used to instruments, mode and challenges of
process and annotate data. Mean data collection, including ways of
statistics were employed to tackling anticipated challenges.
interprete the relationship Similarly, Data Entry Assistants were
b e t w e e n t r a i n i n g a n d i t s trained in order to fast-track data
aftermath, roles of Stakeholders. entry. The reports of these trainings
iii) C o n t e n t a n a l y s i s o f t h e were used to monitor and evaluate
information from FGDs, SSIs, data collection and entry by the Zonal
Student Log Books, and materials Coordinators.
from secondary sources.
3.7 Study Personnel
Field personnel comprised of Zonal
Coordinators, State Supervisors,
Field Assistants, Data Assistants and
Data Analysts. SIWES Scheduled
Officers in the ITF and SIWES
Coordinators of Tertiary Institutions
were carefully identified and trained
as field personnel to collect and
supervise data collection under Zonal
Coordinators. Data Entry Assistants
under a Data Analyst were recruited
for data entry and annotation to
3
METHODOLOGY
31

CHAPTER FOUR
4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
BACKGROUND CHARACTERISTICS OF RESPONDENTS
4.1 Introduction
Institutions compared to their female
Background characteristics of counterparts.
Respondents of the study (Students
on attachment during the Study, A cross tabulation of gender by faculty
Graduates of the Scheme, Employers clearly shows the level of participation
of Labour as well as those of the of males and females in the Scheme.
Institutions) are described in this Over half of males in the study 216
section. These defining features help (52.4%) are in the Faculty of
t o e x p l a i n t h e p e r c e p t i o n s , Engineering/Technology compared to
experiences, performance and the 55 (22.7%) of the females from the
challenges to SIWES. same Faculty. Furthermore, 88
4.2 Students
(21.4%) of the males are in
Natural/Physical Sciences with 87
This section captures the background (36.0%) of the females in the same
characteristics of Students on Faculty when compared within
SIWES, whom the Research team g e n d e r . H o w e v e r , f e m a l e
interacted with in the course of the participation is more pronounced in
study.
the Faculty of Education with 43
(17.8%) as compared to the males
4.2.1 Gender
Data on gender shows that, most of
which records 27 (6.6%). This may
be attributed to high representation of
the respondents 486 (61%) are male females in the Teaching Profession,
while 311 (39%) are female. This which is one of the sex typical jobs.
finding supports the general trend in
educational enrolment in Nigeria,
where gender disparities are evident
4.2.2 Age Distribution
Ages of respondents are presented in
particularly, at the Tertiary level as Table 4.1
m o r e m a l e s a t t e n d Te r t i a r y
32

15 –
19 45
Table 4.1: Distribution of Respondents by Age
Age Group Frequency Percentage (%)
5.4
20 – 24 528 63.7
25 – 29 225 27.1
30 – 34 19 2.3
35 – 39 5 0.6
40 – 44 5 0.6
45 – 49 1 0.1
50 and above 1 0.1
Total 829 100
Non-response = 63
most people attend Tertiary
From Table 4.1, most of the Institutions.
respondents fall within the age
brackets of 20 – 24 (63.7%) and 25 –
4.2.3 Marital Status
Table 4.2 presents the data on the
29 (27.1%). This distribution marital status of Students that
corresponds with the ages at which participate in SIWES.
Table 4.2: Distribution of Respondents by Marital Status
Marital Status Frequency Percentage
Single 755 90.5
Married 68 8.2
Widowed 4 0.5
Separated 5 0.6
Divorced 2 0.2
Total 834 100
Non-response = 58
4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
33

4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
The results in Table 4.2 show that qualifications. In Nigeria, there are
most (90.5%) of the Students on three types of Institutions, namely
SIWES are single. This makes this U n i v e r s i t i e s , P o l y t e c h n i c s /
group especially suitable for SIWES Monotechnics and Colleges of
as they are able to travel for longer Education.
distances to seek placements without
the added pressures or demands of The distribution of Students by types
marriage and a family.
of Institution indicate that majority of
r e s p o n d e n t s a r e f r o m t h e
4.2.4 Source of Income
mono/polytechnics 328 (40.7%). This
Predominant proportions (92.7%) of is closely followed by universities 319
the respondents do not have steady (39.6%) while those from COE are
source of income. They are either 158 (19.6%). However, 87 Students
Students or unemployed. Thus, most did not respond to the question.
of the respondents have limited
resources to undergo SIWES without 4.2.6 Faculty
some financial assistance. The few A faculty refers to a Division of the
employed Students are dispersed University, Colleges of Education or
across the occupations/vocations Mono/Polytechnic, which could be a
ranging from farming, artisan/crafts to D e p a r t m e n t , o r g r o u p o f
trading.
Departments, dealing with specific
areas of specialisation. The
4.2.5 Types of Institution
distribution of responding Students by
In this study, Institutions are Faculties in Tertiary Institutions are
c o n c e p t u a l i s e d a s Te r t i a r y presented in Figure 1.
Organisations that offer programmes
in specific academic fields and
34

4
Figure 1 shows that about four out of
ten Students in SIWES are from
Engineering/Technology Faculty. This
is followed by Faculty of Natural/
Physical Sciences with 26.7% and
Faculty of Education (12.6%). The
h i g h r e p r e s e n t a t i o n o f
E n g i n e e r i n g / Te c h n o l o g y i s
attributable to the initial thrust of
SIWES objectives, which were to
enhance the acquisition of technical
skills for national development.
proceed on SIWES. Figure 2 shows
that over a third of the Students that
responded are in their second year of
study.
BACKGROUND CHARACTERISTICS OF RESPONDENTS
4.2.7 Year of Study
Institutions and Disciplines determine
the year of study when Students
35

4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
This is probably because most
Institutions that participate in SIWES
commence the Programme from the
second year of study. It is, however,
different for some Polytechnics where
the results of cross-tabulation of year
of study by Institution show that about
a third of them commence SIWES in
their first year of study.
4.3 SIWES Graduates
Graduates of SIWES are those who
have passed through SIWES
irrespective of whether or not they
have graduated from Institutions.
4.3.1 Gender
Figure 3 on the gender distribution of
SIWES Graduates reveals a similar
pattern to those of the Students
currently on the Scheme. The female
gender is less than a third of the total
respondents (28.2%). We have
alluded to the fact that the gender
disparity in enrolment particularly for
technical education, explains the
token representation of the females.
4.3.2 Age Distribution
The distribution of SIWES Graduates
by age is presented in Table 4.3.
Table 4.3: Distribution of Graduate Students by Age
Ages (Years) Frequency Percentage(%)
15-19 17 1.8
20-24 429 45.3
25-29 380 40.2
30-34 53 5.6
35-39 27 2.9
40-44 24 2.5
45-49 10 1
50-54 5 0.5
55-59 1 0.1
Total 946 100
36

Non-response = 20 respondents are unemployed, 296
The data reveals that 85.5% of the (32.3%) are employed, while 51 did
respondents are between the ages of not respond to the question. The high
20 and 29. This distribution reflects number of unemployed could be
the general period that people pursue attributed to the fact that, most of
Tertiary Education since most of the these SIWES Graduates are yet to
respondents were still at the complete their studies and therefore,
Institutions.
not seeking employment. Among
those that are employed, many
4.3.3 Marital Status
(44.6%) are in the Public Sector as
The distribution of respondents by shown in Figure 4.
m a r i t a l s t a t u s r e v e a l s t h a t
830(86.7%) of the SIWES Graduates Figure 4, however, shows that most
are single, while 126 (13.2%) are (55.4%) of the SIWES Graduates are
married. The high representation of
single people is because most of the
SIWES Graduates are still studying in
the Institutions.
4.3.4 Employment Status
Regarding employment status, it was
noted that 619, (67.7%) of the
employed in the Private Sector. This is
i n l i n e w i t h G o v e r n m e n t ' s
D e v e l o p m e n t P o l i c y w h i c h
emphasizes a Private Sector led
economy. Besides, securing
employment in the Public Sector is
becoming more challenging.
4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
37

4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
4.3.5 Types of Institution
S I W E S G r a d u a t e s w e r e
disaggregated by type of Institutions
they attend(ed) as shown in Figure 5
The distribution of SIWES Graduates
in the study shows that, Universities,
Polytechnics/Monotechnics and
Colleges of Education (COE) are
represented in descending order.
These figures are further indicative of
the trend of enrolment in the various
Institutions.
4.3.6 Faculty
SIWES Graduates in the survey were
drawn from various Faculties as
presented in Figure 6
Figure 6: Distribution of SIWES Graduates by Faculty
38

Figure 6 shows that over two thirds of had it twice and 84 (9%) had been on
SIWES Graduates are from the SIWES for more than two times.
Faculties of Engineering/Technology There were 30 none responses. Most
287(30.1%), Natural/Physical of those who had more than one
Sciences 205 (21.5%) and Education SIWES experience could be
178(18.6%), respectively. attributed to the course of study and
the type of Institution attended.
4.3.7 Year and Number of Times
on SIWES 4.4 Employers of Labour
Majority 831 (89.5%) of respondents Employers of Labour comprise Public
reported to have had their SIWES and Private Organisations that accept
experience from 2001 to 2008. The Students for SIWES.
fact that the study targeted Graduates
of the Scheme who have also
graduated or are yet to complete their
4.4.1 Ownership and Size of
Organisation
s t u d i e s e x p l a i n s t h i s h i g h Most Organisations, 60 (59.4%) that
representation. This period also participated in the study, are Public
witnessed an increase in the number owned, while 41 (40.6%) are Private
of courses approved for SIWES by the organisations. There was a non-
Regulatory Agencies (Figure7). response by 4 (four) of the
organisations. The information on the
sizes of the Organisations is provided
in Table 4.4.
4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
Furthermore, analysis of the
instruments revealed that a majority
681 (72.8%) had it once, 171 (18.3%)
39

Table 4.4:
Distribution of Employers of Labour by the Size of
Organisation
Size Frequency Percentage (%)
4
Micro 3 3
Small 19 19
Medium 41 41
Large 37 37
Total 100 100
BACKGROUND CHARACTERISTICS OF RESPONDENTS
Non-response = 5
The results in Table 4.4 indicate that,
among the organisations studied,
41% are Medium sized while, 37% are
Large Scale Organisations. The
higher representation of the Medium
and Large Scale Organisations was
due to their capacity to absorb SIWES
Students and to employ Graduates.
4.4.2 Year of Establishment of
Organisation
Figure 1.8 presents data on Year that
SIWES participating Institutions were
established.
40

1960 – 1970 0
Furthermore, Figure 8 shows that Industries were established after
most (29.7%) of the Organisations 2000 while the Small-Scale Industries
surveyed were established between were established from 1991 to 2008.
1971 and 1980. This period is also Conversely, the establishment of
recognised as the era of Nigeria's Large and Medium Industries
economic boom when there was witnessed growth from 1960s –
sufficient fund in circulation that 1980s, but thereafter, a decline set in
engendered the establishment of and worsened in the current period.
industries. The figure indicates that This has implication for the growing
15.8% of the Organisations were number of Students requiring
established between 1960 and 1970. placement for SIWES, as it has been
A cross tabulation of the period that earlier established that the Micro and
Table 4.5 Year of Establishment of Industry/Organisation
Size of Organization
Year of
Establishment Micro Small Medium Large
Total Percentage
0 4 10 14 15.2
1971 – 1980 0 2 17 9 28 30.4
1981 – 1990 0 3 7 6 16 17.4
1991 – 2000 0 6 8 3 17 18.5
2001 to Date 3 7 5 2 17 18.5
Total 3 18 41 30 92 100
4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
Percentage 3.3 19.6 44.6 32.6 100
the organisations were established by
size of Industry shown in table 4.5,
further confirms this trend.
Table 4.5 shows that all the Micro
S m a l l S c a l e - I n d u s t r i e s a r e
constrained in their capacity to accept
a substantial number of SIWES
S t u d e n t s . T h e i n c r e a s i n g
41

4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
establishment of Micro and Small-
Scale Industries is also indicative of
m o r e p e o p l e s e e k i n g s e l f
employment.
Most of these establishments are,
however, the first casualties of
economic recessions and downturns,
as most are characterised by poor
capital base with fewer opportunities
for expansion. The decline in the
establishments of new Industries as
well as the economic downturn that
leads to the closure of some of these
L a r g e a n d M e d i u m S c a l e
Organisations become source of
concern for Institutions seeking
placements for Students, thus some
Heads of Institution have started
thinking inward as described below:
With the turn-over of Students
from the various Institutions in
the zone now, we need more
industries. If government can
think about it since the
industries are no longer
growing, they are folding up
and since the number of our
Students is on the increase, I
think in our institution here, we
have vast land, if government
makes funds available ... we
can establish small scale
industries so that during
SIWES exercise, we will
engage some of them and
reduce the number going out.
(SSI, Head of Institution, North
Central Zone)
4.3.3 Year SIWES Commenced in
Organisations
Table 4.6 presents the distribution of
Organisations studied by the period
they started accepting Students on
SIWES.
Table 4.6: Distribution of Organisation by Period they started
accepting Students on SIWES
Year Commenced Frequency Percentage (%)
At Inception (1973) 10 10.8
1974 – 1983 7 7.5
1984 – 1993 24 25.8
1994 – 2003 33 35.5
2004 – Present 19 20.4
Total 105 100
42

Non- response = 12 Most Employers of Labour (68.3%),
The information on Table 4.6 reveals indicate that they accept Students of
that the number of organisations that all Tertiary Institutions for SIWES
accept Students on SIWES grew from irrespective of the type of Institution
(25.8%) to (35.5%) in the last two they come from. However, there
decades, that is 1984-2003. This seems to be a slightly higher intake of
could be attributed to an increase in University and Polytechnic Students
the number of Courses and Students as 21.8% of the Organisations
participating in the Scheme in reported accepting only this category
response to Government's Policy of Students. A follow up question on
thrust in promoting technological the criteria used for selecting
education for development.
Students by Organisations was
4.4.4 Type of Students Accepted
by Organisations
responded to by 30 employers. The
major criteria for selecting Students
for SIWES are 'Students in a related
The views of employers were sought course' 16 (53.3%), priority of 'first
on their preferences of Students they come first served' 7 (23.3%), and
accept for SIWES based on the 'passing a prequalification test' 4
Institutions they come from and their (13.3%).
responses are presented in Table 4.7.
Table 4.7: Distribution of Students Accepted For SIWES by Organisations
Types of Students Accepted Frequency Percentage
University Students only 3 3
Polytechnic Students only 2 2
College of EducationStudents only 2 2
Polytechnic a nd University Students 22 22
only
Polytechnic and College of 1 1
EducationStudents only
University and College of 2 2
EducationStudents only
Students of all tertiary institutions 69 68
TOTAL 101 100
Non – Response = 4
4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
43

4.4.5 Number of Students Accepted
for SIWES by Organisations
The percentage distribution of
number of Students accepted for
SIWES by Organisations is shown in
Organisations (43.6%) indicated that
they accept 20 or more Students
(43.6%) in their Organisations
annually.
A cross-tabulation of the number of
4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
Figure 9
Students accepted for SIWES by the
From Figure 9, significant number of size of Organisation is presented in
Table 4.8.
Table 4.8: Average Number of Students Accepted for SIWES Annually
by Size of Organisation
Average Number of SIWES Size of Organization
Students Taken Annually Micro Small Medium Large Total
1 - 5 Students 3 8 7 6 24
6 - 10 Students 0 7 11 4 22
11 - 15 Students 0 0 3 3 6
16 - 20 Students 0 1 3 4
More than 20 Students 0 3 16 22 41
Total 3 19 40 35 97
Percentage 3.1 19.6 41.2 36.1 100
%
24.7
22.7
6.2
4.1
42.3
100
44

Table 4.8 indicates that all (100%) of latter was problematic, hence, SSIs
the Micro Organisations accept from were conducted for them using the
one to five Students, while 8 (42.10%) same instrument.
of Small Scale Organisations accept
the same number. Similarly, 16 (40%)
of Medium Organisations accept
4.5.1 Types of Institution
A total of 14 Heads of Institution or
more than 20 Students and 22 t h e i r r e p r e s e n t a t i v e s w e r e
(62.90%) of the Large Organisation interviewed: Over half - 8(57.14%) of
accept the same category of Students SSIs were conducted at the
annually.
Mono/Polytechnics, 4 (28.57%) with
the Colleges of Educations, while
Furthermore, Organisations were 2(14.29%) with the Universities.
requested to provide the number of While these figures represent
Students that have been accepted in availability of the appropriate
their Organisations since they started authorities within the study period, it
accepting Students on SIWES. The also reflects some proportionate
results depict that, 34(35.8%) have numbers of the types of Institution in
accepted more than 250 Students, the country.
while the least number of 2 (2.1%)
have accepted 201–250 Students on 4.5.2 Gender
SIWES since they started accepting Distribution of Heads of Institution or
Students on SIWES. These figures their representatives by gender
seem to be a function of the sizes of shows that all but one is male. This
the organisations.
could be due to the fact that,
participation of women in Nigeria's
4.5 Institutions of Higher Learning tertiary education system and in
In line with the methodology, Semi- academic work was hindered by the
Structured Interviews (SSI) were s o c i o - c u l t u r a l a n d p o l i t i c a l
conducted with the Heads of environment for decades. This would
Institution or their representatives, explain their token representation in
while Focus Group Discussions positions of authority.
(FGDs) were conducted with the
Institutional SIWES Coordinators/
Directors for each geopolitical zone.
4.5.3 Rank
Almost half of all Heads of Institution
However, arranging an FGD for the had attained the rank of Professor or
4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
45

4
BACKGROUND CHARACTERISTICS OF RESPONDENTS
Reader. The other half were equally
distributed as Chief Lecturers, Senior
Principal Lecturers and others. Most
C h i e f E x e c u t i v e s w o u l d
understandably have attained the
peak of their Professions in the
various types of Institution.
It was also found that most of the
Heads of Institution have been on
their current post/rank for three to
eight years. This period has given
them adequate experience on the
operation of SIWES in their
Institutions.
4.5.4 Year SIWES Commenced
Further, all but three of the Institutions
in the study commenced participation
since its establishment by 1980. Only
one commenced SIWES between
2000 and now. So, most Institutions
have had decades of experience in
participating in SIWES.
46

CHAPTER FIVE
ADMINISTRATIVE STRUCTURES AND FUNDING
5.1 Introduction
Administrative organs for the
operation and funding of the Scheme
are examined in terms of structures in
Institutions, pre and post training
activities, methods of assessing
Students' performance, placement
while on attachment, supervision,
payment of SIWES allowances and
welfare services.
a factor that affected maximal
performance in SIWES by some
Coordinators as reported by one
Institution-based Coordinator:
Career prospects for staff in
SIWES Units have not been
very favourable... in many
Institutions where things are
not going well, (it) is due to lack
of a career structure to
motivate people to stay in the
structure. Where Institutions
bring persons in charge as an
academic, remove and put
someone else does not augur
well for continuity. The new
people are not conversant with
the past problems (Institution-
based SIWES Coordinator,
South West Zone).
5.2. S I W E S S t r u c t u r e s i n
Institutions
Information on the types of structure
a v a i l a b l e i n I n s t i t u t i o n s
(administrative and infrastructural) to
enhance the performance of SIWES.
Most Institutions have SIWES Units
with a Coordinator to oversee the day
to day operations of the Unit. A few
Institutions have full-fledged Centres,
with Directors and career staff.
However, some of the Institutions
deploy Academic staff to run the Units
for some time and later replace them
after some stipulated period. The lack
of career prospects was identified as
Heads of Institution interviewed,
reported that they support SIWES
administratively, in compliance with
Government Policy on the Scheme.
They rated the structure as 'effective'.
They also provided the organogram of
5
ADMINISTRATIVE STRUCTURES AND FUNDING
47

5
ADMINISTRATIVE STRUCTURES AND FUNDING
their Institutions and in most of the management...Institutions
Institutions, SIWES Units are under should allow SIWES Units to
the office of the Vice-Chancellor, handle her affairs strictly (FGD
Rector or Provost as the case may be. I n s t i t u t i o n a l S I W E S
According to a Head of Institution,
Coordinators, North West
SIWES administration is part Zone).
of the office of the Rector. The
SIWES Coordinator is assisted A n o t h e r S I W E S C o o r d i n a t o r
by a Deputy Registrar, describes the difficulties with the
Executive Officer, Clerical financial autonomy of the Unit more
Officer and a Secretary/Typist. vividly:
T h e C o o r d i n a t o r i s a I h a v e e n j o y e d s o m e
management staff and is in cooperation with my Chief
attendance in Academic Executive to the extent that he
Board. An office of this status approves tours to facilitate
need (sic) adequate space, payments. However, there is a
furnishing and imprest (SSI, serious tussle between the
Head of Institution, North Unit, the CEO and the Bursary
Central Zone).
o n t h e m a i n p e r s o n
responsible for accounts
Similarly, most Coordinators of m a n a g e m e n t ( F G D ,
SIWES in Institutions reported that I n s t i t u t i o n a l S I W E S
they have separate bank accounts for Coordinators, South-East
SIWES; however, most of them are Zone)
not signatories to such accounts. This
limits their capacity to expedite action Some indices of Institution support
on pressing issues, as they need and promotion of SIWES as required
authorisation of the central by the ITF are the establishment of a
bureaucracy with its known functional SIWES Unit. It includes
bottlenecks.
appointing a SIWES Coordinator,
As SIWES Coordinators, we have support and supervising staff,
lack some important logistics provision of computers, operational
in carrying out SIWES vehicles and a separate SIWES bank
activities. Funds can only be account. Most of the Institutions as
accepted after approval from reported by both the Heads of
48

Institution and SIWES Coordinators that they have various or specialised
reported that they have these Units l a b o r a t o r i e s , s p e c i a l i s e d
with adequate staffing and equipment workshops/foundries, business
particularly computers. However, centres or in the case of Agriculture,
most of them do not have operational farmlands/livestock, where their
vehicles or just one for the use of the Students gain some practical
Director/Coordinator, thus,this poses k n o w l e d g e . H o w e v e r, m o s t
a lot of challenges in going for complained on the inadequacy of
Supervision of Students in the face of these facilities:
poor/insufficient Supervisory In an environment such as
Allowances.
ours, it is believed that
For every SIWES Unit, 3 – 4 Students should be taught with
vehicles can be of help. Like the materials they are going to
our Unit here, we have only use when they leave this place.
one, used by our Director here. B u t b e c a u s e o f s o m e
You as a subordinate cannot constraints/limitations, I would
ask your superior to come say that it has not really been
down and give the vehicle to easy for us to meet up with
you. So, we need more so that t h e s e e x p e c t a t i o n s ,
anytime we have supervision, considering the number of
we won't find difficulty in going. Students who seek for places
(SSI, Institutional SIWES in the Polytechnics, the
Coordinator, South West).
number most of the times
o u t r u n t h e f a c i l i t i e s
On the whole, majority of Institutions available...In this regard, the
have SIWES Units but most ITF has a lot to do being a
Coordinators/Directors, complained F e d e r a l G o v e r n m e n t
of inadequate facilities for the Unit to Institution, especially in terms
be fully functional and attain full of providing facilities or
financial autonomy by making recommending to the ETF and
Coordinators signatories to a the National Board for
separate SIWES account.
Technical Education on what
On the facilities that are available in our requirements are. So,
Institutions for the smooth running of there is really that need for
SIWES, most Institutions indicated cooperation between the
5
ADMINISTRATIVE STRUCTURES AND FUNDING
49

