ATTITUDES OF TECHNICAL AND VOCATIONAL EDUCATION STUDENTS TOWARDS STUDENTS’ INDUSTRIAL WORK EXPERICENCE SCHEME (SIWES)
ABSTRACT
This research work investigated the attitude of students towards students’ industrial work experience scheme (SIWES) using the descriptive survey research design. The research conducted among undergraduates students of the Ambrose Alli University, Ekpoma. 200 students were randomly selected from the department of Vocational and Technical education. The instrument was a 20 item question name score in likert type response format; Strongly Agree (5), A =Agree (4), U= Undecided (3), DA= Disagree (2), and SD =Strongly Disagree (1). The research questions were analyzed using the mean rating, and the findings showed that:
- School equipment were not found replicating those in the industries
- The schools lack adequate infrastructures that discouraged students further in showing concern for industry’s based training
- Knowledge of I.T was found to be valuable in giving students an idea of industrial management
- SIWES enhance student’s ability to tackle technical problems
It was however recommended that ITF should ensure that regular visitation of the IT officers to supervisors, agencies, institution, employers and students on attachment. Also, checking of log –book issued to students at place of attachment by institutions is recommended in order that the average vocational students can develop a good sense of work commitment.
CHAPTER ONE
Background to the Study
Attitude as a concept is concerned with individuals’ way of thinking, acting, and behaving. Attitudes are formed as a result of some kind of learning experiences. Attitude is fundamental to understanding social perception of people because they strongly influence people. Ojo (2000) said that it is the disposition of men to view things in a certain way and to act accordingly. This notion of attitude however, could be said to have propelled students who gain admission into universities to have preference for a particular course of study. Furthermore, some students still hold divergent views based on their attitudinal disposition to the Student Industrial Work Experience Scheme (SIWES), which motivate them towards the studying of Technical and Vocational Education (TVE) in tertiary institutions.
According to Akerele (2007) the present state of technological development in Nigeria calls for appropriate orientations towards technological and vocational education as a springboard for skills acquisition. The Federal Republic of Nigeria (FRN) (2004) in her national policy on education defined technical and vocational education as acquisition of demonstrable skills that could be transformed into economic benefits. It also refers to those aspects of education process involving general education, the study of technologies, science and acquisition of practical knowledge and skills.