5
ADMINISTRATIVE STRUCTURES AND FUNDING
50
Stakeholders – the Institutions,
ITF, the National Board for
Technical Education and the
ETF that is responsible for
some funding, so there is that
need for a total revaluation to
make sure that reasonable
facilities are provided for
Students (SSI, Head of
Institution, South West Zone).
5.3. Pre- and Post SIWES
Activities
Institutions reported that, they set
aside particular periods within the
academic session for SIWES and this
is included in their curriculum:
We have given orientation to
broaden Students learning – a
course has been introduced at
e a c h l e v e l , w e c a l l i t
entrepreneurship. 100 level
Students are introduced to
vocational and technical
education, 200 level to
entrepreneurship in their area
o f s p e c i a l i s a t i o n i . e .
entrepreneurship in agriculture
f o r S t u d e n t s s t u d y i n g
a g r i c u l t u r e , e t c . ( S S I ,
I n s t i t u t i o n a l S I W E S
Coordinator, South West Zone)
A Head of an Institution (North Central
Zone) also reported that 'Pre –SIWES
curriculum has been embedded in the
degree programme'.
One major arrangement Institutions
make, prior to the attachment, is the
O r g a n i s a t i o n o f O r i e n t a t i o n
Programmes to prepare Students for
the world of work. All Institutions
reported organising an Orientation
Programme prior to SIWES in
c o l l a b o r a t i o n w i t h I T F. T h e
Coordinators revealed that they had
no problem organising orientation
programmes as exemplified in the
discussion of Institutional SIWES
Coordinators from the North East
Zone of the country:
'We have no problems at all in
organising orientation programmes.
However, their complaint is that, some
Staff and Students fail to attend the
programme thus, defeating its
purpose. Discussions with Students
revealed that the timing is sometimes
too close to examinations, or the
space for conducting the orientation is
inadequate and ITF officials agreed
with this view. Inadequate space
could serve as a hindrance and this
m a y d i s c o u r a g e a d e q u a t e
attendance. An Institutional SIWES
Coordinator describes how he
surmounted this obstacle:

There is no challenge in terms t h e m s e l v e s . T h e o n l y
of logistics, in terms of venue challenge is Students drop
and sharing Students groups. fictitious placements and
There may be problems of addresses so locating them on
Public Address System (PAS) the job may be difficult (SSI,
and Projectors but these are I n s t i t u t i o n a l S I W E S
now solved in University of Coordinator, South West
Lagos. We invite ITF and give Zone).
orientation and ITF also
addresses Students who ask For post SIWES training, most
questions and are given Institutions reported the checking and
answers. Last year, we had grading of Log Books by Supervisors
three orientations and this year and the grading of Students
the organisation is by Faculty performance in the Departments.
(SSI, Institutional SIWES
Coordinator, South West
Zone).
Another major issue in SIWES is
5.4. Methods of Assessing SIWES
Performance
Most Institutions use a combination of
securing placement for Students. Due the following means in assessing
to the growing number of courses and Students performance, supervision
Students requiring places in by Institution and Industry-based
industries, placement of Students has Supervisors, Students Log books,
become a challenge to all Institutions. and the allocation of credit units.
Most Coordinators, therefore, leave Performance of SIWES is
securing of placements to Students assessed thus (a) Supervisors
who, when desperate, go to places visit establishments for on-site
that may not be relevant to their inspection of training activities
disciplines or fill in non-existent and relevance to course. (b)
employers and fictitious entries in the Assessment of logbooks for
Logbook to meet up with the daily entries (c) Assessment of
Institution requirements:
technical report written by the
Here, we have quite a number unit the student (d) SIWES is a
of Students. In this place, four- credit unit course that can
Students are made to go and earn A, B, C or D (Head of
s o u r c e p l a c e m e n t s Institution, North Central
5
ADMINISTRATIVE STRUCTURES AND FUNDING
51

5
ADMINISTRATIVE STRUCTURES AND FUNDING
52
Zone).
The challenge of being able to trace
some addresses provided by
Students and the difficulties in getting
to distant places where Students go
for SIWES was also considered a
hindrance to supervision.
Since some of these Students
are not properly placed with
employers, we discover most
places submitted as places of
employment are not real, far
from what is expected. It has
been a challenge getting to the
places of attachment since the
whole Federation is place of
attachment. Though most are
in Oyo, Osun and Lagos, some
are in Maiduguri etc. Even for
those close by, without
vehicles, it is not easy to
supervise them. Also, when a
vehicle is available and you
have one car to 50 lecturers,
how do you distribute it
Vehicles are always important
in the good supervision of
Students (SSI, Institution-
based SIWES Coordinator,
South West Zone).
Even the Institutions regarded as the
most established in SIWES are not
able to achieve 100% success in
supervising Students on SIWES as
Zone).
The Institutions revealed that, they
supervise Students on SIWES but
encountered challenges during the
exercise due to shortage of vehicles
which placed a restriction on their
movements. Furthermore, the
Supervisory Allowance is considered
inadequate and the payment delayed,
thus, hampering effective supervision
as opined by a Head of Institution:
At times, lecturers who move
to evaluate Students go to
distant places and considering
the economic hardship one
faces these days, you discover
that the peanut that is their
remuneration isn't really
adequate. There is need for
them to be more motivated and
that can come by improving
their earnings from the SIWES
(SSI, Head of Institution, South
East Zone).
Similarly, the Institutional SIWES
Coordinators, had this to say:
We are not given money on
time, thus we find it difficult to
move out and supervise the
Students. It is even more
difficult to supervise Students
that are very far away (FGD,
Institution-based SIWES
Coordinators, North East

they peg their success rate at 80 – period of attachment:
90%. I notice that every student that
5.5 I T F S I W E S S c h e d u l e
Officers
attends the Orientation
seminar always have(sic) a
smooth period of attachment,
The ITF SIWES Schedule Officers b e c a u s e d u r i n g t h e
were requested in an FGD to assess orientation, we take time to
the performance and that of other explain to them how the
Stakeholders on SIWES particularly, documentation is carried out,
to issues of Orientation, Placement, what they are expected to do.
Supervision, Payment of Students From my Area Office, what we
Allowances and the creation of do these days, we try to talk
functional SIWES Units in Institutions. more about job specification
5.5.1 Orientation
and that Students should go to
relevant organisations and
The ITF SIWES Schedule Officers what they are expected to do.
reported that, they attend Orientation W e a l s o e n c o u r a g e
programmes organised by Institutions Departments in Institutions to
and brief Students on what SIWES is make a breakdown of what
all about, what to expect in the field as Students should look out for in
well as what is expected of them the Organisation and they
during SIWES. Furthermore, they are should copy the supervisor in
given all documents they are the organisations for proper
expected to use during the exercise, monitoring of Students while
the purpose for such documentation on attachment (FGD, ITF
and when to submit same. Some SIWES Schedule Officers).
Schedule Officers reported that
prospective Employers in their zones Attendance of staff and Students at
also attend orientation exercise and Orientation Programmes was
address Students on what is expected generally agreed to be of concern.
of them and how to conduct However, some of the Schedule
themselves. Some of them further Officers opined that some of the
opined that attendance of Students at Coordinators ill-time the exercise.
Orientation is very important as this
affects their performance during their
5
ADMINISTRATIVE STRUCTURES AND FUNDING
53

5
ADMINISTRATIVE STRUCTURES AND FUNDING
There is poor planning on the limited space lead to adopting
part of the Coordinators, different strategies by the Students to
u s u a l l y, t h e y f i x t h e cope:
Orientation, maybe a week to Some of the Students stand,
exams, so cooperation is s o m e a t w i n d o w s a n d
rarely received from Students. entrances, only few of them
Similarly, lecturers are making could sit as there is no
preparation for the exams. sufficient place to sit all the
Supervisors that are expected Students (FGD, ITF SIWES
to attend the Orientation hardly Schedule Officers).
attend and in some instances,
only delegate others to attend It was also observed by some
on their behalf (FGD, ITF participants that most of the Students
SIWES Schedule Officers). are only interested in financial
benefits of the Scheme. They,
The large number of Students therefore, neither listen nor gain
expected to attend the Orientation, helpful information from the
poses some problems viz crowd Orientation exercise.
control, poor public address system
and limited sitting space. These were 5.5.2 Placement
also considered explanatory The placement of Students for SIWES
variables to poor attendance or unruly was generally recognised as a major
behaviour of some Students.
drawback in the smooth operation of
Another issue is the large the Scheme. This was attributed to
number of Students during the growing number of Institutions
O r i e n t a t i o n . I n s o m e and high number of Students
instances, you see more than r e q u i r i n g p l a c e m e n t w i t h o u t
5000 Students attending the commensurate number of Industries
Orientation. The number is too to accept them. Due to the skewed
large and you can hardly get regional/state growth rate of
their attention (FGD, ITF Industries, one of the Schedule
SIWES Schedule Officers). Officers described his own region as
an 'industrial desert' with mainly
At the venue of the Orientation, the cottage Industries or one-man
unwieldy number of Students and the businesses that have little capacity to
54

absorb the large number of Students.
This corroborates earlier findings that
there has been a marked decrease in
the growth of Large and Medium-
Scale Industry. Some Employers of
Labour were also reported to
demonstrate a non-challant attitude to
SIWES by refusing to accept
Students thereby, compounding the
problems of placement.
According to some Schedule Officers,
the above scenario has been
worsened by the fact that, some
Institution-based Coordinators have
placed the burden of securing
placements solely on the shoulders of
Students with little or no efforts on
their part. Employers who are willing
or available become overwhelmed
with requests for placements from
Students, some of whom they have to
turn down.
...the Coordinators and the
Institution - based Supervisors
are not doing their jobs well,
they are expected to assist
Students in sourcing viable
and relevant places of
attachment, rather what is
obtained now is that Students
are left to scout for places of
attachment. So you will
discover, that majority of
Students will concentrate on
one particular Organisation
and at the end of the day, the
organisation might not have
the capacity to absorb all the
Students (FGD, ITF SIWES
Schedule Officers).
In addition, desperate Students
forego the issue of securing relevant
postings and make do with whatever
is available due to the limited time
frame within which they are expected
to be on SIWES. Some Institutions
were also reported to provide very
little time between Orientation and
actual commencement of SIWES
thus, increasing the Students
desperation.
Students who are more interested in
monetary rewards, sometimes, turn
down very relevant postings in
preference for Organisations that may
not be relevant to their courses of
study but pay higher stipends.
...some of them (Students)
place money over skills and
knowledge they stand to
acquire. When they get to an
organisation and notice that
they might not be paid or what
the organisation pays is small,
no matter how relevant the
place is to their courses of
study, some of the Students
5
ADMINISTRATIVE STRUCTURES AND FUNDING
55

5
ADMINISTRATIVE STRUCTURES AND FUNDING
56
leave (FGD, ITF SIWES
Schedule Officers).
Due to desperation of Students in
s e c u r i n g p l a c e m e n t , s o m e
organisations are reported to collect
money from Students in exchange for
placement; some have tagged such
monies 'caution fees', which does
curtail the number of Students that
can be placed in such Organisations
since some do not have this financial
access.
A lot of companies collect
money from Students, though
some of them claim it is caution
fees (FGD, ITF SIWES
Schedule Officers).
Participants opined that if Students
submit SPE1 form two weeks after
placement as required, the ITF would
detect irrelevant postings and assist
the Students. It was noted that it is a
vicious circle as the affected Students
mostly, do not attend Orientation
programmes and are thus, unaware
of the need to return the said form to
the nearest ITF Area Office at the
beginning of the Programme.
5.5.3 Supervision
Supervision of Students on SIWES
was discussed at the level of ITF,
Institutions and Industries. The
Schedule Officers generally agreed
that their level of supervision of
Students on SIWES was generally
very poor. They reported being
understaffed as most of the ITF Area
Offices have just one or two Training
Development Officers (TDOs) who
can hardly have time for the
Supervision of Students on SIWES.
When they do, it is incidental to other
visits/duties to Employers rather than
planned supervision:
...Supervision is very low by
the ITF. In Akure for many
years, I and somebody were
the only TDOs; at a point, I was
the only one around, so I
couldn't have combined all the
schedules. Other schedules
s u f f e r e d a n d S I W E S
supervision was one of them. I
know we generally don't place
premium on supervision of
Students. We do a lay-dog kind
of supervision when they come
to the Area Office, so it's at that
point we monitor them (FGD,
I T F S I W E S S c h e d u l e
Officers).
Lack of moral and logistic support
from most Area Managers was also
highlighted as contributory factor to
the poor supervision by ITF as
summarised by this participant:

Let's hit the nail on the head;
the Area Manager will not give
you the necessary support to
go on supervision. Supervision
is not done on its own, it's
always combined with other
activities (FGD, ITF SIWES
Schedule Officers).
Participants also opined that it was
easier to carry out supervision in
Organisations with high number of
Students than in cottage Industries
with few Students
ITF SIWES Schedule Officers rated
the efforts of some of the Institutionbased
SIWES Coordinators below
theirs, as some are alleged to collect
their allowances and refuse to go for
supervision, while others wait for
Students to return and they sign the
log books in their offices. It was
alleged that even when some do
travel for Supervision, Students,
particularly the females, have to meet
them in their hotel rooms or some
other places for the signing, depriving
the Students the benefit of joint
Supervision and reinforcing the goals
and objectives of SIWES.
Most supervisors that even go
out on supervision usually
lodge in hotels and start calling
Students to come along with
their logbooks especially the
female Students; while some
may find a place and call
Students to come for signing
instead of going to the
particular places of attachment
of these Students (FGD, ITF
SIWES Schedule Officers).
Others, however, do take their work
seriously. A participant summed up
the variants of supervision obtainable
among Institution and Industry-based
Supervisors thus:
...some Institutions have
supervision schedules for their
lecturers. I have come across
supervisors in Lagos from
BUK, I saw the man and have
also met one from Ilorin and I
always do discuss with them
when I see them. Some don't
go at all so they now make it
that Students should bring
their log books before coming
to ITF and they will sign these
log books as if the Students
were properly monitored in
their places of attachment. On
the part of the industries, some
of them do monitor the
Students well while others
hardly have time for Students
(FGD, ITF SIWES Schedule
Officers).
5
ADMINISTRATIVE STRUCTURES AND FUNDING
57

5
ADMINISTRATIVE STRUCTURES AND FUNDING
The problem of supervising Students
in Industries was attributed to lack of
5.5.4 P a y m e n t o f S I W E S
Allowances
Job Specifications to guide Industry- Payment of allowances to Students
based Supervisors.
and staff in Institutions was perceived
It is very unfortunate that these to be problematic. Students'
supervisors (industry-based) allowances are sometimes paid a
don't even know what to year after graduation. This has
supervise as majority of variously been attributed to the late
S t u d e n t s t h a t g o o n arrival of the relevant forms from
attachment do not have their I n s t i t u t i o n s , ( w h i c h w a s
job description, so the acknowledged by some of the
industry-based supervisors I n s t i t u t i o n - b a s e d S I W E S
are handicapped on the skills Coordinators). A participant declares:
the Students are expected to The issue, Madam, is really an
acquire. In some cases for issue, but the problem is the
instance, a Student of late submission of master
Mechanical Engineering doing placement lists for the
his attachment in a Marketing processing of the payment by
or Advertising Firm, what do Institutions. Recently, the ITF
we really want the supervisor complained that the Federal
to monitor But in a situation Government does not provide
where a Student is at the right sufficient funds for the
place, the supervisors can administration of SIWES. If
really put the Students through Institutions will be submitting
and be able to monitor the placements list of 2008 in 2009
performance of such Students then, how can we expect the
(FGD, ITF SIWES Schedule Students to even get their
Officers).
money (FGD, ITF SIWES
Schedule Officers).
Supervision of Students on SIWES at
the three tiers of Institution, Industry Late and insufficient funds from the
a n d I T F h a s c l e a r l y b e e n Federal Government to the ITF as
demonstrated to be less than well as the growing number of
satisfactory from the foregoing. Students, particularly inclusion of
58

P r i v a t e U n i v e r s i t i e s w i t h o u t
necessary financial backup, are said
to hinder the payment process:
I think there is no projection on
the part of the Federal
Government on the number of
Students. The ITF has been
complaining that the SIWES is
underfunded, the number of
Students is continuously
increasing and the funds
released to the ITF are not
commensurate with the
increase. Similarly, the Federal
Government continues to give
approval to private Institutions,
Students are increasing so this
leads to backlog of unpaid
Students allowances (FGD,
I T F S I W E S S c h e d u l e
Officers).
Allowances of Supervisors were also
considered to be insufficient as
Supervisors are paid 250.00 naira
only per student, an amount that was
insufficient to convey supervisors to
distant places. They reported that ITF
pays the Institutions such Supervisory
allowances before SIWES begins,
then pays up the rest when the
p r o g r a m m e c o m m e n c e s . A
participant describes the amount as
'paltry' but was countered with the
reminder that Supervisory allowances
are actually built into staff salaries:
You see, the money is just to
augment what the institutions
pay, they have supervisory
allowances built in their
salaries (FGD, ITF SIWES
Schedule Officers).
It is not clear how this arrangement
works out in Institutions, since some
of the Heads of Institution and
Institutional SIWES Coordinators,
complained on the insufficiency of
these allowances.
5.5.5 Functional SIWES Units in
Institutions
Participants described a functional
SIWES Unit as one with a computer, a
functional vehicle, an Office
Secretary, an Accountant, an Office
Assistant as well as internet access.
While some Area Offices reported that
Institutions in their jurisdiction do not
have these, leading to Coordinators
being overworked as they work alone,
most, however, reported that such
facilities exist in their Institutions. One
of them summed up the major
challenge in the administration of
SIWES in Institutions:
In terms of having an office
a c c o m m o d a t i o n a n d
p e r s o n n e l , I t h i n k t h e
5
ADMINISTRATIVE STRUCTURES AND FUNDING
59

5
ADMINISTRATIVE STRUCTURES AND FUNDING
Institutions are trying but the place of stipends from employers to
only problem is the issue of the Students during SIWES:
Coordinator being a signatory Some keen ones (employers)
to the SIWES account. Most of pay extra stipend to Students.
the Coordinators are not Money is not part of the quality
signatories to the accounts of the training; some may pay
(FGD, ITF SIWES Schedule without training or train without
Officers).
stipend (SIWES Coordinator,
South West).
5.6 Students
The study sought information on the
T h i s s e c t i o n d i s c u s s e s t h e forms of welfare services provided to
allowances and forms of welfare Students on SIWES by Employers of
provided by Employers, Health and Labour. It was found that, less than
Safety, Rules and Regulations as well half 40 (40.8%) of the Employers pay
as Punctuality and Regularity of the Students some form of allowance.
Students at place of Industrial 58 (59.2%) do not pay any allowance
Training.
and 7 did not respond. Those who pay
allowances predominantly 36 (93.6)
5.6.1 Allowances and Welfare
S e r v i c e s P r o v i d e d t o
Students on SIWES by
Employers
do so on a monthly basis.
Other forms of welfare provided for
Students on SIWES include
'computers' 40 (44.9%), 'medical
Students were asked whether they services' 28 (31.5%), `internet
received any form of allowance from access' 23 (25.8%), 'free/subsidised
the Organisations they were posted meals' 21 (23.6%), transportation 21
to. Less than a third 184 (22.5%) (23.6%) and others 13 (14.8%). A
indicated receiving stipends from further cross-tabulation of forms of
Employers. However, further probing welfare given to Students by the type
showed that 231(29.8%) were of Organisation is presented in Table
expecting stipends to be paid to them. 5.1.
A Coordinator strikes a balance on the
60

Table5.1: Forms of Welfare provided by Organisation According to Size
Welfare Package
Size of Organization
Micro Small Medium Large
Total/%
Medical 1 0 11 15 27 (32.5%)
Accommodation 0 1 1 4 6 (7.2%)
Free/subsidized lunch 0 5 8 7 20 (24.1%)
Transportation 1 5 8 7 21 (25.3)
Internet access 1 3 9 10 23 (27.7%)
Computers 1 11 14 14 40 (48.2%)
Others 1 2 5 4 12 (14.5%)
Total 3 (3.6%) 17 (20.5%) 36 (43.4%) 27 (32.5%) 83 (100%)
Table 5.1 shows that most of the welfare would tend to enhance the job
welfare services given to Students are performance of Students rather than
provided in descending order, by the meet other immediate needs and
Medium (36=43.40%), Large scale challenges.
(27=32.50%), Small (17=20.50%)
Organisations and Micro- Enterprises 5.6.2 Health and Safety
(3=3.60%) are least able to do so. Students are exposed to machines
Major form of welfare in Small-Scale and equipment that may not be
Organisations, however, are available in their Institutions;
'computers' 11(27.50%), which may therefore, safety of SIWES Students
constitute part of the job description of is paramount to all Stakeholders in the
SIWES Students, so this form of Scheme.
Figure 10: Provision of Safety wares by Employers
5
ADMINISTRATIVE STRUCTURES AND FUNDING
61

5
Approximately 60% of Employers of
Labour did not provide any safety
wares to protect workers, including
Students on attachment. Provision of
safety wares to Students is not
necessary in certain occupations
where they are not exposed to risk or
face any hazards.
However, those that were provided
with safety wares admitted that the
protective apparels were very useful.
Figure 11,73.6% of respondents in
this category noted that equipment
was very useful, on the other hand,
4.7% of the respondents said they are
fairly useful.
ADMINISTRATIVE STRUCTURES AND FUNDING
Figure 11: Usefulness of Safety Apparels
62

5.6.3 Rules and Regulations follows: Not regular, 39(4.6%),
Policy, Programme and Project Regular, 324 (38.1%), Very regular
implementation are guided by laws or 483 (56.8%) and Don't know is 5
official procedures. This section deals (0.6%). Reasons for those that are not
with SIWES rules and regulations as regular at work are: Inadequate
they were understood by Students finances, 16 (18%), transportation
and Employers as well as their constraint, 15 (1.7%), redundancy 4
enforcement by Employers of Labour. (0.4%), accommodation challenges,
5.6.4 Punctuality and Regularity
of Students at place of
4 (0.4%), health reasons, 4(0.4%),
school assignment, 3 (0.3%) and
others 3(0.3%).
Industrial Training
Data on Students on regularity at
place of Industrial Training is as
Non-Response = 77
Figure 12: Distribution of Students by Punctuality.
5
ADMINISTRATIVE STRUCTURES AND FUNDING
63

Majority of the Students(87%)
reported being punctual to their
places of industrial attachment, while
12.5% were not.
5.6.5 Knowledge of SIWES Rules
The study sought to determine
Students knowledge of rules guiding
5
ADMINISTRATIVE STRUCTURES AND FUNDING
Figure 13: Students Reasons for not being Punctual
SIWES and their adherence to such
From Figure 13, major reason that as shown in Figure 14.
hindered Students from being
punctual to work was distance to
places, of attachment.
64

5
Figure 14: Students Knowledge of SIWES Rules
From the chart, it is seen that legislation was enforced.
appreciable number of respondents
a r e a w a r e o f t h e S I W E S Further analysis of the number of
Organizational rules with nine out of Students that adhered to the Rules
ten, indicating their knowledge of its governing SIWES revealed that 325
existence, while 4.4% were not (36.4%) emphasized punctuality, 195
aware. It is also established that a (21.8%) indicated moral/decent
good number of the Students adhered behaviour, 113 (12.7%) commitment
to the Rules and Regulations going by to work, while a negligible number 68
t h e h i g h f r e q u e n c y o f 7 4 1 (0.8%) noted for proper maintenance
representing 97.5%. The remaining of office equipment.
19 (2.5%) agreed that they do not
adhere to the Rules. Considering Some of the rules as understood by
whether the legislation was enforced, Students include: avoiding of change
it was found out that about two-third of place of attachment, avoiding
286(71.3%) conceded that such stealing Industry goods and
ADMINISTRATIVE STRUCTURES AND FUNDING
65

equipment, Completing of SIWES
Programme as contained in the
Course Content, participating in the
Orientation Programme conducted by
the ITF and abiding by the Rules of
the Organization of place of
attachment.
The Figure indicates that 35.9% of the
Employers have knowledge of
SIWES Rules or Code of Conduct.
Out of the Employers that are aware,
only 55.1% had reason or cause to
enforce the Code of Conduct.
5
ADMINISTRATIVE STRUCTURES AND FUNDING
Figure 15: Employers Awareness of Code for Students
5.7 Employers of Labour 5.7.2 Taking Disciplinary
Measures
5.7.1 Employers Awareness of
Code of Conduct
Data on frequency of disciplinary
measures on Students that violate the
Figure 15 Present data on Employers' Rules and Regulations governing
awareness of Code of Conduct for SIWES is shown in Figure 16.
Students on SIWES.
66

5
Figure 16: Employers Response on Disciplinary Measures
Figure 16 shows that about 1 out of 3
employers have no cause to discipline
any Student on SIWES. Similarly,
e m p l o y e r s t h a t r a r e l y a n d
occasionally take disciplinary
measures were about 23% and 24%
respectively, while 21.4% of them
enforce disciplinary measures
regularly.
5.8 Graduates
5.8.1 Days of Work
Figure 17 presents SIWES Graduates
responses on the number of days
worked on SIWES attachment.
ADMINISTRATIVE STRUCTURES AND FUNDING
67

5
ADMINISTRATIVE STRUCTURES AND FUNDING
Non response = 7
Figure 17: SIWES Graduate Response on Number of Days at Work
From Figure 17, it is evident that
majority of SIWES Graduates worked
5.8.2 Number of HoursSpent at
Work
on the normal 5 days per week Data on the number of hours spent at
(73.2%). For those that worked for work by SIWES Graduates is shown
more than 5 days per week, 22.1% in Figure 18
have had their experience in private
Organisations or Organisations that
render essential services.
68

5
None response = 9
Figure 18: Number of hours Spent at Work by Graduates
From the data presented in Figure 18, therefore, implies that SIWES
it is obvious that majority of SIWES Graduates had the opportunity to
Graduates spend the normal 8 hours experience the real world of work.
or more at their places of work. This,
ADMINISTRATIVE STRUCTURES AND FUNDING
Figure 19: Number of Times on Industrial Attachment
69

5
ADMINISTRATIVE STRUCTURES AND FUNDING
From Figure 19, it can be deduced as follows:
that most of SIWES Graduates, 681
(72.8%) participated in industrial Table5.2 has shown that absenteeism
attachment once. On the other hand, was generally low among SIWES
171(18.3%) participated twice. This is Graduates during the period of
in line with the requirements of the Industrial Training with almost half
SIWES Operational Guidelines which 390(41.5%) not absent at all. It was
stipulates that all eligible Students noted that 459(48.9%) were absent
must undergo a period of Industrial for less than 10 days during the whole
Attachment for a minimum period of 4 period of their Industrial Training.
months.
Table 5.2:
Number of Days absent from Industrial Attachment
Response Category Frequency Percent (%)
Less than 10 days
11-20 Days
21-30 Days
31 Days and above
None
459
66
12
12
390
48.9
7
1.3
1.3
41.5
Total 939 100
Non-response = 27
The choice of going on SIWES once
at a Stretch of 6 or 4 months or twice is
normally at the discretion of the
Institutions.
5.8.3 Work Ethics
The study examined how SIWES had
influenced Students work ethics, and
the number of days SIWES
Graduates were absent was recorded
70

CHAPTER SIX
PARTICIPATION OF STAKEHOLDERS IN SIWES
6.1 Introduction
This chapter presents and discusses
the results on the roles of
Stakeholders in the Scheme. The
S t a k e h o l d e r s i n S I W E S
administration were identified to
include, Federal Ministry of
Education, Commerce and Industry,
Students, and Regulatory Agencies,
Institutions of Higher Learning,
Employers of Labour, the Industrial
Training Fund (ITF) and Professional
Bodies. These Stakeholders are to
play vital roles towards achievement
of the objectives of the Scheme.
6.2 Employers of Labour
As Stakeholders in the Scheme,
Employers of Labour are expected to
accept Students on Industrial Work
Experience and expose them to the
world of work. They are expected to
provide Training Manuals, give
maximum cooperation, support, and
offer job opportunity/employment to
Students on attachment, among
others.
6.2.1 Students
Table 6.1 shows preferences of
Employers as regard Students
accepted for SIWES.
6
STAKEHOLDERS PARTICIPATION IN SIWES
71

Table 6.1: Types of Students Accepted for Attachment in Organisations
S/N Students Accepted by Organisations Percentage
6
STAKEHOLDERS PARTICIPATION IN SIWES
1 University Students Only 3
2 Polytechnic Students Only 2
3 College of EducationStudents Only 2
4 Polytechnic and University Students Only 21.7
5 Polytechnic and College of EducationStudents Only 1
6 University and College of Education Students Only 2
7 Students of all Tertiary Institutions 68.3
Total 100
The data from Table 6.1 indicates that
Organisations do not discriminate
against Students irrespective of the
Institution they attend as 68.3% of
them accept Students from all tertiary
Institutions. This implies acceptance
of the Scheme by Organisations as a
means of exposing Students to
a c q u i r e r e l e v a n t s k i l l s a n d
experiences in their areas of study.
6.2.2 Criteria for Selecting
Students on SIWES
Figure 20 depicts criteria for selection
of Students for SIWES by Employers.
The result in Figure 20 indicates that
most Organisations (95%), accept
Students for SIWES based on
availability of vacancies within the
Organization or place to be attached
to in the Organization.
6.2.3 Average Number of Students
Accepted Annually
Figure 21 presents the average
number of SIWES Students accepted
annually.
Figure 20: Criteria for Selection of Students for
SIWES in Organisations
72

6
Figure 21: Average Number of Students Accepted Annually
Employers of Labour are expected to
accept Students on attachment
annually as the Scheme runs for a
maximum of six months depending on
the discipline. Results in Figure 21
depict that, 43.6% of Employers
accepted more than 20 Students,
while 23.8% and 21.8% placed
between 1-5 and 6-10 Students on the
average annually, respectively. The
difference in the average number of
Student's placed is attributed to the
size of Organisation, vacancies and
availability of facilities for training the
Students.
6.2.4 Number of Students
Accepted for SIWES
(1974-2008)
Figure 22 presents data on the total
number of Students accepted by
Organisations since the inception of
SIWES.
STAKEHOLDERS PARTICIPATION IN SIWES
Figure 22: Distribution of Organisations by Students Accepted for SIWES since Inception
73

6
STAKEHOLDERS PARTICIPATION IN SIWES
Figure 22 shows that 64.2% of the
total respondents have taken less Similarly, ITF SIWES Schedule
than 250 Students in the history of Officers expressed concern on the
their involvement in SIWES. The issue of exposing Students for
foregoing revealed that 34.7% of acquisition of relevant skills during the
Organizations have accepted less period of attachment.
than 50 Students.
Some Students on attachment
are found collecting tax at the
However, some challenges were market, multiple of them at the
identified where some Organisations Secretariat bus stops giving
demand for payment before Students out tickets to commuters or in
are offered placement, as expressed s o m e i n s t a n c e s f u e l
by the ITF SIWES Schedule Officers.
attendants. (FGD,ITF SIWES
A lot of companies collect Schedule Officers).
money from Students, though
some of the companies
claimed it is caution fee .The
6.2.5 Availability of Facilities and
E q u i p m e n t t o S I W E S
Area Manager confronted an Students
o r g a n i z a t i o n a n d t h e Figure 23 shows availability of
Management promised to facilities and equipment to SIWES
investigate. (FGD, ITF SIWES Students.
Schedule Officers)
Figure 23: Availability of Facilities and Equipment
74

Considering the availability of
facilities and equipment, figure 23 The implication of this is that Students
shows that, of all the total who had their attachment where
respondents, 58.4% reported that facilities and equipment were not
facilities for training Students were available could not be exposed to
available while the remaining 41.6% hands-on experiences.
said the facilities were not available.
The implication of this is that
significant number of Students were
6.2.6 Assignment of Supervisors
to SIWES Students
not adequately exposed to facilities Results reveal that 98% of
which will enable them acquire the respondents assign Supervisors to
requisite technical skills. With respect S I W E S S t u d e n t s i n t h e i r
to availability of equipment for training Organization. However, Figure 24
SIWES Students, 50.2% indicated shows the number of Students
that equipment for training the assigned to a Supervisor.
Students were available.
6
STAKEHOLDERS PARTICIPATION IN SIWES
Figure 24: Average Number of Students Assigned to a Supervisor
75

6
STAKEHOLDERS PARTICIPATION IN SIWES
76
To ensure that SIWES Students are welfare packages are given to SIWES
adequately supervised, 90.7% of Students while on attachment in
respondents assigned not more than Industries (Figure 25).
10 Students to a Supervisor. Figure
24 depicts that 64.9% of Employers Figure 25 shows that, only 31.5% of
did not assign more than 5 Students to the total respondents give medical
a Supervisor. This implies that assistance to Students on SIWES
Industry-Based Supervisors are not while only 23.6% assist the Students
over burdened with large number of w i t h s u b s i d i z e d l u n c h a n d
Students.
transportation.
6.2.7 Payment of Stipend to
Students
In order to encourage SIWES
Students, 40.8% of total respondents
give the Students some form of
stipend while 59.2% do not. Further
analysis revealed that out of the total
number that pay any stipend, 78.3%
make these payments monthly, 6.5%
weekly, 8.7% forth-nightly and 4.3%
at the end of SIWES
6.2.8 Provision of Welfare Services
Apart from payment of stipends, other
6.2.9 Disciplinary Issues
Apart from imparting Technical Skills
to Students, Organisations also
ensure that Students are disciplined
and well behaved during the period of
Figure 25: Welfare Services Provided by Employers for SIWES Students
attachment.
Result reveals that 64.1% of
respondents have Code of Conduct
for SIWES Students and out of this,
44.9% have had cause to enforce the
code. Among those that have
enforced the code, figure 3.6 has
shown that 21.4%, 22.9%, 24.3%
enforced it regularly, occasionally and
rarely respectively.

6
Figure 26: Frequency of Taking Disciplinary Measures
6.2.10 Provision of Training
Manual for Students on
Attachment
Figure 27 presents data on
Organisations that have tailor–made
Training Manual for Students on
Attachment and submission of such
Manuals to Tertiary Institutions.
STAKEHOLDERS PARTICIPATION IN SIWES
Figure 27: Provision of Training Manuals for Student on SIWES and
Forwarding Manuals to Institutions
77

6
STAKEHOLDERS PARTICIPATION IN SIWES
The result in Figure 27 shows that test, individual assignment and team
only 21.8% of Organisations provide work (figure 28).
tailor-made Training Manuals for
Students on attachment, while the Figure 28 revealed that, the most
remaining 78.2% do not. Similarly, employed method of imparting skills
only 17.15% of Organisations that by Employers are Team work (78%),
provide tailor-made Training Manuals Conduct of Orientation (39.6%) and
forward such to Institutions. Individual Assignment (38%).
Figure 28: Methods of imparting skills to SIWES Students
6.2.11 Methods of Imparting
Skills to Students
Various methods utilized by
Employers in imparting skills to
Students on SIWES include: the
Orientation of SIWES Students as
soon as they assume duty, aptitude
However, the issuance of Training
Manuals by some Organisations to
Students also facilitates the learning
process.
6.3 Role of Students
Students are required to attend
SIWES Orientation Programme at the
78

Institution before proceeding on Students as major players in SIWES
attachment thus, they are expected to are expected to fulfill certain
be obedient to constituted authorities obligations if the Scheme is to achieve
and adhere strictly to all Rules and its objectives. Based on the Semi-
Regulations in their places of Structured Interviews conducted,
attachment. Every Student must some of the major roles of Students as
avoid change of places of attachment, given by the respondents are
except in special circumstances, enumerated as follows:
which must be determined and i. Committed and dedicated to the
approved by their Institutions, Scheme.
Employer and the ITF. ii. Participation at Orientation
Programmes
iii. Be of good conduct during the
period of attachment.
iv. Remain focused on the purpose
of being in the Organisation.
v. Adhere strictly to Rules and
Regulations of the Organization
and Be self motivated in spite of
problems encountered during
attachment among others.
6
STAKEHOLDERS PARTICIPATION IN SIWES
Figure 29: Punctuality of SIWES Trainees at Place of IT
79

The above chart shows that 51.2% of
respondents were very punctual while Another important role of Students is
12.5% were not. This indicates that getting placement for SIWES and this
Students attached importance to the is determined by a lot of factors.
Scheme. Those that were not Figure 30indicates that Students
6
STAKEHOLDERS PARTICIPATION IN SIWES
Figure 30: Reasons for not being Punctual
punctual gave reasons ranging from considered, factors such as proximity
distance to place of attachment, traffic to their homes, payment of additional
congestion and inaccessibility of stipends, availability of facility and
places of attachment as shown in equipment and relationship with
Figure 30.
organization, among others.
Figure 31 Choice of place of Industrial Attachment
80

Figure 31 revealed that, the choice of Figure 32 shows that SIWES
place of attachment for Students is Orientation Programmes were
largely determined by availability of organized by Institutions and
facilities (58.4%) and equipment Students participated on such
(50.2% respectively). This is closely programmes before embarking on
followed by proximity to their homes SIWES. This is crucial for a successful
and schools (26.7% and 25.6% Industrial Training. 91.8% of the
respectively). These two factors are Students indicated that they attended
important to the Students because of SIWES Pre-attachment Orientation
the problem of accommodation since Programmes at school. The
most employers will not provide this. implication of this is that Students are
Other factors such as parental adequately informed on their
preference and relationship with responsibilities and obligations during
Organisations also have no influence the period of attachment. This was
on choice of places of attachment. reflected in the extent to which
Students on SIWES have knowledge
of the Organizational Rules and how
they adhered to these Rules.
Figure 32: Participation in SIWES
Orientation Programme
Students identified availability of
facilities and equipment as factors
that will enhance acquisition of skills,
a significant number are concerned
with other consideration such as
closeness to the Institution or their
home which may not necessarily
enhance skills acquisition process.
6.4 Industrial Training Fund
The Industrial Training Fund is
required to participate in SIWES
Orientation Programmes for Students
organized by Institutions prior to
attachment and also supervise
Students on Industrial Attachment.
The Fund is also required to receive
and process Master and Placement
Lists from Institutions and Regulatory
Agencies (i.e. NUC, NBTE, and
NCCE).
6 . 4 . 1 S I W E S O r i e n t a t i o n
Programme
From responses of Students on
6
STAKEHOLDERS PARTICIPATION IN SIWES
81

6
STAKEHOLDERS PARTICIPATION IN SIWES
attendance at SIWES Orientation 6.5 Institution
Programmes and their knowledge of Tertiary Institutions are to establish
the Rules and Guidelines of the SIWES Coordinating Units such Units
Scheme, the ITF participate in SIWES should have Bank Accounts,
Orientation Programmes and adequately staffed and funded to
Students are adequately informed ensure effective operation of the
about the Rules and Guidelines. Scheme. The SIWES Unit is saddled
Finding of this study shows that with the responsibility of preparing
91.8% of Students attended SIWES and forwarding to the ITF through
Orientation Programmes at school. their Regulatory Agency, three hard
copies of Master Lists and a soft copy
6.4.2 Supervision
st
not later than 31 March of each
Focus Group Discussion with the ITF SIWES year. Similarly, they are also
SIWES Schedule Officers reveals responsible for preparing and
that, all Training Development submitting three hard copies of
Officers in Area Offices are involved in Placement Lists and the soft copy not
Supervision. However, Supervision is
st
later than 31 May of each SIWES
not carried out as a schedule, rather, it year. Furthermore, they are expected
is always combined with other duties; to identify and secure placement
and there is no dedicated time for opportunities for Students attachment
S u p e r v i s i o n o f S t u d e n t s o n with Employers, supervise Students
attachment as stated by one of the at their places of attachment and sign
respondents thus:
their Log Books.
Generally, premium is not
placed on supervision of 6 . 5 . 1 F u n c t i o n a l S I W E S
Students. We do a lay dog
Coordinating Unit
kind of supervision and what The study shows that 90% of Tertiary
we do is that Students come to Institutions have functional SIWES
the Area Offices so it's at this Units. Those that do not have are in
point that we monitor them. We process of compiling, more so that
do supervise Students on Regulatory Agencies have made it
attachment when we can. part of requirements for accreditation
Supervision is as bad as 20%, of courses.
but on the part of the
Institutions it is worse.
82

6.5.2 Supervision
Most Institution-based Supervisors
do not visit Students at the place of
attachment in order to supervise
them. This issue was raised during
the SSI and FGD with Heads of
I n s t i t u t i o n , I n s t i t u t i o n - b a s e d
Coordinators and ITF SIWES
Schedule Officers. One of the
Institution-based Coordinators
observed that, lack of transportation is
an excuse for non-supervision:
For every SIWES unit, 3 – 4
vehicles can be of help. Like
our unit here, we have only
one, used by our Director here.
You as a subordinate cannot
ask your superior to come
down and give the vehicle to
you. So, we need more so that
anytime we have supervision,
we won't find difficulty in going
(SSI, Institutional SIWES
Coordinator, South West).
The issue of non-supervision in some
cases involves collusion between
Supervisors who are not prepared to
go to the field and Students who need
their Log Books signed at the end of
the attachment.
S o m e I n s t i t u t i o n - b a s e d
Supervisors don't go at all, so
they now make it that Students
should bring their log books to
the school before coming to
the ITF, and they will sign these
log books as if the Students
were properly monitored in
their places of attachment
(FGD, ITF SIWES Schedule
Officers)
The practice of signing Log Books
outside the place of attachment
persists even when Supervisors
travel from their Institutions to
supervise Students. Such practice
place Students in vulnerable position
especially female Students:
Most supervisors that even go
out on supervision usually
lodge in (the) hotels and start
calling Students to come along
with their log books especially,
the female Students. While
some may find a place and call
the Students to come for
signing instead of going to the
particular place of attachment
of these Students(FGD, ITF
SIWES Schedule Officers)
6.5.3 Submission of Master and
Placement Lists
Late submission of Master and
Placement lists to ITF for processing
of payment by Institutions is an issue
that constitutes a serious challenge
by Institutions. This is as a result of
irregularity of the academic year
6
STAKEHOLDERS PARTICIPATION IN SIWES
83

6
STAKEHOLDERS PARTICIPATION IN SIWES
o c c a s i o n e d b y s t r i k e s , l a t e they might not be paid or what
admissions and delay in release of the organization pay is small,
examination results.
no matter how relevant the
place is to their course of
6.5.4 Students Placement
study, some of the Students
T h e p l a c e m e n t o f S t u d e n t s leave. So they place more
constitutes a general problem emphasis on money than
because, over the years, there has acquisition of practical
been a dearth of viable places for knowledge (FGD, ITF SIWES
attachment. This is due to the fact Schedule Officers).
that Institutions relinquish the SIWES Coordinators are not involved
responsibility of securing placement as desired in Students placement.
to Students, some are found in Students are left to scout for places of
Organisations that are not relevant to attachment. The challenge is:
their course of study, and sometimes The fact is that we have limited
in nonexistent Organisations. number of viable and relevant
Students are required to submit their places for attachment, but if
SPE 1 forms at least, 2 weeks after placement is done properly,
t h e c o m m e n c e m e n t o f t h e that is after the Coordinators
attachment. However, majority of and Supervisors have gone
Students submit this document at the out to seek for the places, the
end of attachment. As a result, it is problem being faced by the
discovered that some of the Students will be greatly
Companies/Organisations are non- minimized (FGD, ITF SIWES
existent or those that exist are either Schedule Officers)
Cottage Industries or One-Man
business ventures. A respondent 6.6 Federal Government
expressed frustration as follows: The role of the Federal Government is
Most of the problems we have to provide adequate funds to the
with placement have to do with Industrial Training Fund for the
Students. Some of them place operation of the Scheme through the
money instead of skills and Federal Ministry of Industry. The
knowledge they stand to Federal Government is also to make it
acquire, when they get to an mandatory for all Ministries,
organization and notice that Companies and Parastatals to offer
84

places of attachment for Students in 6.6.2 Role in Placement
accordance with provision of Decree The Federal Government is to enforce
No. 47 of 1971 as amended to date. compliance with provision of the
amended Act which stipulates
6.6.1 Funding
sanction for refusal to accept
F u n d i n g f r o m t h e F e d e r a l Students on attachment.
Government is viewed as a major Interaction with Institutional SIWES
challenge to the operation of the C o o r d i n a t o r s r e v e a l e d t h a t
Scheme due to the increase in enforcement of the provision of this
number of Institutions, eligible act is more in the breach than the
courses and participating Students observance.
without commensurate increase in Employers of labor will not give
the quantum of funds appropriated I n s t i t u t i o n a l S I W E S
and released annually for the Coordinators any corporate
operation of the Scheme.
recognition. When we write or
There is no enough funds visit, they'll say "no", they have
available to pay the Students no place, "sorry we have filled
as at when due. There is no our quotas". We discovered
projection on the part of the when we meet that they've
Federal Government on the g i v e n s o m e S t u d e n t s
number of Students. The ITF placement on a private basis.
has been complaining that So they deny us the rapport we
SIWES is underfunded, the need to organize and monitor
number of Students is Students. (Institutional SIWES
continuously increasing and Coordinator, South West
the funds released to the ITF Zone).
are not commensurate with the
increase. Similarly, the Federal Due to the growing population of
Government continues to give Students requiring placements from
approval to Private Institutions, I n s t i t u t i o n s w i t h i n l i m i t e d
Students are increasing and opportunities occasioned by the
this has led to backlog of decline in the growth of Large and
unpaid Students allowances Medium Scale Industries, lack of
(FGD, ITF SIWES Schedule cooperation from some Employers
officers) who do not want to work with
6
STAKEHOLDERS PARTICIPATION IN SIWES
85

6
STAKEHOLDERS PARTICIPATION IN SIWES
Institutions for placement but prefer
private arrangements for absorbing
Students. Rather than the Institutional
arrangement
The main challenge is to have
adequate and cognate number
of places for Students. In early
80's when Students population
was about 300, Students could
choose where they want to go
to. However, due to increase in
the number of Students,
Institutions taking part,
number of places, the down
turn in the economy, there is
now a lot of competition among
Institutions and Students for
places. Some employers will
prefer to offer places to
Students over the requests of
Institutions, which may be due
to the influence of their parents
or guardian, is a very major
challenge. (Institutional
SIWES Coordinator ,South
West Zone)
86

CHAPTER SEVEN
EFFECTIVENESS OF SIWES INSTRUMENTS
7.1 Introduction
entries, most still use it to give
This chapter highlights views of their real experiences. It's still
Stakeholders on the effectiveness or the main instrument we use
otherwise of the various instruments (SSI, Institutional SIWES
utilized in the administration of Coordinator, South West
SIWES. The instruments for Zone).
measuring performance of SIWES
are Students Log Book, SPE1 Form 7.3 SPE1 Form
( S t u d e n t s P a y m e n t t h r o u g h The SPE1 form is designed by the
Employers), JSH (Job Specification ITF to facilitate locating Students for
Handbook) and ITF Form 8 (End-of- supervision and also for processing
Programme Report Form), Form 8A their SIWES allowances. This Form is
(SIWES Progress Report) and expected to be submitted to the
I n d u s t r y - b a s e d t a i l o r - m a d e nearest ITF Area Office by Students at
programmes.
l e a s t , t w o ( 2 ) w e e k s a f t e r
commencement of attachment. The
7.2 Students Log Book
Form is to be endorsed and stamped
The Log Book is considered an by the Employer of Labor to indicate
effective instrument of assessing that the Student has actually
performance of Students because it commenced industrial attachment,
provides information on daily entries however, challenges have been
by Students during attachment: encountered.
It is fairly effective in the sense The SPE1 Form, which is the
that it [Logbook] is still the Form that the ITF brought to
m a j o r i n s t r u m e n t o r locate Students and payment
cornerstone in the assessment of allowances has recently
of Students. Though we still been rendered ineffective,
have Students that make fake Students will not submit them
7
EFFECTIVENESS OF SIWES INSTRUMENTS
87

7
EFFECTIVENESS OF SIWES INSTRUMENTS
on time. You will discover it in Coordinators, North West
their log books and they will Zone).
say they want to submit it after There was, however, the view that,
industrial attachment (SSI, although there are difficulties with the
I n s t i t u t i o n a l S I W E S instrument because it cannot be
Coordinator, South West generally applied; it may be useful,
Zone).
especially when Institution-based
Supervisors liaise with Industry to
General observation shows that, agree on the Training Content. In
payment of Student allowances need addition,
to be reviewed since the purpose of The JSH are not available; the
the use of the SPEI Form has been ITF should make it available.
defeated.
(FGD, Institutional SIWES
There should be review of the Coordinators, South East
Form and condition of Zone).
payment as the current
conditions stated therein are Opinions were generally divided on
not in use (SSI, Institutional Industry tailor- made programmes for
SIWES Coordinator, South Training of Students. Whereas some
East Zone)
were of the view that tailor-made
7.4 Job Specification Handbook
(JSH)
programmes were less effective,
others felt it was useful and not far
from the course content in Institutions,
Opinions on the relevance of the Job while a third set of opinion was that,
Specification Handbook were divided very few of such exist and Employers
as it was considered to be ineffective allocate work on an ad-hoc basis. A
by some Coordinators. JSH are Coordinator summarised two of these
considered obsolete and hardly used positions:
by industries:
Those organisations that have
T h e J o b S p e c i f i c a t i o n tailor-made programmes have
developed by NUC and ITF is always been effective based
old and should be reviewed on activities in the industry and
and Supervisory bodies should what they expect a would-be
ensure that industries follow it. employee to know before they
(FGD, Institutional SIWES join them. Normally, these are
88

. T h e r e s h o u l d b e a n
instrument to assess Students.
The financial aspects should
be reviewed as retrospective
i n f o r m a t i o n c a n n o t b e
assessed(FGD, Institution-
based Coordinator, South
East)
not far from what Students are
taught in class, so these are
a l s o e f f e c t i v e . M o s t
organisations don't have a
programme which Students
follow. Most are assigned
n o m i n a l j o b s o r g i v e n
irrelevant assignments (SSI,
I n s t i t u t i o n a l S I W E S
Coordinator, South West
Zone).
7.5 ITF Form 8
ITF Form 8 was well rated as an
instrument that provides insight into
the attachment period and what the
Industry and Institution-based
Supervisors have done, which is
submitted to ITF. However, there is
the problem of availability and
stamping as required by the ITF.
7.7 Industry-Based Tailor- Made
Programmes
Industry-based Supervisors are
expected to develop Customised
Training Programme as guide for
Systematic Training of Students on
attachment. This concept was
exemplified during the FGD:
Sometimes, this is even better
o r h i g h e r t h a n J o b
Specification Handbook but is
often abused when Students
run to irrelevant areas in the
industry. However, we must be
careful not to over exert
pressure on the helpful
industries, as they render
v a l u a b l e s e r v i c e s t o
SIWES(FGD, Institution-
based SIWES coordinator,
South East)
7.6 ITF Form 8A
This form for SIWES Progress Report
has not been in use as indicated by all
I n s t i t u t i o n - b a s e d S I W E S
Coordinators during the FGD in South
East Zone. However, it was
suggested that:
The form should be reviewed
and made more objective
7
EFFECTIVENESS OF SIWES INSTRUMENTS
89

CHAPTER EIGHT
PERCEPTION OF STAKEHOLDERS ON TECHNICAL
SKILLS DEVELOPMENT
8
PERCEPTION OF STAKEHOLDERS ON TECHNICAL SKILLS DEVELOPMENT
8.1 Introduction
Data on this aspect of the work were
obtained from Students, SIWES
Graduates and Employers of Labour
through questionnaires as well as
interviews/FGDs with Head of
Institutions and Institution-based
Coordinators. The perception of
Students, SIWES Graduates, Head of
Institutions, Institution-based
Coordinators and Employers of
Labour were sought on the relevance
of the Scheme on Technical
Skills Development, exposure
t o w o r k m e t h o d s a n d
techniques and overall impact
o n t h e d e v e l o p m e n t o f
Commerce and Industry in
Nigeria.
8.2 Students Perception of
SIWES
Students were asked about
their perception on the overall
relevance of SIWES to
Technical Skills Development
and the results revealed that
almost all 842 (99.2%) consider
SIWES relevant to Technical Skills
Development. Out of this number,
629 (74.7%) described the Scheme
as very relevant to Technical Skills
Development, while 215 (25.3%)
described it as relevant.
90

Other questions relating to Students perception of SIWES are presented in Figure 33
Figure 33: Students Perception of SIWES
8
PERCEPTION OF STAKEHOLDERS ON TECHNICAL SKILLS DEVELOPMENT
91

8
PERCEPTION OF STAKEHOLDERS ON TECHNICAL SKILLS DEVELOPMENT
From figure 33, the high and above adequate, 155 (21.8%) thought
average percentage scores in almost otherwise, while 54 (7.6%) had no
all the statements of perception opinion. The number of those who
showed that Students generally have opined that the Credit Units are
positive perception of SIWES. inadequate is significant and requires
Furthermore, the lower scores of some attention as Students who go on
15.6% and 30.3% on the statements SIWES spend a minimum of 12 weeks
that SIWES is about expecting and the Credit Units attached need to
stipend from place of attachment and be commensurate with time taken off
collecting stipend from Institutions school.
respectively indicate that the intrinsic
aspects of the Scheme are more The high percentage scores on the
highly valued than the extrinsic statements of perception that have
components. This shows that, been presented in the preceding
Students have good understanding of paragraphs show that Students do
the objectives of the Scheme.
have high and positive perception of
SIWES. With this position, it is clear
A possible explanation for this that Students can require the much
understanding could be the needed skills and experience when
Orientation given to Students both at factors are readily available. When
the Institutional and Organisational other Stakeholders play their roles
levels. This goes to support the fact adequately, this will bolster the
that indeed, good communication Scheme and ensure the achievement
through dissemination of relevant of the desired objective of Technical
information is very crucial and Development in the Country.
beneficial in all human relationships
and Organisations.
8.3 Graduates Perceptions of
SIWES
Perception of Students was also The perception of SIWES Graduates
sought on the adequacy of the who may be working after graduation
approved Credit Units attached to the or still in the Institution was sought to
Scheme in their various Institutions. ascertain the usefulness of the
Out of a total of 711 Students who Scheme. Information on their
responded to this question, majority of perception of SIWES is presented in
them 502 (70.6%) were of the opinion Figure 34.
that the assigned units were
92

Figure 34: Graduates Perception of SIWES
The generally high scores recorded The study sought to know whether
on perception by SIWES Graduates in SIWES Graduates have been able to
Figure 34 shows that SIWES apply the Technical Skills acquired
Graduates like their Student during SIWES, and about two-thirds
counterparts do generally have of SIWES Graduates 628 (67.2%)
positive perception of SIWES. reported that they did. One-third,
expressed otherwise, and this could
An overwhelming majority, 886 be because they had not yet secured
(95.7%) of Graduates of SIWES employment, whereas for those
reported that the Scheme enhanced employed, it could be in areas where
skills acquisition during the period of those new Skills acquired are not
attachment. Similarly, 791 (92.5%) of relevant. Graduates that are still in
Graduates SIWES reported that they school may have limited or no
acquired new skills during the SIWES opportunity to apply their newly
experience. This shows that the acquired skills.
Scheme contributes significantly to
new skills acquisition thus, achieving The SIWES Graduates perception on
the goal of SIWES.
effect of performance due to gender
difference revealed that low
8
PERCEPTION OF STAKEHOLDERS ON TECHNICAL SKILLS DEVELOPMENT
93

8
PERCEPTION OF STAKEHOLDERS ON TECHNICAL SKILLS DEVELOPMENT
percentage score of 9.7% did not experiences they acquired in the
constitute any hindrance. This is a Organisations in terms of exposure,
positive perception since most equipment and facilities are adequate
SIWES Graduates had opportunity of in meeting the needs of prospective
exposure to Industry as well as work Students of SIWES.
on a relatively equal basis.
For SIWES Graduates who reported
Based on the experiences of SIWES that their Institutions graded or
Graduates in places of attachment, assessed them at the end of the
most (83.9%) were of the opinion that attachment,893 (95.6%),expressed
subsequent SIWES Students should satisfaction with the grades awarded
be posted to the same Organisation. to them(Figure 8.3).
This opinion suggests that the
respondents perceived that the
Non-response = 52
Figure 35: Distribution of SIWES Graduates Opinion on Grading
94

Figure 35 shows that 426 (46.6%) work ethics of SIWES Graduates, as
were very satisfied with their very good and good ratings recorded
grading/assessments, while 419 highest frequency scores. However,
(43.4%) and 20 (2.1%) respectively it is pertinent to note that dedication,
were satisfied or fairly satisfied. In all, honesty and self discipline stood out
865 (94.6%) of SIWES Graduates as attributes that recorded excellent
were satisfied with their grades. ratings.
Furthermore, the perception of the
SIWES Graduates on the extent to
8.4 Employers Perception of
SIWES
which SIWES has impacted on their Employers of Labour were requested
work ethics was ascertained. The to assess their performance on
following areas were considered: SIWES, it was observed that 94.1%
hard work, quality of work, initiative, reported being satisfied. Among
creativity, expertise, supervision, these, about a third of Employers of
reporting, work planning, leadership, Labour, 34 (3.33%) rated being 'very
dedication, honesty, self-discipline, satisfied' and about two-thirds
responsibility, reliability, punctuality, (60.8%) reported being 'satisfied' with
regularity, team work and hospitality. the level of their Organisations'
The responses show that SIWES involvement in SIWES.
generally had a positive impact on the
Figure 36: Employers' Perception of SIWES
8
PERCEPTION OF STAKEHOLDERS ON TECHNICAL SKILLS DEVELOPMENT
95

8
PERCEPTION OF STAKEHOLDERS ON TECHNICAL SKILLS DEVELOPMENT
Employers of Labour have high
positive perception of SIWES in
imparting Skills on Students, thus,
enhancing performance. This
underscores the fact that indeed,
Employers believe that the Scheme is
worthwhile thereby, assuring their
participation and cooperation.
reported that, they had arrangements
for their Students in technical
disciplines to interact with Industries
prior to the establishment of SIWES,
which was established to respond to
the need expressed by Employers for
Graduates with both practical and
theoretical knowledge.
Furthermore, Employers opinion on Heads of Institution are of the view
whether they will need government that the Scheme makes the
assistance for effective participation educational process complete as it
SIWES. 48.1% of employers bridges the gap between the
indicated that they will require theoretical knowledge in Institutions
government assistance, while 51.9% through the practical hands-on
indicated that they will not.
experience found in industry:
SIWES is a programme
The study sought the Employers designed and put in place to
perception on adequacy of the bridge the gap between theory
duration for SIWES. 72.1% agreed a n d p r a c t i c e a m o n g s t
that the duration was adequate, while Students. That is what SIWES
27.9% felt otherwise. is, also it is one thing to have
8.5 Institutions Perception of
SIWES
competence in one area of
knowledge and to have handson
competency. SIWES aims
There was a general consensus to help Students put theory into
among Heads of Institution and practice to contribute to
Institution-based Coordinators that productivity of employers and
the Scheme is properly conceived to the developing economy. It is a
meet the Technical Development very good way of developing
needs of the country. Terms like 'very skills; I have worked in this
necessary, very good' were variously area for 27 years. It's a
employed to describe the Scheme by Scheme that should be
Heads of Institution in the various improved upon and retained
zones. Some pioneer Institutions because it has contributed to
96

skills acquisition since
inception in 1973 (SSI
Institution SIWES Coordinator,
South West Zone).
Some of the respondents, in support
of SIWES, are of the opinion that what
is learnt experientially is more useful
and far out last theoretical learning, as
exemplified in the following
statement:
So much has been known of
Nigeria in the acquisition of
certificates but we are lacking
in the area of skills acquisition.
Thank God for SIWES,
Students who cannot grasp all
in class are able to see it.
Knowledge of what is seen is
better than what is crammed. It
is a major means of imparting
skills that will last throughout
the individual's life (SSI
I n s t i t u t i o n S I W E S
Coordinator, South West
Zone.).
Similarly, another Head of an
Institution reported that
'The Scheme provides a
holistic approach to learning
because in addition to
acquiring 'knowledge and
psychomotor Skills, [it also
trains Students] in the area of
a f f e c t i v e - i n t e r p e r s o n a l
relationships' (SSI Head of
Institution South West Zone.)
T h o u g h t h e r e s p o n d e n t s
acknowledged that there were lapses
that impeded the smooth running of
the Scheme, they all expressed
support for it, furthermore, they
opined that most of the objectives
have been achieved and proffered
r e m e d i e s t o i m p r o v e t h e
effectiveness of the Scheme.
8
PERCEPTION OF STAKEHOLDERS ON TECHNICAL SKILLS DEVELOPMENT
97

CHAPTER NINE
EXPERIENCE AND PERFORMANCE OF STAKEHOLDERS
9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
9.1 Introduction
respective Institutions conducted
The Study sought the opinion of Orientation Programmes to prepare
Students, SIWES Graduates, them for SIWES. An overwhelming
Employers and Institutions on their majority 762 (91.8%) reported
experiences and performance on the undergoing pre-SIWES orientation.
Scheme.
Only 68 (8.2%) reported they were not
e x p o s e d t o a n y p r e - S I W E S
Orientation. All Heads of Institution
and SIWES Coordinators/Directors
also reported that they conduct
orientations for all their Students
before they commenced SIWES.
They confirmed the involvement of
ITF in the SIWES Orientation
programmes as they attend to brief
Students about what to expect and
what is expected of them in the field.
9.2 Students
Issues of Orientation, Placement,
Work/Supervisory styles, Types and
Access to Equipment and Machinery
are discussed in this section.
9.2.1 Orientation for SIWES
Students were asked if their
However, some problems associated
with Orientation Programmes, as
expressed by some Coordinators,
was lack of interest by some of their
colleagues and Students who do not
attend the programme as well as
some Students who become unruly
as exemplified by a SIWES
Coordinator:
98

The orientations are attended Figure 37.
by [ITF Area Manager,] she got
annoyed and left because they Students rated 'availability of facilities'
won't let her talk, they 492 (58.4%), 'availability of
complained about money not equipment' 423 (50.2%), 'proximity to
on how to successfully conduct home' 225 (26.7%) and 'proximity to
SIWES. We have some of Institution' 216 (25.6%) as major
them who cannot comport considerations in choice of places of
themselves and gain. What attachment. Thus, the desire to learn
they will gain is paramount to in the most equipped environment,
some of them, not what the closeness to Institution or the need to
training can give (Institutional remain in familiar environment are
SIWES Coordinator, South major influences on Student choices.
West Zone).
A significant number of respondents
9.2.2 Choice of Placement
(91 or 10.8%) however, reported that
Students were requested to identify such choices are based on some
the criteria they used for their choice personal relationships with people in
of placement for SIWES. Details of the Organisation. This issue also
what was obtained is as captured in emerged in the outcome of SSIs with
Figure 37 Distribution of Respondents by What Informed Choice of Place of SIWES
9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
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9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
Heads of Institution and SIWES when they are not able to formally
Coordinators/Directors who reported secure placement for Students, they
that their requests or efforts to secure still vet those secured by Students
placement for their Students in some b o t h f o r a u t h e n t i c i t y a n d
Organisations are turned down, yet relevance.
some of these Students are able to
secure such placement using
personal contacts/influences.
9.2.3 Attendance and Regularity
at SIWES
An overwhelming number, 807
As a result, most Institutions now (94.9%), reported that they were
provide these Students with Letters of regular, with over half of them rating
Introduction to secure placements, their attendance as 'very regular'
based on personal relationship which whereas 39 (4.6%) stated that they
has been exemplified by one of the were 'not regular' at their places of
Coordinators.
attachment. Major reasons for not
Here, we still source for places being regular were 'inadequate
but as a buffer, primarily the finance(41.02%), 'transportation',
Students source for places 38.46% and 'health', 12.82%. One of
then we vet their genuineness t h e m e a s u r e s e m p l o y e d b y
and that they are congruent to Institutions and Industries to ensure
t h e n e e d s o f that Students on SIWES report at
Students(Institutional SIWES places of attachment is the use of the
Coordinator, South West Log Book, this require daily entry of
Zone).
activities carried out during
attachment. The Log Book is cross
The study sought to know from checked by the Industry-based
Students on SIWES the relevance of Supervisor and is also discussed
placements to their Courses of Study during post SIWES interactions in
and almost all 837 (97.7%) affirmed Institutions. A Head of an Institution
that the postings were relevant to stated that they encourage employers
what they were studying. 16 (1.9%) to be firm with the Students.
said their postings were irrelevant, W h e n w e g o o u t f o r
while 4 (0.5%) said they did not know. supervision, we let the
Most of the SIWES Coordinators/ employers or people who
Directors similarly opined that even employ them or the industry-
100

ased supervisors know that involved (Institutional SIWES
t h i s i s a n a c a d e m i c Coordinator, South West
programme and that after all Zone).
you are writing in our log book.
If you are absent, there must As regards reporting for work
be reason or else, that would punctually, 733 (87.3%) indicated that
affect your rating from the they were punctual with over half of
Supervisors. They are aware them reporting that they were 'very
of that one. And we tell the punctual'. However, 105 (12.5%)
industries that employ these revealed that they were not punctual
Students that 'they are now and when probed for reasons for not
your full-ledged workers, so being punctual, less than half (42)
you give them all the things responded to the question. The major
that your workers can do”. For reasons given were 'distance' 27
a Student to leave the (64.3%), 'traffic congestion'8(19%)
attachment area, you have to and 'inaccessibility'5(11.9%) of
ask for permission and until Students respectively.
the permission is granted
(Head of Institution, North Most of the Students on SIWES had
Central Zone,).
access to various facilities in Industry,
which enhanced the acquisition of
S o m e I n s t i t u t i o n a l S I W E S skills (Figure 38).
Coordinators, however, expressed
disapproval on the conduct of some
Employers who were not strict over
Students truancy. In view of this, a
Coordinator reported that:
When we get to places of
a t t a c h m e n t a n d a s k
employers, some will say the
Students have gone to site
with other employees while
they have not been around for
long in order not to attract
sanction for the Students
9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
101

9.2.4 Access to Facilities and Equipment during SIWES
9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
Figure 38: Access to Facilities and Equipment during SIWES
The major facilities Students had 36%) and 'internet services' (228 or
access to, include: 'working space' 29.8%). Furthermore, respondents
(387 or 50.6%), 'technical workshop' were asked to identify the types of
( 3 6 1 o r 4 7 . 3 % ) , ' c o m p u t e r equipment they were exposed to
laboratories' (40.7%), library (275 or (Figure 39).
Figure 39: Distribution Of Types Of Equipment By Number Of Students Exposed To Them:
102

Figure 39 shows that Students were
exposed to electrical, mechanical and
9.2.5 Job Allocation and
Supervision Styles
electronic devices during SIWES. An Information was further sought from
o v e r w h e l m i n g n u m b e r o f Students on job allocation methods
respondents benefitted from the and styles encountered in Industry.
exposure as the majority, 611 (73.6%) 225(27.2%) reported that tasks were
rated exposure to equipment as very assigned to them individually. In like
useful, 177 (21.3%) and 39 (4.7%) manner, 415 (50.5%) indicated that
reported that they found it useful and they worked in teams while 428
fairly useful respectively.
(52.1%) reported working under
guided Supervision. For those who
The Study sought to know whether worked in teams, their opinions were
Employers placed restrictions on the sought on the effectiveness of
use of certain equipment and/or teamwork. About two-thirds, 366
access to some sections of work/ (68.4%), noted that teamwork was
workplace by Students. 245 (61.1%) 'efficient', 126 (23.6%) rated
of the respondents said they did not teamwork inefficient, 28(5.2%)
experience any restrictions but a describe it as 'hectic' and 14(2.6%)
significant number 119 (14.1%) felt it was 'stressful and inefficient'.
affirmed that they were denied the use Though a third of the Students had
of some equipment. 155 (38.7%) also negative views about team work, this
reported denial of access to certain will still serve in enhancing their
sections of the workplace. The interpersonal skills in future
restriction of access to certain areas employments and the benefits may
of work was explained by some become more obvious with time and
Employers who said certain practice.
information is classified and this
necessitated the restrictions. Among Information on the use of Job
S t u d e n t s w h o e x p e r i e n c e d Specification Manuals that are meant
restrictions, 84 (32.3%) lodged to serve as guide as well as the use of
complaint of denial access to any other tailor-made guides
equipment and 65 (31.1%) reported prepared by specific Organisations
that action was taken to correct the for Students during attachment was
situation.
sought. It was noted that a very high
number 628 (81%) of Students
9
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9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
reported to have used the Job Without employers, we cannot
Specifications Manuals during have SIWES because they
SIWES, 109 (14.2%) were provided provide the placements for
with tailor-made manuals while 37 Students. There are those that
(4.8%) claimed that there was no are good and those that are
provision to any guide.
not. Some take Students and
really train them, some use
On whether exposure to the world of them as messengers and
work enhanced the learning of new some won't let them touch the
techniques, 690 (82.7%), reported equipment, they only observe
that they learned new techniques ( I n s t i t u t i o n a l S I W E S
whereas 713 (95.2%) affirmed that Coordinator, South West
they learnt from both the employees Zone).
and peers in Industry. Further
information on sources of learning
showed that, 587 (74%) learnt from
9.2.6 Credit Units
Information on the number of Credit
employees, 267 (35%) from Students Units attached to SIWES by various
of their Institutions, while 278 (36.4%) Institutions and their adequacy was
reported learning from Students of sought from Students as presented in
other Institutions. It was evident that Figure 5.0. The figure, shows that
many of the Students learnt from each over two thirds of Institutions allocate
other. The Students made concerted between 1- 4 Credit Units to SIWES,
efforts at comparing their log books while 133 (18.1%) are reported to
with those of other colleagues (481 or allocate more Credit Units. On the
61.1%). adequacy of the Credit Units given to
SIWES by their Institutions, majority
One of the SIWES Coordinators 514 (70.4%) noted this as adequate. A
succinctly described the importance significant number 160 (22%),
and types of Employers as well as the however, felt they were inadequate,
opportunities they give to Students: while 55 (7.6%) stated they did not
know.
104

9
Non-response181
Figure 40: Distribution of Respondents by Number of Credit Units Attached to
SIWES in Institutions
Similarly, interviews with Heads of of those with unsatisfactory
Institution revealed that most of the p e r f o r m a n c e h a d t h e i r
Institutions allocated between 2 to 4 graduation delayed. Attaching
Credits for SIWES. Views were Credit Units to SIWES was
divided on the adequacy of the Credit generally seen as desirable
Units. Some Heads of Institution and a source of motivation for
opined that they were adequate, while Students to perform well.
others felt that having been away for SIWES is treated as part of the
16 weeks, more Credit Units should degree programme. The
be allocated. In one of the Institutions a w a r d o f C r e d i t U n i t s
where no Credit Units were allocated motivates the Students (Head
to SIWES, the Head of the Institution, of Institution, North Central
said
Zone)
a mark of 'satisfactory' or
'unsatisfactory' was awarded 9.3 Graduates
to Students and the graduation Graduates of SIWES provided
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
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9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
information on their experiences
during SIWES attachment. These
include preparation for the exercise,
the actual experience and the
s u c c e s s r e c o r d e d i n t h e i r
performance.
9.3.1 Experience of SIWES
Graduates during
Attachment
The experience of SIWES Graduates
during attachment are captured in
Figure 41. An overwhelming number
of Graduates were given the
opportunity to handle equipment,
which is one of the objectives of
S I W E S . F u r t h e r m o r e , t h e i r
performance was also assessed at
the end of the exercise. About two
thirds of the Graduates reported being
involved in field work. It is not certain if
the one third that did not go out for
field work was not given an
opportunity to do so or the nature of
their attachment did not involve field
work.
Figure 41: Experience of SIWES Graduates during Attachment
106

9.3.2 Entrepreneurship Training
and Orientation before IT
conducted the orientation at Faculty
levels.
SIWES Graduates were asked if they
had any entrepreneurship training
before they commenced SIWES and
over half 545(59.6%) received
9.3.3 Relevance of Placement of
IT, Working hours and
exposure during SIWES
entrepreneurship training, 370 In FGDs, SIWES Graduates were
(40.4%) did not while 51 made no asked about the relevance of their
attempt to respond to the question. placement during SIWES. Many of
The benefits of such training the Graduates rated the place of IT
include:'beneficiaries' capacity to be relevant. This may be attributed to the
self employed and self reliant.
fact that they sourced for placements
themselves. One of the Graduate
In FGDs with SIWES Graduates, Students described it thus:
there was a general consensus that My place was relevant
Institutions organised Orientation because in my department we
Programmes for their Students, with did manual typing. But in
ITF delivering lectures, which was SIWES, they taught me how to
also corroborated by Students on do typing, laminating, binding,
SIWES. Some of the Coordinators how to print and the rest. My
complained that attendance of Staff place was relevant to my area
and Student sat orientation was poor, of specialisation (FGD,
inadequate space was identified as a Graduate Students, North
contributory factor:
Central Zone).
Yes, but it was not well
a t t e n d e d b e c a u s e o f S o m e G r a d u a t e s , h o w e v e r,
inadequate space (FGD, expressed strong sentiments on
Graduate Students, South irrelevant postings, which some
East Zone).
Institution-based Coordinators decry
as being a result of desperate
To overcome this challenge, a Students seeking placements or of
Coordinator had to organise Students Employers who relegated such
into three separate groups for Students to irrelevant aspects of the
O r i e n t a t i o n b u t d e c i d e d work or use them to run errands:
subsequently, to break it down and
9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
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9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
I strongly disagree [that 702(73.2%) worked the normal five
postings are relevant]. I saw (5) days a week. 212 (22.1%) worked
one of our Students doing her for six (6) days or more, a few, 45
IT in a GSM shop and she is in (8.8%) worked for 1 - 4 days while, 7
H o m e E c o n o m i c s respondents did not answer the
Department. What has Home question. Thus, most SIWES
Economics to do with recharge Graduates were exposed to the
cards (FGD, Graduate normal world of work, both in terms of
Students, North West Zone). the working hours and number of
working days.
Respondents were asked to provide
information on number of working Exposures during SIWES, opinions
hours as well as work days at places were divided in FGD with SIWES
where they had their SIWES Graduates on level of engagement by
attachment. The findings are employers. Some SIWES Graduates
presented in Figure 42.
affirmed that they were fully engaged,
others reported otherwise. One of the
reasons why they were not fully
engaged was captured by a
Graduate:
I think they engaged us at our
own level. This is because we
cannot be given any work that
we don't know, so I don't blame
t h e m ( F G D , G r a d u a t e
Students, North West Zone).
Figure 42: Number of Working Hours
Over two-thirds of SIWES Graduates
were exposed to the normal working
hours or even more (Figure 42). Quite
a significant number of SIWES
Graduates (13.1%) reported working
for 10 hours or more in a day. As
regard the number of working days
SIWES Graduates were exposed to,
As regard SIWES Graduates working
on public holidays during attachment
a high proportion 695 (73%), reported
that they did not but a significant
number, 257 (27%) responded in the
affirmative. It has earlier been
established that quite a number of
Organisations that absorb Students
on SIWES are privately owned.
Therefore, some of them do work on
public holidays and are likely to
108

expose Students on SIWES to the
same working conditions that apply to
regular staff, particularly, if they are
s h o r t - s t a f f e d . E v e n P u b l i c
Organisations responsible for
provision of essential services require
some staff to work during public
holidays and at weekends. Thus
sometimes, Students on SIWES are
involved in working under such tight
schedules.
claimed that they had never been
absent from their places of
attachment.
9.3.5 Use of Equipment during
SIWES
Based on the fact that SIWES is
aimed at exposing Students to the
world of work and to provide hands-on
experience, the Study sought to know
9
Table 9.1: Distribution of SIWES Graduates by the Number of Days
absent from Attachment
No. of days Absent Percentage(%)
10 Days or less 48.9
11 – 20 Days 7.0
21 – 30 Days 1.3
31 Days and Above 1.3
None 41.5
Total 100
Non-response = 2
9.3.4 Days Absent from SIWES
Respondents were also asked to
state the number of days they were
absent from their places of
attachment and they provided
information presented in table 9.1
About half of the respondents claimed
that they were absent from their
places of attachment for 10 days or
less, while, a significant number
whether Students were exposed to
and had experience of using the
equipment and machinery in Industry.
Majority of them, 862 (90.3%) were
given equipment to handle and these
include: wide range of machinery
(226), office equipment (169),
electrical equipment (77) and medical
equipment (59).
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9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
In the FGDs, there was a general when they had their placement close
consensus that, most Employers to their Institutions.
treated Students, like their regular
employees by allowing them to
operate tools and machinery. For
9.3.7 SIWES Objectives and
Performance
some SIWES Students, Employers SIWES Graduates in the FGDs
did not expose them to these tools understood the objectives of SIWES,
and machinery until they had spent which entail bridging the gap between
some time with them, this enhanced theoretical and practical knowledge
skills acquisition.
by exposing them to the world of work.
9.3.6 Supervision of Students by
Industry and Institution
One of them described the benefits of
the exercise:
I am in Home Economics
SIWES Graduates were asked to rate Department. I learnt how to
the quality of supervision by Industry- welcome visitors, how to
based Supervisors. Many were of the address a guest, and how to
opinion that they were well supervised calculate monthly income and
using their Log Books. Although, a few the profit they make in a hotel
reported being neglected by some or restaurant. I also learned
Industry-based Supervisors.
sewing (FGD, Graduate
Students, North Central
From the FGDs, it was observed that Zone).
SIWES Graduates reported that their
Institutional Supervisors went for SIWES Graduates were further asked
supervision while they were on to rate their overall performance
attachment. A few however, claimed during attachment. Their responses
that they were not supervised even are captured in Figure 43.
110

9
Non-response = 10
Figure 43: Distribution of SIWES Graduates by Performance
From Figure 43, most of the SIWES. 3(2.9%) considered the
respondents rated their performance Students performance 'fair' while, an
during SIWES, as 41.2% , 42.2% and Employer did not provide any rating.
13.8% rated their performance as Even though performances of
'excellent', 'very good' and good Students at SIWES are highly rated, it
respectively. The three major reasons appears they have higher perception
that SIWES Graduates gave for their of their performance compared to
performance were 'Exposure to work their Employers.
done in Organisation' (285), 'cordial
relationship with Organisation's staff'
(47) and 'availability of facilities'. On
9.4 Employers of Labour
In this section, assessment of
the other hand, ratings by Employers Institutions performance on SIWES,
of Labour were not as high, as most of method employed to train and
them 51 (49%) rated the Students supervise SIWES Students as well as
posted to them as very good, 44 impact of SIWES by Employers of
(42.3%) said they were 'good' and Labour are discussed.
only 6 (5.8%) employers gave the
rating of 'excellent' to Students on
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
111

9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
9.4.1 Assessment of Institutions the type of materials they use for
Employers were asked to assess the training Students during SIWES.
category of Students that are most When asked whether they had
equipped with Technical Skills at the Training Manuals for Students on
commencement of SIWES and SIWES, it was found that most
Employers rated Polytechnic Employers, 79(82.9%) did not have
Students highest 34(41.5%), followed Training Manuals. Only 22 (21.8%)of
by University Students 14 (17.1%). Employers reported that they have
Colleges of Education Students were training manuals while four did not
assessed as least equipped 7 (8.5%). respond to this. Out of those who had
However, 27 (32.9%) of Employers Training Manuals, less than a third
were undecided while 23 did not had submitted such for inclusion in the
respond to the question.
Institutions' curriculum. The study
also showed that many Employers,
9.4.2 The Nature of SIWES Training 63(63%) were not aware of the
Employers were asked on method of existence of Job Specification
preparing SIWES Students posted to Handbook (JSH) provided for SIWES
their Organisations for attachment as by ITF. The 37(37%) who are aware of
well as the methods in training or the existence of the handbook were
imparting skills to Students. The asked if they used it in training
study showed that 91.2% of them Students on attachment. This study
reported giving the Students has shown that 30 (81.1%) claimed
orientation at the commencement of that they use the handbook. Opinions
their Training, 9 (8.8%) did not while 3 of Employers were also sought on the
Organisations did not respond to the usefulness of the handbook and most
question. Furthermore, it was found agreed that it was useful.
that, these orientations were
beneficial to the Students as 91
(97.8%) of the Employers affirmed
that orientation does positively impact
on the Students, 2 (2.2%) said it did
not, while 12 Organisations did not
respond.
Organisations were also assessed on
Figure 44: Method of Skills Impartation
by Employers
112

The major methods employed by fewer Students to a Supervisor during
Organisations to train Students on attachment. Less than 10% of the
SIWES include 'team work' 78(78%), Organisations assigned more than 11
'orientation' 40(39.6%) and individual Students per Supervisor.
assignment 38(38%).
A relationship between the number of
9.4.3 Supervision
Students per Supervisor and the type
The research sought to know if of Organisation further revealed that
Organisations assigned Supervisors all Micro Organisations 3(100%), 14
Non-response = 8
Figure 45: Distribution of Students per Supervisor in Organisation
to Students on SIWES and almost all ( 7 7 . 8 0 % ) o f S m a l l S c a l e
99 (98%) reported that they did. Only Organisations, 26 (66.70%) Medium
2 (2%) Organisations did not. and 18 (52.90%) of Large scale
Employers were further asked to attached less than five Students to a
indicate the average number of Supervisor. Furthermore, 3 (12.50%)
Students assigned to a Supervisor, Small, 10 (41.70%) Medium, 11
this is contained in Figure 45
(45.80%) and Large Organisations
attached 6 to 10 Students per
The data shows that about 90 of S u p e r v i s o r. O n t h e w h o l e ,
Organisations attached about 10 or Organisations, the Micro and Small
9
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113

9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
Industry tend to attach fewer Students Similarly, the data shows that among
to a Supervisor than those in Medium those who agreed that the period of
and Large Industry.
exposure to Industry influence
acquisition of technical skills, over half
Employers were also asked if ITF of them 'strongly agreed'. This is
Officials visit Students on attachment indicative of the importance of this
and 64 (65.3%) reported that they did, Scheme to acquisition of skills in the
34 (34.7%) reported they do not while development of the country.
7 Organisations did not respond. On
the regularity of such supervision The usefulness of the Scheme in
visits, 28 (43.8%) indicated that the e n h a n c i n g Te c h n i c a l S k i l l s
officials visited once, where as 29 Acquisition was ascertained. The
(31.3%) went twice, while 7 (10.7%) study showed that some Students
and 9 (14.1) report these visits to be were employed due to their
thrice or more respectively.
outstanding performance and indeed,
over half of the Employers had done
9.4.4 Assessment of impact of
SIWES
so. Details of this is presented in
Figure 47
All but three Employers positively
opined that the period of exposure of
Students to industry did influence the
acquisition of Technical Skills as
shown in Figure 46
Non-response = 2
Figure 46: Distribution of Organisations'
Opinion that SIWES Influences
Technical Skills Acquisition
Figure 47: Distribution of Organisation
by Number of Staff employed
through SIWES attachment
The absorption of former SIWES
Students by Organisations was quite
high as over half of them had
employed four or more of their former
SIWES Students. A further crosstabulation
of Organisations that
employed former SIWES Students by
type of Organisation shows that 1
(33.30%) Micro, 7 (36.80%) Small, 24
114

(60%) Medium and 17 (51.50%) Employers were further asked which
Large Organisations employed category of Students exhibited
former SIWES Students. When greater commitment and enthusiasm
probed on the specific attributes that during SIWES. Over half, 53 (54.6%)
resulted in the selection of this were undecided on any particular
category of staff, it was revealed that category. 20 (20.6%) of Employers
'dedication to duty' 34 (36.6%), opined that Polytechnic Students did
'existence of vacancy' 21 (22.6%) as better, 16 (16.5%) of employers rated
well as 'obedience to constituted University Students better. Few
authority' 17 (18.3%) were the most Employers, 8 (8.2%) rated the COE
mentioned criteria.
Students as more committed and
enthusiastic.
Figure 48: Perception of Employers of Labour on Students' Performance
9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
115

9
EXPERIENCES AND PERFORMANCES OF STAKEHOLDERS
116
9.4.5 Access to Facilities by
Students on SIWES
Most Organisations, 81 (78.6%)
reported that, they do not restrict the
access of SIWES Students to any
section of their Organisation. On the
other hand 22 (21.4%) impose
restrictions while two did not respond.
For those who imposed restrictions,
reasons given include safeguarding
'secret/classified files' 23 (32.4%),
'company policy' 21 (29.6%),
'Students cannot operate the
equipment' 18 (25.4%) as well as
c o n s i d e r a t i o n s o f ' a r e a s o f
specialisation' 9 (12.7%).
9.5 Institutions
This section discussed the adequacy
or otherwise of credit units attached to
SIWES.
9.5.1 Credit Units
Interviews with Heads of Institution
revealed that 2 – 4 Credit Units were
awarded by the Institutions for SIWES.
Opinions were divided on the
adequacy of Credit Units attached to
SIWES. Some Heads of Institution
believe that they were adequate while
others felt that more Credit Unit should
be allocated for an activity that lasts up
to 16 weeks. In one of the Institutions
where Credit Units were not allocated
to SIWES, the Head of the Institution
said that a mark of 'satisfactory' or
'unsatisfactory' was given to Students
and the graduation of those with none
satisfactory performance was
delayed.
A Coordinator opined that the
Universities were better on attaching
Credit Units to SIWES than Mono and
Polytechnics due to the poor attitude of
their Regulatory Agencies on the
issue:
In terms of Polytechnics and
Monotechnics, we have NBTE
in charge of us. While NUC
have put down their feet and
instructions carried out, the
NBTE have not done so. Like
Credit Units, it's the prerogative
of the NBTE to enforce it but
they're not doing it so (SSI,
I n s t i t u t i o n a l S I W E S
Coordinator, South West
Zone).

CHAPTER TEN
CHALLENGES FACED BY SIWES AND POSSIBLE
SOLUTIONS
10.1 Introduction 10.2 Problems and Challenges
The preceding chapters, particularly faced by the Scheme
chapters eight and nine, show that all Problems and challenges
Stakeholders (Students, SIWES faced by the Scheme since its
Graduates, Institution Heads, establishment are:
Institution-Based Coordinators/ · exponential rise/increase in
Directors and Employers of Labour) the number of Courses,
are all in agreement that SIWES is Institutions and Students
relevant and useful for technical skills involved.
d e v e l o p m e n t i n N i g e r i a . · reduction in the number of
Unfortunately, however, the Scheme placement opportunities, due
has faced a number of problems and to the inability of Employers of
challenges since its establishment in Labour to absorb all the
1974 (over 36 years ago). These Students.
problems and challenges cut across · inadequate funding.
Administrative/Organizational · delays and non-payment of
structure and funding, Stakeholders allowances to Students and
participation in SIWES, and the staff involved in SIWES in
effectiveness of SIWES Instruments. Institutions.
(See Chapters Five, Six and Seven). · lack of career prospects for
In the next Section, some of these Institution based Coordinators.
challenges are elaborated and · lack of financial autonomy for
possible solutions to them are Institution- based SIWES
subsequently discussed.
Coordinators.
· denial of the use of facilities
and in adequate facilities for
Students on attachment (e.g.
laboratories, workshops,
10
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
117

10
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
studios and computers). the root/ primary ones. The
discussion that follows, therefore, is
· Inadequate and lack of based on what we consider (as) the
effective orientation and root/primary challenges/ problems,
supervision of Students on namely: exponential increase in the
attachment by staff of number of Institutions and Students
I n s t i t u t i o n s , I T F a n d p a r t i c i p a t i n g i n S I W E S a n d
Employers of Labour.
inadequate funding
· non-functional and poorly
equipped SIWES Units in most
of Institution.
I. Exponential increase in the
number of Institutions and
Students
· non- provision of safety There has been a steep and
wares/devices by most continuous increase in the
Employers of Labour, leading n u m b e r o f S t u d e n t s
to the exposure of both participating in the Scheme
Students and Staff to industrial from the modest number of 11
hazards.
Institutions and 784 Students
· non-provision of Training at inception in 1974 to 244
Manuals for Students on Institutions and 148, 346
attachment and forwarding Students as at June 2010 (Fig.
manuals to Institutions; non- 49 and Appendix 1). Over a
availability/obsolete nature of period of 35 years, therefore,
Job Specification Handbook.
there was 22.18% and
· inadequate or non-availability 17,640% increases in the
of industrial based training number of Institutions and
programmes and
Students participating in
· the non-uniformity of credit unit SIWES respectively.
assigned to SIWES by
participating Institutions.
It is worth noting, however, that
t h o u g h t h e a f o r e m e n t i o n e d
problems/challenges are numerous,
majority of them may be considered
secondary because they stem from
118

10
Figure 49: Growth of SIWES Students from 1974-2010
The phenomenal growth in the Students on attachment, (e.g.
number of Institutions and Students laboratories, workshops
participating in SIWES over the years equipment, studios and
has resulted to several challenges computers).
and difficulties in the administration · inadequate and lack of
and management of the Scheme effective orientation and
(Appendix 1). The situation is supervision of Students on
expected to worsen with the addition attachment, inadequate/ nonof
nine Federal Universities and more provision of training and
Private Universities and an increase forwarding manuals, Job
in other higher institutions. Such Specification Handbooks and
challenges include:
I n d u s t r i a l T r a i n i n g
· reduction in the number of Programmes.
placement opportunities, lack
of and inadequate facilities for T h e a f o r e m e n t i o n e d
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
119

10
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
problems/ challenges all stem from their places of attachment.
from the ever increasing Unfortunately, over the years, the total
n u m b e r o f C o u r s e s , amount released for the Scheme has
Institutions and Students been far less than the amount
involved in SIWES.
appropriated which in turn has been
II. Inadequate Funding
falling much below the amount
required for the smooth running of the
The second major problem facing the Scheme. Table 10.1 shows that both
Scheme is paucity of funds figures for appropriation and actual
(inadequate funding). Funds are release of funds from the Federal
required for paying Students and Government have been on the
Supervisory allowances and for the decline. The immediate implication of
effective and efficient management of this under funding is that there are
the Scheme. In order to facilitate the backlogs of unpaid allowances of
smooth operation of the Scheme, both Students and Supervisors, as
payments of Supervisory allowances well as overhead costs totaling Eight
to Institutions-based Supervisors Billion, Seven Hundred and Thirtyhave
been made to them for the Three Million, Three Hundred and
s u p e r v i s i o n o f S t u d e n t s o n Seventy-Two Thousand, Seven
attachment. Similarly, allowances are Hundred and Six Naira, Fifty-Six Kobo
made to benefitting Students to (N 8,733,372,706.56) as at May 2010.
augment their transportation to and
10:1 Federal Government Funding of SIWES
Year Amount
required(Naira)
Amount
appropriated
(Naira)
765,000,000.00
765,000,000.00
777,000,000.00
850,000,000.00
2006 2,117,791,500.00
2007 2,525,968,500.00
2008 2,764,839,000.00
2009 2,179,259,500.00
2010 2,473,108,000.00 1,064,258,454.00
Total 12,060,966,500.00
Source: ITF (2010)
4,221,258,454.00
Amount Released
(Naira)
725,471,907.81
693,471,907.63
663,784,708.00
805,356,500.00
439,508,770.00
(as at May 2010)
3,327,593,793.00
Underfunding
(Naira)
1,392,319,592.19
1,832,496,592.37
2,101,054,292.00
1,373,903,000.00
2,033,599,230.00
(as at May 2010)
8,733,372,706.56
120

Other challenges arising from the devices by most Employers of
continuous under-funding of the Labour, leading to the
Scheme include:
exposure of Students on
· lack of financial autonomy for attachment to industrial
Institution-based SIWES hazards,
Coordinators. · non-provision of Training
· lack of career prospects for Manuals for Students on
I n s t i t u t i o n - b a s e d attachment as well as
Coordinators.
f o r w a r d i n g m a n u a l s t o
· lack of effective orientation. Institutions, non-availability of
· non-functional and poorly up-to-date Job Specification
equipped SIWES Units in Handbook and inadequate
Institutions.
/non-availability of the
· Inadequate/non provision of I n d u s t r i a l T r a i n i n g
various Training Manuals and Programmes.
III.
Log Books.
Other challenges/problems
A final problem area/challenge is the
non-uniformity of Credit Units
assigned to SIWES by participating
Other challenges/problems facing the Departments and Institutions. Over
Scheme that do not stem directly from the years, different departments,
i) and ii) include: especially in the Universities, have
· d e n i a l o f S t u d e n t s o n allocated different Credit Units,
attachment to the use of ranging from 6 to 15 to SIWES. It is
relevant training facilities (e.g. worth noting that the assignment of a
laboratories, workshops, credit unit to SIWES has, in itself,
studios and computers). meant a dislocation in the total credit
· inadequate and lack of the load taken by Students involved in the
aforementioned facilities, and Scheme and hence, the minimum
poor/none welfare service credit load of a Student should pass
provision/package (medicals, before he/she can graduate.
accommodation/housing, free/ Furthermore, since most of the
s u b s i d i z e d l u n c h , Students involved are required to be
transportation/transport fare on attachment for six months (usually
and internet access).
at a stretch), that is for more than one
· non-provision of safety wares/ semester, they end up carrying more
10
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
121

10
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
credit load in one or two sessions, resources to bear in the bid to
usually at their first semester of 300 s u r m o u n t s o m e o f t h e
level and/or 400 level (for Students c h a l l e n g e s p r e s e n t l y
undergoing four-year programmes). experienced. Four potential
There is, therefore, the need for the Stakeholders are the Federal
administrators/ managers of the Ministry of Science and
Scheme, in collaboration with Technology (FMST), Federal
institutions of higher learning to arrive Ministry of Labour and
at a Uniform Credit for the various P r o d u c t i v i t y ( F M L P ) ,
courses/ programmes that will be in Education Trust Fund (ETF),
harmony with the minimum Credit and Millennium Development
Units required for graduation.
G o a l s ( M D G ) o f t h e
10.3 Possible Solutions towards
Dealing with Identified
Challenges/ Problems
Presidency. It is our belief and
candid opinion that an
increase in the number of
Stakeholders will greatly help
In this section, suggestions are made in solving most of the
t o w a r d s t a c k l i n g i d e n t i f i e d c h a l l e n g e s / p r o b l e m s
challenges/problems facing SIWES. a s s o c i a t e d w i t h t h e
Possible solutions or suggestions are exponential increase in the
presented below: n u m b e r o f c o u r s e s /
a) Increase in the number
of Stakeholders
programmes, Institutions and
Students participating in
The Scheme has been run by a SIWES.
number of Stakeholders and
this synergy has greatly helped
in ensuring that it runs
smoothly. With continuous
increase in the number of
courses, Institutions and
Students participating in
SIWES, there is an urgent
need for an increase in the
number of Stakeholders who
will bring their influence and
b) S o l v i n g t h e
Persistent/Nagging
F u n d i n g P r o b l e m /
Challenges
The persistence of inadequate
funding has attracted the
attention of all Stakeholders to
the extent that at various times
in the history of the Scheme,
Stakeholders have met to
122

deliberate and seek solutions
to the challenges of funding. In
th
2007, for example, at the 8
Chief Executives’ forum of
SIWES Supervising Agencies
and other Stakeholders, it was
resolved that a Committee on
SIWES funding be set up. The
Committee was given the task
of proffering feasible solutions
to poor SIWES funding
situation as well as to offer
s u g g e s t i o n s t o w a r d s
i m p r o v i n g S t u d e n t s
supervision during attachment.
Some of the suggestions of the
Committee, which were later
ratified at the extra-ordinary
Stakeholders meeting held on
June 2, 2008 at the ITF
Corporate Office, Abuja, are
included in the suggestions
presented here:
i) Separate SIWES Subhead
Hitherto, all SIWES funding
has been included in the
allocation of the parent Ministry
of ITF, i.e. the Federal Ministry
of Commerce and Industry. As
a resource intensive Scheme,
it would be easier to make a
case for increased funding if it
had a separate sub head
appropriated to the ITF for
management.
ii) Budgetary Provision by
Supervisory Agencies
and Institutions
Supervisory Agencies (NUC,
NBTE and NCCE) and
Institutions under them have
vital roles to play in achieving
the objectives of the Scheme.
To facilitate the smooth
running of the Scheme at both
t h e I n s t i t u t i o n a l a n d
Supervisory Agency levels, it is
suggested that these bodies
make specific budgetary
provisions for necessary
infrastructure and logistics.
This arrangement will also
assist the lecturers to better
supervise the Students.
iii) Attracting Partners
from the Private Sector
The funding of SIWES by the
Federal Government has
continued to fall short of the
expected expenditure. There
is, therefore, the need to
consider the possibility of
additional funding outside
government coffers. SIWES
can be properly packaged for
presentation to potential
10
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
123

10
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
sponsors such as the Banks,
Multinationals and other
Corporate Institutions for
v) Financial Autonomy
For Institution-Based
Coordinators
support in a variety of ways, Presently, in most Institution,
including the creation of monies for SIWES running is
placement opportunities for paid into and expended
industrial trainees, providing directly from the Institutions
resources to support the common account. This places
Scheme and even in the direct a lot of bottle- necks, such
funding of the Scheme.
delays in withdrawal of funds
iv) Career Prospects for
i n s t i t u t i o n b a s e d
Coordinators
when needed. The creation
a n d r u n n i n g o f a n
autonomous/independent
account for SIWES will, to a
One of the key findings of the large extent, ameliorate the
present study is the lack of present challenges faced by
c a r e e r p r o s p e c t s f o r SIWES Institution-based
I n s t i t u t i o n - b a s e d Coordinators/Directors in the
Coordinators. This situation operation of the Scheme.
has, in turn, adversely affected
the morale, interest and desire
of the Coordinators in carrying
out their responsibilities and
duties. It is, therefore,
suggested that appropriate
vi) Allocation of Uniform
Credit Units to SIWES
B y P a r t i c i p a t i n g
D e p a r t m e n t s a n d
Institutions.
training opportunities be As already suggested (10.2,
provided for the Institution- iii), there is the need for the
based Coordinators whereby A d m i n i s t r a t o r s a n d
they end up as professionals in Management of SIWES, in
their own right. If this is done, collaboration with Institutions
the Coordinators will see of higher learning, to arrive at a
themselves as career persons common/ uniform credit unit,
rather than ad hoc personnel, say six credit units (6 credit
and thus boost their morale.
units), for each attachment
y e a r f o r s i m i l a r
124

courses/programmes. The feedback from Institutions
agreed credit unit should
necessarily take cognizance of viii) Database
the minimum credit unit For the development and
required for graduation for the growth of the Scheme to be
various courses/programmes. effectively monitored and
vii) I m p l e m e n t a t i o n o f
S I W E S R u l e s a n d
Regulations
evaluated, the ITF need to be
immediately empowered to
demand accountability from all
The ITF will need to be Stakeholders of the Scheme.
empowered to enforce all the It, therefore, needs to put in
rules and regulations as are place a comprehensive
contained in the SIWES interactive database for the
instruments for effective and management of the Scheme
efficient management of the with vital/relevant information
Scheme including sanctions to on Institutions, eligible
defaulting Organisations and courses, places of attachment
Institutions. Areas mostly among others.
affected are supervision,
monitoring of Employers and
Research Team in a Working Session
10
CHALLENGES FACED BY SIWES AND POSSIBLE SOLUTIONS TO THEM
125

CHAPTER ELEVEN
SUMMARY, RECOMMENDATIONS AND CONCLUSION
11
SUMMARY, RECOMMENDATIONS AND CONCLUSION
11.1 Introduction
The chapter summarises and
concludes our study on the Impact of
S I W E S o n Te c h n i c a l S k i l l s
Development in Nigeria. It presents
an overview of the study, major
findings of the work, makes
recommendations to relevant
Stakeholders and concludes the
study.
11.2 Overview of the Study
The study proceeded to designing the
framework for collection of relevant
data for achieving stated objectives,
identified relevant Stakeholders and
determined nature, types and sources
of data required. Relevant data were
thereafter collected, collated and
analysed, using appropriate
methodologies and techniques.
In carrying out this study, the authors
commenced by outlining the
objectives for achieving the stated
goal, posed relevant research
questions and laid down the
underlying assumptions to guide the
study. These were followed closely
with a review of relevant and related
work on Students Industrial Work
Experience Scheme (SIWES), with
special reference to Technical Skills
Development in Nigeria and in other
countries.
In chapters five to nine, the
Administrative Structures and
F u n d i n g , P a r t i c i p a t i o n o f
Stakeholders in SIWES, Perception
of Stakeholders on Technical Skills
Development, Experiences and
Performances of Stakeholders were
evaluated. Our evaluation shows that
all Stakeholders (Students, SIWES
Graduates, Institution Heads,
Institution-Based Coordinators and
Employers of Labour) agree that
SIWES is relevant and useful for
Technical Skills Development in
Nigeria. However, the Scheme faces
a host of problems and challenges
which should be immediately tackled
and solved for the country to achieve
the stated goal.
126

in SIWES while relevant
Challenges and problems faced by industries are shutting down.
SIWES are identified, and discussed, 3. I n a d e q u a t e / i n e f f e c t i v e
while possible solutions are supervision of Students on
subsequently proposed. Major attachment by Staff of
findings of the study are highlighted in I n s t i t u t i o n s , I T F a n d
the next section.
11.3 Major Findings of the Study
Employers of Labour, largely
d u e t o l a c k / s h o r t a g e /
i n a d e q u a t e v e h i c l e s ,
The major findings of this study are supervision allowance and
summarized below.
delays in the payment of same
to both Staff and Students.
Effectiveness of SIWES
11.3.1 Administrative Structure
4. Inadequate funding for the
smooth management of the
Scheme.
1. Most Institutions have SIWES
Units with a Coordinator/
Director to oversee the
1 1 . 3 . 2 P a r t i c i p a t i o n o f
Stakeholders in SIWES
f u n c t i o n s o f t h e U n i t . 1. Employers of Labour seldom
However, only a few are discriminate against Students
well/fully equipped with for attachment, irrespective of
P e r s o n n e l a n d h a v e the type of Tertiary Institution
n e c e s s a r y l o g i s t i c they come from.
r e q u i r e m e n t s ( s u c h a s 2. A major factor determining
functional and specialised acceptance of Students for
laboratories, workshops, SIWES by Organisations/
studios and vehicles).Most are Establishments is availability
either in short supply or of vacancy.
inadequate or out rightly non- 3. 4 1 . 6 % o f S t u d e n t s o n
existent.
attachment to Organisations
2. Placement of Students in a r e n o t p r o v i d e d w i t h
relevant Industries is a major relevant/necessary facilities
challenge due to the growing and/or equipment for training;
number of Institutions, eligible thus, a good number of them
courses and Students involved are poorly exposed to hands-
11
SUMMARY, RECOMMENDATIONS AND CONCLUSION
127

11
SUMMARY, RECOMMENDATIONS AND CONCLUSION
on experience.
been developed and are in use
4. Most of the Employers of in the administration of
Labour assign Supervisors to SIWES: Student Log Book,
Students on attachment, thus The SPE I form, the Job
ensuring that the Students are Specification Handbook
properly trained.
(JSH), ITF Form 8, ITF Form
5. A p a r t f r o m i m p a r t i n g 8A and Industrial-Based Tailornecessary
skills to the Made Programmes.
Students on SIWES, most 2. The SPE I Form, JSH and ITF
Employers of Labour ensure Form 8A are considered not
that they are well disciplined effective and seldom used.
during attachment.
6. Generally, Students actively
participate in pre-attachment
orientation, are punctual at
11.3.4. Perception of Stakeholders
of SIWES on Technical
Skills Development
their places of attachment, and 1. Most of the Students (75%)
carry-out assignments and described SIWES as very
jobs assigned to them.
relevant to Technical Skills
7. The supervision roles of both Development, while SIWES
ITF staff and the Institution- Graduates (92.5%) reported
b a s e d S u p e r v i s o r a r e that they acquired new skills
generally poorly attended to, d u r i n g t h e i r S I W E S
mainly due to logistics and attachment.
non-payment of supervision 2. Generally, Employers of
allowances.
Labour have high positive
8. The Federal Government, the perception of SIWES in
sole funder of the Scheme, has imparting skills to Students,
performed below expectation t h u s , e n h a n c i n g t h e i r
in providing adequate funds to performance.
the ITF for the smooth running 3. There is a general consensus
of SIWES.
among Heads of Institution
a n d I n s t i t u t i o n - b a s e d
11.3.3 Effectiveness of SIWES
Instruments
Coordinators that SIWES
makes the education process
1. Six instruments have so far complete as it bridges the gap
128

etween the theoretical improving the operation of the
knowledge acquired in Scheme:
Institutions through practical increasing the number of
hands-on experience in Stakeholders
industry.
creating financial autonomy for
11.3.5 Factors that Impede the
Institution-based SIWES
Units/Directorates
Smooth Operation of SIWES
and Possible Solutions
separate SIWES sub-head by
the Federal Government
1. A host of factors have been motivating partners from the
identified that impede the private sector and
smooth operation of SIWES: providing career prospects for
the exponential rise/increase Institution-based SIWES
in the number of courses, personnel.
Institutions and Students
involved in the Scheme, 11.4 Recommendations
resulting to the reduction in the A major finding of the present study is
n u m b e r o f p l a c e m e n t that SIWES has greatly enhanced the
opportunities;
development of Technical Skills in
inadequate and lack of Nigeria, but that the Scheme faces an
effective orientation and array of challenges. In order to
supervision of Students on improve on the operation and
attachment;
management of the Scheme, the
non-functional and poorly following recommendations are
equipped SIWES Units and made:
D e p a r t m e n t s i n m o s t 1. The number of Institutions and
Institutions;
Students participating in
delays and non-payment of SIWES has been on the
allowances to Students and i n c r e a s e w i t h o u t
staff involved in SIWES in corresponding increase in
Institutions; and funding the Scheme. We
inadequate funding.
suggest that the Federal
Ministry of Science and
2. The following solutions have Technology (FMST), Federal
been proffered towards Ministry of Labour and
11
SUMMARY, RECOMMENDATIONS AND CONCLUSION
129

11
SUMMARY, RECOMMENDATIONS AND CONCLUSION
P r o d u c t i v i t y ( F M L P ) , Personnel and the Scheme
Education Trust Fund (ETF), professionalised.
and Millennium Development 6. That the Supervisory
G o a l s ( M D G s ) o f t h e Agencies, in collaboration with
Presidency be involved as Institutions of higher learning
major Stakeholders that will be arrive at an acceptable and
saddle with the responsibility common/ uniform Credit Units
of formulating policies and (e.g. 6 Credit Units) for each
guide the operation of the attachment year for similar
Scheme and advice the courses/programmes for the
F e d e r a l G o v e r n m e n t Scheme
appropriately on funding the 7. That instruments for the
Scheme.
administration of the Scheme
2. That a separate SIWES sub- s h o u l d b e p e r i o d i c a l l y
head in the Federal Ministry of reviewed for relevance and
Commerce and Industry be uniformity
appropriated to the ITF for 8. That tax relief be provided to
effective management.
Employers of Labour who
3. That the Supervisory Agencies a c c e p t S t u d e n t s o n
(NUC, NBTE and NCCE) attachment.
make specific budgetary
provisions for SIWES.
11.5 Conclusion
4. That SIWES be properly The Students Industrial Work
p r e s e n t e d t o p o t e n t i a l Experience Scheme (SIWES) has
sponsors, such as banks, generally enhanced Technical skills
multinational and other Development from inception in 1974
corporate institutions for to date. Unfortunately, however, the
support in creation of Scheme has been faced with a host of
placement opportunities, problems and challenges, key among
training, equipment, facilities, them being inadequate funding. To
supplier, aids and direct tackle and solve the identified
funding of SIWES.
problems and challenges, a number
5. That appropriate training o f s u g g e s t i o n s a n d
opportunities be provided for recommendations are proffered and
the Institution-Based SIWES made in this study.
130

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ITF (2004). Minutes and Resolutions of the 5 Chief Executives’ Forum of
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132

APPENDICES
Appendix 1 DATA ON SIWES FROM INCEPTION (1974 – 2010)
No
No. of
Inst.
UNIVERSITIES POLYTECHNICS
No. of
Courses
No. of
Interns No. of Inst.
No. of
Courses
No. of
Interns
COLLEGES OF EDUCATION TOTAL
No. of
Inst.
No of
Courses
No. of
Interns No. of Inst. No. of Interns
1974 5 57 300 4 41 250 2 6 234 11 784
1975 6 " 854 5 " 650 3 " 456 14 1,962
1976 9 " 1,800 5 " 810 4 " 530 18 3,140
1977 11 " 2,035 8 " 1,500 7 " 783 26 4,318
1978 14 " 2,117 10 " 885 8 " 1,411 32 4,413
1979 15 " 2,318 12 " 907 10 " 1,610 37 4,835
1980 18 " 2,470 12 " 929 14 " 1,558 44 4,957
1981 20 " 2,581 14 " 961 15 " 1,485 49 5,207
1982 25 " 2,884 17 " 984 16 " 1,349 54 5,217
1983 26 " 3,690 17 " 996 13 " 972 56 5,659
1984 29 " 4,550 26 " 997 22 " 984 57 6,524
1985 18 " 4,975 27 " 1,050 13 " 850 58 6,875
1986 21 " 5,890 26 " 1,000 25 " 960 72 7,850
1987 24 " 6,335 26 " 1,120 29 " 1,136 79 8,591
1988 25 " 7,072 27 " 1,040 35 " 1,460 87 9,572
1989 26 " 8,900 30 " 5,244 38 " 5,000 94 19,144
1990 27 " 11,200 33 " 11,004 41 " 6,514 101 28,718
133

Year
No. of
Inst.
UNIVERSITIES POLYTECHNICS
No. of
Courses
No. of
Interns No. of Inst.
No. of
Courses
No. of
Interns
COLLEGES OF EDUCATION TOTAL
No. of
Inst.
No. of
Courses
No. of
Interns
No. of
Courses No. of Interns
1991 28 " 12,534 33 " 16,467 41 6 9,899 102 38,900
1992 26 " 15,044 37 " 15,931 55 " 13,827 118 44,802
1993 32 " 18,828 47 " 19,913 55 " 13,539 134 52,280
1994 39 " 18,396 52 " 17,898 55 " 13,424 146 49,718
1995 32 " 26,514 53 " 13,078 54 " 17,481 139 57,073
1996 32 " 19,365 54 " 19,814 55 " 19,134 141 58,315
1997 32 " 34,999 54 " 23,728 55 " 20,080 141 78,807
1998 32 " 32,433 54 " 23,416 56 " 22,414 142 78,263
1999 32 " 25,860 54 " 18,317 56 " 15,019 142 59,196
2000 33 " 22,221 57 " 17,351 64 " 14,560 154 54,312
2001 37 " 19,481 60 " 20,573 67 " 23,688 164 63,742
2002 41 " 38,190 64 " 27,884 63 " 40,840 168 106,914
2003 38 " 27,845 65 " 39,520 61 " 29,793 164 97,254
2004 39 59 33,061 71 44 35,622 60 6 28,571 170 97,254
2005 45 " 49,471 68 " 55,989 64 " 28,757 177 134,217
2006 48 " 60,317 71 " 65,191 67 " 36,860 188 162,368
2007 56 " 69,487 81 " 78,742 70 " 46,661 207 194,890
2008 63 " 81,981 95 " 81,390 61 " 47,082 219 210,390
2009 79 " 67,080 93 " 34,862 72 " 36,360 244 138,302
2010 80 " 74,153 93 " 36,145 74 " 38,048 246 148346 *
* (As at 17th June, 2010)
134

APPENDIX II
Questionnaire for SIWES Graduates
Introduction
A team is currently on a research titled “An evaluation of SIWES on Technical
Skills Development in Nigeria”. In view of this we will be glad if you as a
beneficiary of this programme can complete the questionnaire to enable us
collate the information you will provide for subsequent implementation and
improvement of the programme.
INSTITUTIONAL IDENTIFICATION
For official use only
Geo-Political Zone: ……………………………….……………...
(NC = 1; NE = 2; NW = 3; SE = 4; SS = 5 and SW = 6)
State: ……………………………………….……………………
Type of Institution: [University = 1, Polytechnic = 2,
College of Education = 3]
Instruction: Please tick ( ) the answer(s) of your choice or complete the
spaces provided.
NO. QUESTIONS AND FILTERS CODING CATEGORIES
SECTION I: BACKGROUND INFORMATION
101. Gender Male …………………….……1
Female …………………….… 2
102. Age bracket 15 – 19 Years …………..…..….…1
20 – 24 Years ……….…………... 2
25 – 29 Years ……….…………....3
30 – 34 Years ……….…...…….....4
35 – 39 Years ……….…...….….. .5
40 – 44 Years ………….….….…..6
45 – 49 Years ………….…………7
50 – 54 Years ………….…………8
55 – 59 Years ………….….……...9
60 – 64 Years ………….………..10
65 + Years ………………………11
SKIP
TO
103 Marital Status Single ……………….…….… 1
Married ……………….…….. 2
Widowed …………….……… 3
Separated …………….……… 4
Divorced …………….………. 5
135

104. Highest level of Education attained Secondary [GCE
O’L/SSS/NECO/WAEC]….….1
HSC/IJMB……………………2
OND/ND...…………………... 3
NCE ……………….……….....4
HND…………………………..5
Degree ……………….……......6
Any other (specify) …………...7
105 What is your employment status Employed (Private) …….….…..…1
Employed (Public) ……….………2
Unemployed …………. …….…... 3
Self-Employed ………………….. 4
106 Name of Institution …………………………………
107 Faculty/Dept.
108 Course of Study …………………………………………
………………………………
109 Place of Attachment …………………………………………
………………………………
110 Year of Attachment 1973 – 1982 ………………..…..1
1983 - 1992 ………………..……2
1993 - 2002 …………..…...……3
2003 to Present …………………4
111 Number of times on SIWES attachment Once …………………………….. 1
Twice ………………………….... 2
More than twice…………………..3
SECTION B: PERFORMANCE DURING SIWES
201. How was your performance like Excellent.. …………………....1
Very good… ………………...2
Good ………….……………...3
Fairly good ………………...4
Poor ………………………......5
Very Poor ………….………...6
Undecided ……………………7
Don’t know ………………....99
202 Give reasons for your answer please. i………………………………….…..…
……………………………….........…..
ii…………………………………...……
………………………………........…...
iii………………………………..………
……………………………….........…...
203. During your attachment, were you given
an opportunity to handle some
equipment/machinery/materials
204. If Yes, list the equipment/machinery/
materials
Yes……………………………….. 1
No ………………………………...2
I…………………………………....……
………..……………………..........……
ii……………………………………...…
…….….……………..........……………
iii…………………………………..……
…..…….………….........………………
205
136

205. If No, why i………………………………………
…………………………...........
ii………………………………………
…………………………………...
iii………………………………………
…………………………………...
206. What did you appreciate most during
your attachment
207 What was your greatest expectation of
the SIWES
…………………………………………
…………………………………………
…………………………
…………………………………………
…………………………………………
…………………………
208 Was the expectation met Fully …………………………. ..1
Partially .………………………. 2
Not all …………………………. 3
209 If No, why …………………………………………
…………………………………………
…………………………………………
……………………
210 How many hours did you spend each
day while on attachment
211 How many days in a week did you
work
212 How many days were you absent from
your place of attachment during the
period
Less than or equal to 6 hrs………..1
7 hrs ………………………………2
8 hrs ………………………………3
9 hrs ……….…………..………….4
Equal to or More than 10 hrs …….5
1 day ……………………………..1
2 days…………………………….2
3 Days……………… ……………3
4 Days ……………………………4
5 Days…………………………….5
6 days or more ……………………6
Less than 10 days ………….. 1
11- 20 days ………..………. 2
21 - 30 days………………….. 3
31 days and above ……………4
None …………………………. 5
Don’t Know…………………..99
213 State your reason(s) for the absence i……………………………………..ii
…………………………………….
iii……………………………………
214 Did you work during public holidays
while on attachment
215 What Type(s) of assignment(s) were
you give n during the period of
attachment
Yes ……………………………1
No …………………………… 2
(i)………………………………..……
………………………………….
(ii)………………………………………
…………………………….…
(iii)……………………………….……
…………………………………..
137

216 Were you involved in field assignment
while on attachment
Yes ……………………………. 1
No …………………………..… 2
217 If Yes, state the benefits of such field
assignment:
(i)………………………………………
……………………………….
(ii)………………………………………
…………………………………………
…………………………
(iii)……………………………………
…………………………………………
……………………………
218 If No, state why (i)………………………………………
…………………………………………
…………………………
(ii)………………………………………
…………………………………………
…………………………
(iii)……………………………………
………………………………….
SECTION C HEALTH AND SAFETY
301 Did you encounter any hazard(s) in your
place of attachment
Yes ……………………………. 1
No ………………………….…. 2
302 If yes, state the type(s) of danger …………………………………………
…………………………………………
…………………………………………
…………………………………………
………………
303 Did you sustain any injury Yes. ……………………………..
No ………………………………
304 Did you report the incident Yes ……………………………..
No ………………………………
305 If yes, what did the organization do …………………………………..
…………………………………..
…………………………………..
306 If No, why …………………………………..
…………………………………..
…………………………………..
307 Based on your general experience in
the organization, are you of the opinion
that other SIWES Students be posted to
the same organization
Yes ………………………….… 1
No …………………………….. 2
308 If Yes, state why i……………………………………..ii
…………………………………….
iii……………………………………
138

SECTION D: PERCEPTIONS ABOUT SIWES
401 Do you think that SIWES exposes Yes ………………………..…. 1
Students to work methods and No ………………………..….. 2
techniques in handling equipment and
machinery that may not otherwise be
available in their institutions
402 Would you say that SIWES makes the
transition from school to the world of
Yes ………………………..…. 1
No ………………………..….. 2
work easier, and enhances student’s
contacts for later job placements
403 Can SIWES promote employers’
involvement in the educational process
Yes ………………………..…. 1
No ………………………….... 2
404 Does SIWES prepare Students for Yes ………………………..…. 1
employment in industry and commerce No ………………………….... 2
405 On completion of your SIWES
attachment, were your skills enhanced
Yes ……………………………. 1
No …………………………….. 2
406 Did you acquire any new skills Yes …………………………… 1
No ……………………………. 2
407 If Yes, name them. i………………………………………
………………………………
ii……………………………………….
…………………………………
iii……………………………………….
………………………………….
408 List your major contributions to the i…………………………………….....
organization you were attached to ……………………………………ii…
during the SIWES:
……………………………………..…
……………………………….iii………
…………………………………………
………………………...
409 Did your gender affect your SIWES Yes …………………………….1
performance
No ……………………………. 2
410 If Yes, in what way …………………………………………
411 Have you been able to apply an y of the
Technical Skills you acquired during the
SIWES
…………………………
Yes …………………………… 1
No ……………………………..2
412 If Yes, in what ways/areas i………………………………………..
…………………………………
ii………………………………………..
…………………………………
iii………………………………………
…………………………………...
413 Were you assessed (graded) at the end
of the SIWES attachment by your
institution
Yes ……………………………..1
No …………………………….. 2
139

414 If yes, how satisfied were you with the
assessment
Very satisfied ……….…………1
Satisfied ……………....………..2
Fairly Satisfied …………………3
Dissatisfied …………………….4
Very dissatisfied …………….....5
Undecided ……………………...6
Don’t know ……………………99
415 How was the assessment undertaken i………………………………………
…………………………………
ii………………………………………
…………………………………...iii…
…………..……………………………
……………………………..
416 Were you given any entrepreneurship
training before embarking on SIWES
Yes …………………………….. 1
No ……………..………………. 2
417 If No, what were the effects of the lack
entrepreneurship education on your
performance
i………………………………………
…………………………………
ii………………………………………
…………………………………..
418 If Yes, what were the effects of this on
your performance
i………………………………………
…………………………………..
ii………………………………………
…………………………………..
140

Using the Table below, please rate the extent to which SIWES has impacted
on your competence and work ethics. Please score as appropriate
S/N Attributes and
Work Ethics
419 Courtesy
420 Quality of work
421 Initiative
422 Creativity
423 Expertise
424 Supervision
425 Documentation
426 Work planning
427 Leadership
428 Dedication
429 Honesty
430 Self-discipline
431 Responsibility
432 Reliability
433 Punctuality
434 Regularity
435 Team work
436 Hospitality
437
1
Excellent
2
Very
good
Please, suggest ways to improve on
the performance of SIWES
3
Good
4
Fairly
good
5
Poor
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
………
Thank you very much for answering the questions
6
Very
poor
141

Questionnaire for Students
GEOGRAPHICAL IDENTIFICATION (For official use only)
Geo-Political Zone: ……………………………….……………...
(NC = 1; NE = 2; NW = 3; SE = 4; SS = 5 and SW = 6)
State: ……………………………………….……………………
Name Institution: …..……………………..…………………...
Faculty/Department: ……………………………………….
Type of Institution: [University = 1, Polytechnic = 2,
College of Education = 3]
DETAILS OF FIELD AND OFFICE STAFF (For official use only)
Field Assistant
Name: ……………………….
Signature: ………………….
Date:…………………………
State Supervisor
Name: ……………………
Signature:…………………..
Date:… …………………
Zonal Coordinator
Name………………………
Signature………………….
Date………………………
Data Entry Operator
Name:….……………………
Signature:………..……..
Date: ……..…………..
Introduction
A team is currently on a research entitled “The evaluation of SIWES on
Technical Skills development in Nigeria”. In view of this we will be glad if you
as a beneficiary of this programme can complete the questionnaire to enable us
collate the information you will provide for subsequent implementation and
improvement of the aforementioned programme.
142

Instruction: Encircle the answer of your choice or complete the spaces provided.
Instruction: NO. QUESTIONS Encircle the AND answer FILTERS of your choice or CODING complete CATEGORIES the spaces provided. SKIP
SECTION A: BACKGROUND CHARACTERISTICS
101. Gender
(Record as observed)
102. Age bracket
(Circle the appropriate category
mentioned)
Male …………………….….…1
Female …………………….… 2
15 – 19 Years …………………1
20 – 24 Years ……….……….. 2
25 – 29 Years ……….……….. 3
30 – 34 Years ……….……….. 4
35 – 39 Years ……….……….. 5
40 – 44 Years …..……….……6
45 – 49 Years …………………7
50-54 Years ………………… .8
55-59 Years …………………..9
60 – 64 Years ………………..10
65 + Years …………………..11
103. Highest level of schooling Secondary
[GCE/SSS/NECO/WAEC]…...1
OND ……..………………......2
NCE ……………….………....3
Degree ……………….……….4
Any other (specify) …………..5
104. Year of study 100 level ……………………..1
200 level ………………..……2
300 level …………..…………3
400 level ……………………..4
500 level ……………….…… 5
600 level ……………………. 6
Any other (specify) …………..7
105. Type of programme ND ……………………………1
NCE…………………………...2
Undergraduate………………...3
106. Marital Status Single ………….……………..1
Married ……………….…….. 2
Widowed …………….……… 3
Separated …………….……… 4
Divorced …………….………. 5
107. What kind of work do you do Unemployed ……………...…01
Farming …………………..... 02
Artisan/Craftsman …………. 03
Trading …………………….. 04
Civil Servant ……………...... 05
Medical …………………...... 06
Teaching ………………….... 07
Business ……………….….... 08
Student ……..………………. 09
Others ……………………….10
TO
143

SECTION B: SIWES EXPERIENCE
201.
Indicate the name and address of the place
of attachment that have accepted you for
SIWES programme
202 What informed the choice of your place of
SIWES attachment
(Circle as many reasons as is
appropriate to you)
……………………………….……
…………………………….………
…………………………….
……………………………………
………………………………
……………………………………
………………………………
……………………………………
……………………………………
……………………………………
…………………………
Proximity to school
………………………….…... 1
Proximity to home
…………………………….. ..2
Payment of additional stipend
.………………………………3
Availability of facilities
………………………………. 4
Availability of equipment
……………………………… 5
Parental preference
……………… ………………..6
Relationship with organization .7
Any other (specify) …………..8
203. How regular are you at your place of
SIWES programme
Not regular …………………..1
Regularly …………………….2
Very regular …………………3
Don’t know …………………99
204. If not regular, give reasons Inadequate finance …………..1
Transportation ……………….2
Redundancy ….……………....3
Accommodation ……………...4
Health reasons ………………..5
School assignments …………..6
Any other (specify) …………...7
205. How punctual are you to your place of
attachment
206. If response to Q205 is not punctual, give
reasons
Not punctual ……………….1
Punctual …………………… 2
Very punctual ………………3
Don’t know …………………99
Distance …………………….1
Traffic congestion …………. 2
Inaccessibility ……………… 3
Any other (specify) ………… 4
144

SECTION C: RULES AND REGULATIONS, GUIDELINES, AIMS AND OBJECTIVES
301 Were you given any pre -attachment Yes
orientation by your institution
No
302. Are you conversant with the rules and Yes …………………………. 1
regulations of your or ganization of No ………………………….. 2
attachment
303. If Yes, do you adhere strictly to these rules Yes ….………………………. 1
and regulations
No ……………………………2
304. State briefly, some of the rules and
i……………………………………
regulations of the industry
……………………………..
ii……………………………………
………………………….
iii…………………………………
……………………………………
…………………………..
iv…………………………………
……………………………………
305. Is the nature and type of training you are
undergoing at your place of attachment
relevant to your course of study
…………
Yes …………………………1
No ………………………… 2
Don’t know ………………. 99
306. If No to Q305, state why you have not
requested for a change to a more relevant
industry, organization
307. Have you been given any stipend by your
place of attachment
308 Are you expecting any stipend from the
industry/organization of attachment
309. Indicate the credit units allocated to SIWES
in your Department
310. Would you say that the credit units
allocated for SIWES programme are
adequate
311. If response to Q310 is no, suggest
adequate credits/ units for SIWES
programme
312. Was accommodation a problem during your
attachment
313. If response to Q312 is Yes, how did you
procure your accommodation
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
………………………………
Yes ………………………… 1
No ………………………….. 2
Yes …………………………. 1
No ………………………….. 2
0 – 4 ………………………. .1
5 – 8 ………………………. .2
9 – 12 ……………………….3
13 – 16 …………………..….4
17 + …………………………5
Yes …………………………..1
No. …………………………. 2
Don’t know ………………….99
……………………………………
……………………………………
…………………………
Yes …………………………1
No ………………………… 2
……………………………………
……………………………………
……………………………………
………………
145

314. How did the problem of accommodation
affect you
Negatively ……………………..
Very Negative………….………
Positively……………………
Very Positively…………………
315. Did you encounter any other problem Yes ………………………. 1
No ……………………….. .2
316. If response to Q315 is Yes, please list the i..………………………………
problems.
ii……………………………..
iii…………………………….
iv………………………….…
v……………………………………
….
317. What facilities were available at your place
of attachment (please tick as applicable)
318 What w orking equipment/tools/materials/
machinery are available
319 How useful do you find these equipment/
tools/ materials/machinery
320 Have you been denied the use of any of the
facilities/equipment/tools in your place of
attachment
Library ……………………...1
Computer
Laboratory…………….. …...2
Internet Services ……………3
Science Laboratory …….….. 4
Technical Workshop ………..5
Design Studio ………..……...6
Working space ……...………7
Canteen ……………...……...8
Sick bay (Clinic) ……………9
Any other (specify) …………10
Mechanical………………
Electrical…...…………….
Electronics………………..
Safety wears………………
Any other (specify)………...
Very Useful……………………
Useful………………………….
Fairly Useful……..……………
Not at all………………………
I don’t know…………………..
Yes ………………………… 1
No …………………………. 2
321 If Yes, please list ……………………………………
……………………………………
……………………………………
………………
322 Were you denied access to the section ……………………………………
……………………………………
……………………………………
………………
323 If you were denied access, did you lodge
any complaint
Yes ………………………… 1
No …………………………. 2
324 Was any action taken about the complaint Yes …………………………. 1
No …………………………... 2
146

325 What work management style are used at
your place of attachment(please tick as
applicable)
326 If team work was used, how will you assess
the team work
327 Are the jobs in line with
(please tick as applicable)
328 Are you learning any new work methods or
techniques
329 If Yes, please list these new work m ethods,
techniques and skills.
Individual assignment …….. 1
Team work …………….. …..2
Guided supervision …………3
Any other (specify) …………4
Inefficient………………….. 1
Efficient …..……………….. 2
Hectic ……………………... 3
Stressful and inefficient …… 4
Any other (specify) ………... 5
a) SIWES Job specification
b) Industry Tailor-made
programmes (Industries
work schedules).
c) None.
Yes …………………………..1
No ………………………….. 2
i……………………………………
……………………………….ii…
…………………………...………
………………………….…
iii……………………………..……
……………………………………
…………
340 Do you compare your logbook/technical
report with those of other Students
Yes ……………………….. 1
No ………………………….2
341. Do you learn from others in the industry Yes………………………….1
No…………………………..2
342. If Yes, tick as applicable. Employees
Students from your institutions
Students from other institutions
147

SECTION D: PERCEPTIONS ABOUT SIWES
401. What is your opinion of SI WES as it relates
to the technical skill development
Very relevant …………….….. 1
Relevant..………..…….………2
Not relevant…. ….…….……...3
Undecided……………………..4
Don’t know……………………5
402. Do you think that SIWES is about collecting
stipend
Yes ……………………..……. 1
No ……………………..…….. 2
403. Do you think that SIWES provides avenue
for Students to acquire technical skills and
Yes ……………………..……. 1
No ………………………..….. 2
experience in their course of study
404. Does SIWES actually prepare Students for
industrial work situati on that they are to
Yes ………………………..…. 1
No ………………………..….. 2
meet after graduation
405. Do you think that SIWES exposes Students
to work methods and techniques in
Yes ………………………..…. 1
No ………………………..….. 2
handling equipment and machinery that
may not otherwise be available in their
institutions
406. Would you say that SIWES makes the
transition from school to the world of work
Yes ………………………..…. 1
No ………………………..….. 2
easier, and enhances student’s contacts for
later job placements
407. Can SIWES promote (enlist and
strengthen) employers’ involvement in the
Yes ………………………..…. 1
No ………………………….... 2
entire educational process and prepare
Students for employment in industry and
commerce
Interviewer add up all Yes answers for Qs 46, 47, 48, 49, 50, 51, and 52, and write the
total score down as below.
………………………………………..
148

SECTION E: REGULATION AND WAYS OF IMPROVEMENT
Are you aware that there is legislation against SIWES
501. offenders
Yes…..………. 1
No ……………2
502. If Yes, are they being enforced Yes…………… 1
No …………… 2
503. Please suggest ways to improve the implementation of SIWES by
ITF
..............................................................................................................................
..............................................................................................................................
Higher Institution
..............................................................................................................................
..............................................................................................................................
Employers/Industries
..............................................................................................................................
………………………………………………………………………………………..
Students
……………………………………………………………………………………
……………………………………………………………………………………
Professional Bodies: (COREN, ICAN, CORBON, ARCON etc).
…………………………………………………………………………………....
……………………………………………………………………………………
Ministries/Agencies:
……………………………………………………………………………………
……………………………………………………………………………………
Supervisory Agencies: (NUC, NBTE, NCCE).
……………………………………………………………………………………
……………………………………………………………………………………
Thank you very much for completing this questionnaire
Interviewer's personal observations/comments that are relevant to this interview, here.
149

Questionnaire for Employers
The Industrial Training Fund (ITF) and the University of Jos are conducting a
study to assess the performance of the Students Industrial Work Experience
Scheme (SIWES) in Nigeria. Your ministry/agency has been selected as a major
stakeholder for participation in this study. We solicit your kind assistance in
providing information that to assist us in achieving the objectives of the study.
Instruction: Please tick ( ) the answer(s) of your choice where options are
provided or complete the spaces where applicable.
NO. QUESTIONS AND FILTERS CODING CATEGORIES
SECTION I: BACKGROUND INFORMATION
101. Gender
Male …………………….….…1
(Record as observed)
Female …………………….… 2
102. To which of these age brackets do 15 – 19 Years
you belong (Circle the
appropriate category
mentioned)
20 – 24 Years ……….……….. ….1
25 – 29 Years ……….……….. ….2
30 – 34 Years ……….……….. ….3
35 – 39 Years ……….……………4
40 – 44 Years …..……….…….… 5
45 – 49 Years……………………. 6
50 – 54 Years …………………… 7
55 – 59 Years …………………… 8
60 + Years ………………………..9
103. Highest level of schooling Primary ……………….….….. .1
Secondary [JSS] …..…….….....2
Secondary [SSS] …….……..…3
OND …………………… …….4
HND …………………………..5
NCE …………………………. 6
Degree…………….………....... 7
Any other (specify) ……………8
104. Marital Status Single ……………….…….… 1
Married ……………….…….. 2
Widowed …………….……… 3
Separated …………….……… 4
Divorced …………….………. 5
Living with man/woman ….… 6
105 Name of Organisation ………………………………………………
………………………………………………
………………………………………
SKIP TO
150

106 Address ………………………………………………
………………………………………………
………………………………………
107 E-mail Address ………………………………………………
…………………………………………
108 Contact Telephone Landline
……………………………………………
……………………………………………
……………………………………………
GSM
………………………………………………
…………………………………………
……………………………………………
109 Type of Product/service ………………………………………………
………………………………………………
………………………………………
110 Ownership Public ………………………………... 1
Private ……………………………..….2
111 Size of Organisation Micro ……………………..………….. 1
Small…………………………………...2
Medium………………………………...3
Large…………………………………...4
112 Number of Employee by gender Female …………………………………
Male ……………………………………
Total ………..………………………….
113 Year of Establishment 1960-1970………………………........1
SECTION II: ORGANISATION”S INVOLVEMENT IN SIWES
201 When did your Organization start
accepting Students for SIWES
attachment
1971-1980……………………………2
1981-1990………..…………………..3
1991-2000……………………..……
2001-present…………………………5
At inception (1973)…………………
1974-1983…………………………..
1984- 1993……………………….
1994-2003………………………..
2004 to date………………………….5
.4
1
2
3
4
151

202 What group of Students does your
Organization accept for SIWES
attachment
203 Briefly state the criteria for
selection:
204 On the average, how many
Students do you take yearly
205 How many Students has your
Organization accepted in SIWES
since you started
206 Do you usually assign supervisors
to the Students
207 If Yes, what is the average
number of Students you assign to
a supervisor
208 What group of Students would you
rate the most committed and
enthusiastic about SIWES
participation
University Students
only……..………………..………1
Polytechnic Students
only…………………….…………2
College of Education Students
only…………………...……….….3
Polytechnic and University Students
only……………………………..…4
Polytechnic and College of Education
Students only……………………..5
University and College of Education
Students only…………………….6
Students of all tertiary
institutions………………………..7
a…………………………………………
b…………………………………………
c…………………………………………
d…………………………………………
1-5 Students…………………………….1
6-10 Students…………………………...2
11-15 Students…………………………3
16-20 Students…………………………4
More than 20 Students…………………5
Less 50………………………………1 50-
100……………………………….2 101-
150……………………………...3 151-
200……………………………...4 201-
250……………………………...5 More
than 250……………………….6
Yes………….……………………..1
No…………………………………2
Less than 5………………………..1
6-10…..………………………….2
11-15..…………………………...3
16-20……..……………………...4
More than 20………..…………...5
University Students only………………..1
College of EducationStudents only…….2
Polytechnic Students only………………3
Undecided……………………………....4
209 Why ………………………………………………
………………………………………………
………………………………………
210 Irrespective of their schools,
assess the general performance
of Students who have participated
Excellent………………………………...1
Very good………………………………2
Good……………………………………3
Fair……………………………………...4
Poor…………………………………….5
152

214 What disciplinary measure did you
take
215 What effect did this disciplinary
action have on:
216 How often do you have cause to
do so
217. Do you give Students any form of
………………………………………………
………………………………………………
………………………………………………
………………………………………………
…………………………………
a. Your relationship with the student
………………………………………………
………………………………………………
………………………………………
b. The student’s performance at work
...................................................................
...................................................................
...................................................................
...
c. Other SIWES Students
………………………………………………
………………………………………………
………………………………………
Regularly……………………………….1
Occasionally……………………………2
Rarely…………………………………..3
Never……………………………….......4
Yes ……………………………….…… 1
allowance
No …………………………………….. 2
218 If Yes, how often do you do so Weekly...……………………………1
219 What wel fare services does your
organization provide for Students
on SIWES
220 Do representatives from ITF visit
Students on attachment
Fortnightly…………………………..2
Monthly……………………………..3
Quarterly…………………………….4
At the beginning of their stay……….5
At the end of their stay……………...6
Other (specify)_________________7
Medical…………………………….1
Accommodation……………………2
Free/subsidized lunch………………3
Transportation………………………4
Internet access………………………5
Computers…………………………..6
Others (specify)_________________7
Yes …………………………………1
No ……………………………..….. 2
153

221 If Yes, how often do they visit
222 Do representatives of ITF visit
Once…………………………...…….1
Twice………………………………...2
Thrice………………………………..3
More than thrice. ……………………4
Yes …………………………………. 1
Students on attachment
No ………………………………….. 2
223 If Yes, how often do they visit Once…………………………………1
224 What categories of Students were
most equipped with Technical
Skills on arrival
225 The exposure of Students in
Industry/Organization influences
the acquisition of technical skills
226 Has any of your staff been
employed as a result of
outstanding SIWES performance
227 If Yes, state the attributes/q ualities
that have prompted such a
selection.
228 How many SIWES graduates
(those who were once your
SIWES
recruited so far
Students) have you
229 What areas of technical skills does
your organization offer Students
on SIWES (List please)
Twice………………………………...2
Thrice………………………………..3
More than thrice. ……………………4
University Students…….…………….1
College of EducationStudents……….2
Polytechnic Students ……..………….3
Undecided………………………........4
Strongly agree……………………….1
Agree………………………..
………2
Disagree……………………………..3
Strongly disagree……………………4
Undecided……...……………………5
Do not know………………………....6
Yes ……………………………………. 1
No …………………………………….. 2
(i)…………………………………………
(ii)………………………………………
(iii)………………………………………
(iv)………………………………………
1-3……………………………………1
4-6……………………………………2
7-9……………………………………3
10 and above…………………………4
i………………………..…………………
ii…………………………………………
iii…………………………………………
iv…………………………………………
154

230 How are the skill imparted Orientation……………………………1
231 Are all sections of your
Organization/Industry accessible
to Students
232 If Yes, what section was most
commonly used by Students
233 If No, what were your reasons for
such a restriction
234 Would you say the approved
duration for SIWES sufficient for
the Students to acquire the
expected technical skills for
employment
Aptitude Test………………………….2
Vivas……………………………….….3
Individual Assignments…………….…4
Teamwork………………………….….5
Others (specify)___________________6
Yes …………………………….…….. 1
No …………………………………… 2
(i)……………………………………………
……………………………………
(ii)……………………………………………
……………………………………
(iii)……………………………………………
…………………………………...
(i)……………………………………………
…………………………………………
(ii)………………………………………..…
………………………………………
(iii)……………………………………………
…………………………………….
Yes …………………………………… 1
No ……………………………………. 2
235 If No, suggest an alternative ………………………………………………
…………………………………………
236 How satisfied are you with the Very satisfied.…………………… 1
level of your organization’s level of
involvement in SIWES
237 Does your Organization expect
some form of assistance from
Government for SIWES
Satisfied ……...………………… 2
Dissatisfied …………………………3
Very Dissatisfied.……………………4
Undecided……………………….. 5
Do not know…………………………6
Yes …………………………………….. 1
No ………………………...…………… 2
155

238 If Yes, state the form of assistance (i)……………………………………………
………………………...........................
(ii)……………………………………………
…………………………………….
(iii)………………………………………
239 Is your Organization aware of the
aim and objectives of SIWES
240 If Yes, to what ex tent have they
been achieved
241 Do you usually give orientation to
Students
attachment
at the onset of
242 If Yes, has this enhanced the
supervision of your SIWES
Students
243 If Yes, in what ways has this
enhanced the performance of the
Students
244 Does your Organization have a
training manual for
attachment
Students on
245 If Yes, has your Organization
made efforts in forwarding the
manual to Institutions to enable
such activities be accommodated
in the Institutional Curriculum
246 If No, what effects has this created
in the Students’ performance
Yes…………………………………..1
No……………………………………2
70 and above………………………….1
60-69………………………………..2
50-59………………………………..3
40-49………………………………..4
Less than 40…………………………5
Undecided…………………………...6
Do not know…………………………7
Yes…………………………………..1
No……………………………………2
Yes…………………………………..1
No……………………………………2
(i)……………………………………………
…………………………………………
(ii)……………………………………..……
………………………………………..
(iii)……………………………………………
………………………..
Yes…………………………………..1
No……………………………………2
Yes…………………………………..1
No……………………………………2
(i)……………………………………………
………………….……………………..
(ii)……………………………..……………
……………………………..………….
(iii)……………………………..……………
…………………………………………
156

247 Are you aware of the existence of
a job specification handbook
(JSHB) for SIWES
248 If Yes, does your Organization use
this during the SIWES
249 How useful did your organization
find the JSHB during the SIWES
251 Has any professional body or
Government Agency made effort
in checking the progress of work
made by Students while on
attachment
Yes…………………………………...1
No……………………………………2
Yes…………………………………1
No………………………………….2
Very useful…………………………..1
Useful………………………………..2
Fairly useful…………………………3
Useless………………………………4
Very useful………………………….5
Undecided…………………………...6
Yes…………………………………..1
No…………………………………...2
252 If Yes, please list ………………………………………………
………………………………………………
………………………………………………
………………………………………………
………………………………………………
………………………………
253 Could you please list ways of
improving SIWES
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
........
157

Questionnaire for Federal Ministries/Agencies
Introduction
The Industrial Training Fund (ITF) and the University of Jos are conducting a
study to assess the performance of the Students Industrial Work Experience
Scheme (SIWES) in Nigeria. Your ministry/agency has been selected as a major
stakeholder for participation in this study. We solicit your kind assistance in
providing information that to assist us in achieving the objectives of the study.
Instruction: Please tick ( ) the answer(s) of your choice where options are
provided or complete the spaces where applicable.
NO. QUESTIONS AND FILTERS CODING CATEGORIES
SECTION I: BACKGROUND INFORMATION
101. Name of Supervisory/Agency
(Record as observed)
…………………….….……………
……………………………………
……………………………………
………………………
102 Year of Establishment On or before 1960 ………… 1
1961-1970………………... 2
1971-1980………………… 3
1981-1990………………… 4
1991-2000………………… 5
2001-present……………… 6
SECTION II: ROLES AND FUNCTIONS OF ORGANISATION
201 What are the major objectives of ......................................................................
your Organisation
202 How are these related to the
manpower development needs
of the country
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
SKIP
TO
158

203 When did your Ministry become At inception (1973)………… 1
involved in SIWES
1974-1983………………….. 2
1984- 1993…………………. 3
1994-2003………………….. 4
2004 to date ………………. .5
204 What is the nature of your
involvement
(Tick all that apply)
Providing professional codes of
conduct for the scheme….…………. .1
Ensuring appropriate placement
of Students…………………………...2
Liaising with institutions
in mainstreaming codes
of conduct for the scheme.................3
Curriculum development for
SIWES…………..…………….. 4
Monitoring of SIWES Units
in institutions……………................. 5
Funding and other material
support for SIWES ………….. 6
Others (specify).................................7
205 How adequate are the functions Very adequate .…………………… 1
of your organisation in
Adequate ………...………………… 2
enhancing technical skills Inadequate ………………………… 3
acquisition in the country Very inadequate……………………. 4
Undecided………………………….. 5
Do not know…………………………6
206 Why ......................................................................
......................................................................
…..................................................................
......................................................................
207 Do you collaborate with any
other organisation on SIWES
Yes…………………………………….......1
No…………………………………………2
159

208 Can you name them please …………………………………………………
…………………………………………………
…………………………………………………
209 What are the areas of
collaboration
(i)..................................................................
......................................................................
(ii)..................................................................
......................................................................
(iii).................................................................
......................................................................
(iv)………………………………………………
………………………………………...............
210 What should be the roles of the
following in the SIWES
programme
Higher institutions
…………………………………………………
…………………………………………………
………………………………….....................
ITF
…………………………………………………
…………………………………………………
………………………………….....................
Industries/Employers
…………………………………………………
…………………………………………………
……………………………….........................
Professional bodies (COREN, ICAN,
CORBON, ARSON, etc.)
…………………………………………….......
…………………………………………………
…………………………………………………
Employers’ Associations (NECA, MAN,
NACCIMA, NASSI, etc.)
…………………………………………….......
…………………………………………………
…………………………………………………
Supervisory bodies
………………………………….....…………..
…………………………………………………
160

SECTION III: ASSESSMENT OF SIWES IN NATIONAL DEVELOPMENT
301 What do you consider the three
major disciplines where
technical skills are needed for
development
1………………………………………………
…………………………………………..
2………………………………………………
…………………………………………..
3………………………………………………
…………………………………………...
302 To what extent have these
disciplines been incorporated
into SIWES
Fully.………………………………1
Partially.…………….……………..2
Not at all…………………...............3
303 Why …………………………………………………
…………………………………………………
…………………………………………………
304 Do you agree that the SIWES
programme as currently
organised is going to enhance
practical skills acquisition of
Students
Strongly Agree.……………….……..1
Agree……….. …………………..…..2
Disagree ………..…………………....3
Strongly disagree………………….…4
Undecided……………………………5
Do not know………………………….6
305 Why ......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
306 Are there disciplines that should
be de-listed from SIWES
Yes ………………………………… 1
No ………………………………….. 2
307 Can you name them please i).………………………………………………
………………………………………
ii…………………………………………………
………………………………………
iii………………………………………………
…………………………………………
161

308 Why should these courses be
de-listed
......................................................................
…………………………………………………
…………………………………………………
……………………….....................…………
309 Are there disciplines that should
be included in SIWES
Yes …………………………………. 1
No …………….……………………. 2
310 Can you name them please i…………………………………………………
………………………..………………
ii…………………………………………………
………………………………….……
iii………………………………………………
…………………………………………
311 Why should these courses be ...............................................................
included
…………………………………………………
…………………………………………………
…………………………………………………
312 Do you agree that the SIWES is Strongly Agree.…………… ……..1
meeting the developmental Agree……….. ……………………..2
challenges of the country Disagree ……………..…………....3
Strongly disagree……………….…4
Undecided…………………………5
Do not know……………………….6
313 Why ......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
162

314 What do you consider as the
major challenges that this
programme faces
(Please tick all that apply)
315 What are the major challenges
you face in discharging SIWES
related functions
(Please List)
Inadequate funding………………………01
Inadequate number of placement
areas………………..…………………….02
Inadequate supervision of Students on
attachment by employers/ industries…….03
Inadequate equipment for skills
acquisition…………………..…....………...04
Inadequate supervision by
institutions/ITF………………………......…05
Inadequate supervisory allowance ……...06
Inadequate allowances for Students
on attachment…………………………..…07
Delays in payment of Students’
allowances ……………......…………….. 08
Poor staffing in institutions ………....….. 09
Delays in payment of
supervisory allowances……………...…...10
Different academic calendars………...….11
Others (specify)……………………....…...12
i…………………………………………….....
ii……………………………………………....
iii……………………………………………...
iv……………………………………………..
v………………………………………………
163

316 Please suggest ways to improve the
implementation of the scheme by:
ITF
.............................................................................
.............................................................................
..........................................................................
Higher institutions
……………………………………………................
.............................................................................
.............................................................................
..........................................................................
Employers/Industry
………………………………………………………
………………………………………………………
………...............................................................
Professional Bodies
…………………………………………………......
………………………………………………………
……………………………………………............
Your Organisation
………………………………………….……………
…………………………………...........................
…………………………………………………....
Students
…………..……………………………………………
………………………………………………………
………………………………………………………
………………………………
Others………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
……………………………...................................
164

Observations/Comments of Interviewer
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
Thank you very much for your participation in this study
Name of Responding Officer:………………………………………………………
Rank:…………………………………………………………………………………
Official Stamp and signature………………………………………………………
Contact Phones: Landline…………………………………………………………
: GSM…………………………………………………………………
165

Questionnaire for Federal Ministries/Agencies
Introduction
The Industrial Training Fund (ITF) and the University of Jos are conducting a
study to assess the performance of the Students Industrial Work Experience
Scheme (SIWES) in Nigeria. Your ministry/agency has been selected as a major
stakeholder for participation in this study. We solicit your kind assistance in
providing information that to assist us in achieving the objectives of the study.
Instruction: Please tick ( ) the answer(s) of your choice where options are
provided or complete the spaces where applicable.
NO. QUESTIONS AND FILTERS CODING CATEGORIES
SECTION I: BACKGROUND INFORMATION
101. Name of Industry/Agency
(Record as observed)
…………………….….………
…………………………….….
102 Year of Establishment 1960-1970………………...
1971-1980…………………
1981-1990…………………
1991-2000…………………
2001-present………………
SECTION II: ROLES AND FUNCTIONS OF MINISTRY/AGENCY
201 What are the major objectives of
your Ministry
202
How are these related to the
manpower development needs
of the country
203 When did your Ministry become
involved in SIWES
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
......................................................................
At inception (1973)………… 1
1975-1985………………….. 2
1986- 1995…………………. 3
1996-2006………………….. 4
1
2
3
4
5
SKIP
TO
166

204 What is the nature of your
involvement
(Circle all that apply)
Providing professional codes of
conduct for the scheme….…………..1
Ensuring compliance by
employers of SIWES attaches……...2
Liaising with supervisory
bodies to mainstream codes
of conduct in curriculum ................... 3
Assisting with information on
placements…………..…………….. 4
Supervision of Students while
on attachment……………................. 5
Funding and other material
support for SIWES programme……..6
Others (specify).................................7
205 How effective are the functions Very Effective……………… ………1
of your organisation in
enhancing technical skills
acquisition in SIWES
Effective …………………………….2
Ineffective …………………………...3
Very Ineffective ……………………..4
Undecided……………………………5
Do not know…………………………6
206 Why ......................................................................
......................................................................
207 Do you know other Stakeholders
involved in SIWES
Yes……………………………………...1
No………………………………………2
208 Can you name them please …………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
209 Do you collaborate with any of Yes…………………………………….......1
them on the SIWES
No…………………………………………2
programme
167

210 What are your areas of
collaboration (please list)
211 What should be the roles of the
following in the SIWES
programme
......................................................................
......................................................................
......................................................................
......................................................................
...................……………………………………
Higher institutions
…………………………………………………
…………………………………………………
……………………….......................…………
ITF
…………………………………………………
…………………………………………………
………………………......................…………
Industries/Employers
…………………………………………………
…………………………………………………
………………………………..........................
Professional bodies (COREN, ICAN,
CORBON, ARSON, etc.)
…………………………………………….......
…………………………………………………
………………………………………...............
Employers’ Associations (NECA, MAN,
NACCIMA, NASSI, etc.)
…………………………………………….......
…………………………………………………
…………………………………………………
Supervisory bodies
……………………………….....……………..
…………………………………………………
…………………………………………………
168

SECTION III: ASSESSMENT OF SIWES IN NATIONAL DEVELOPMENT
301 What do you consider the three
major disciplines where
technical skills are needed for
development
1………………………………………………
……………………………........…………….
2………………………………………………
…………………………………........……….
3………………………………………………
………………………………........………….
302 To what extent have these
disciplines been incorporated
into the SIWES
Fully…………………………………1
Partially.……………………………..2
Not at all……………………..............3
303 Why …….……………………………………………
…………………………………………………
…………………………………………………
304 Do you agree that the SIWES
programme as currently
organised is going to enhance
practical skills acquisition of
Students
Strongly Agree……………………..1
Agree……….. ……………………..2
Disagree …………………………...3
Strongly disagree……………….….4
Undecided………………………….5
Do not know………………………..6
305 Why ......................................................................
......................................................................
......................................................................
306 Do you agree that the SIWES is
meeting the developmental
challenges of the country
Strongly Agree.…………………….1
Agree……….. ……………………..2
Disagree ……………..…….……....3
Strongly disagree….…………….…4
Undecided…….……………………5
Do not know….…………………….6
307 Why ......................................................................
......................................................................
......................................................................
169

308 What do you consider the major
challenges that this programme
faces
(Please tick all that apply)
309 What are the major challenges
you face in discharging your
duties
Inadequate funding……………………01
Inadequate no. of placement
areas……………………….………….02
Inadequate supervision of
Students on placement by
employers/industries……..…………….03
Inadequate equipment for skills
acquisition……………………………...04
Inadequate supervision by
institutions/ITF………….…………..…05
Inadequate allowances for Students
on Attachment………………………….06
Delays in payment of Students’
allowances……………………….…...07
Inadequate supervisory’
allowances…………………………...08
Delays in payment of supervisor’s
allowances…………………………..09
Poor Staffing………………………..10
Different academic calendars……….11
Others (specify)……………………...12
…………………………………………………
…………………………………………………
…………………………………………………
170

310 Pls. suggest ways to improve
the implementation of SIWES
by:
ITF
......................................................................
......................................................................
......................................................................
Higher institutions
……………………………………………........
......................................................................
......................................................................
Employers/Industry
…………………………………………………
…………………………………………………
……………....................................................
Professional Bodies
…………………………………………………
…………………………………………………
…………………………………………………
Your Ministry/agency
………………………………………….………
……………..............…………………..……..
…………………………………………………
Students
…………………………………………………
…………………………………………………
………………………………….....................
Others…………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
171

Observations/Comments of Interviewer
Thank you very much for your participation in this study
Name of Responding Officer:………………………………………………………
Rank:………………………………………………………………………………….
Official Stamp and signature………………………………………………………
Contact Phones: Landline………………………………………………………….
: GSM………………………………………………………………..
172

INTERVIEW FOR HRM
SECTION A.
Introduction:
The Industrial Training Fund (ITF) and the University of Jos are conducting a
study to assess the performance of the Students Industrial Work Experience
Scheme (SIWES) in Nigeria. Your agency has been selected as a major
stakeholder for participation in this study. We solicit your kind assistance in
providing information that will assist us in achieving the objectives of the study.
Your identity will not be disclosed and the information you provide will be taken in
confidence.
Name of Organization……………………………………………………………….
Business Concern……………………………………………………………………
Ownership – Public
- Private
Micro
Small
Medium
Large
Contact Telephone Number: ………………………………………………………
Number of Employees: ……………………………………………………………
Year of Establishment………………………………………………………………
173

SECTION B
1. What is your perception of SIWES as a tool for Technical Skills
Development of Students in terms of curriculum, discipline, facilities and
duration
2. In which areas/discipline do you receive Students on attachment
3. How many Students do you accept on a yearly basis from when you joined
the scheme
4. In what areas of your operations are Students restricted and why
5. What role(s) do you play to ensure the success of SIWES
6. How would you assess the following in discharging SIWES functions:
I. Employers
ii. Institutions
iii. ITF
iv. Students
7. What is your opinion of the on-the-Job performance of Students on
attachment in your organization
8. How employable are the products of the scheme
9. What constraints does your organization encounter in discharging her
SIWES roles
10. What makes you accept Students on attachment
11. On what basis are jobs assigned to Students
12. How do you assign Jobs to Students on attachment
174

13. What other relevant courses do you suggest should be included in the
Scheme
14. Which other courses should be de-listed from SIWES funding
15. What problems do you encounter with Students on attachment (Probe for
teachability, relevance of curriculum, competence, Students and institution
capacity).
16. What problems do Students mostly complain about
17. How often do Institution based and ITF supervisors come to supervise
Students on attachment
18. In what ways do you find Students on attachment useful to your
organization
19. In view of your capacity, how many Students on attachment can you accept
annually.
20. Suggest ways of improvement of the Scheme.
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