PREAMBLE:
The Student Industrial Work-Experience Scheme (SIWES) is a planned and supervised training intervention based on stated and specific learning and career objectives, and geared towards developing the occupational competencies of the participants. It is a programme required to be undertaken by all students of tertiary institutions in Nigeria pursuing courses in “specialized engineering, technical, business, applied sciences and applied arts” (ITF, 2004a).
Therefore, SIWES is generic, cutting across over 60 programmes in the universities, over 40 programmes in the polytechnics and about 10 programmes in the colleges of education. Thus, SIWES
is not specific to any one course of study or discipline.The Student Industrial Work-Experience Scheme (SIWES) is a planned and supervised training intervention based on stated and specific learning and career objectives, and geared towards developing the occupational competencies of the participants. It is a programme required to be undertaken by all students of tertiary institutions in Nigeria pursuing courses in “specialized engineering, technical, business, applied sciences and applied arts” (ITF, 2004a).
Therefore, SIWES is generic, cutting across over 60 programmes in the universities, over 40 programmes in the polytechnics and about 10 programmes in the colleges of education. Thus, SIWES
Consequently, the effectiveness of SIWES cannot be looked at in isolation with respect to a single discipline; it is better explored in a holistic manner since many of the attributes, positive outcomes and challenges associated with SIWES are common to all disciplines participating in the scheme.
Hence, the approach of this paper is to look at SIWES as a general study programme cutting across several disciplines. Nevertheless, the paper also pays attention to the peculiarities and problems associated with effective implementation of SIWES for Chemical Engineering and its effectiveness in contributing to the professional development of the Chemical Engineering student.
INTRODUCTION:
It is pertinent, at the onset, to clarify some related terms with respect to their usage within he context of the topic of this paper and the overall theme of the workshop.
Standard vs. Quality:
These two closely related terms, standard and quality, are defined using the quality management framework (Mafe, 2005a)
Quality Management involves the setting up of standards for a process, function, operation, production or service etc. and monitoring performance or outcomes to see if the set standards are met or not. Standards are benchmarks, specifications or targets that are set in order to meet the expectations of stakeholders. The extent to which set standards are attained in any activity relects the quality of the process, function, operation, product, service etc. for which the standards were set. Quality, therefore, is a measure or an indication of the extent of attainment of set standards applicable to a particular situation.
STANDARD DURATION FOR A SEMESTER
Week 17 Week 17
Week 1 Week 1
Complete Semester
(15 Weeks of Lectures plus 2 weeks of Examinations.)
Truncated Semester
SemesterA SemesterB
(High Quality) (Low Quality)
FIGURE 1: The Quality Management Concept Applied to Duration of Semesters
When set standards are substantially attained, the activity, process, function, product, service etc. is said to be of high quality. But when set standards are substantially unmet, the activity, process, function, product, service etc. is said to be of low quality. For example, the standard set by the National Universities Commission (NUC) for one semester is 15 weeks of lectures and two weeks of examinations – a total of 17 weeks. When a semester runs smoothly for 17 weeks, the standard set for a semester would have been substantially attained and the quality of learning by students and quality of imparting of knowledge by lecturers during the period would be considered high, in terms of standard duration of a semester. When a semester is truncated or shortened, for example to 10 weeks, due to strikes by staff or unrest on the part of students, the standard set for a semester would not have been attained and the quality of learning by students and quality of imparting of knowledge by lecturers during the period would be considered low, in terms of standard duration of a semester. These concepts are illustrated in Figure 1. However, it should be noted that the duration of a semester alone would not be enough to determine the quality of learning or knowledge imparted; other standards (Minimum Academic Standards) set for other facets of the educational process by the NUC would necessarily interact with duration of a semester in determining the overall quality of learning or knowledge imparted during any semester.
Efficiency vs Effectiveness:
In engineering, efficiency is defined as the ratio of input to output for example, the efficiency of a machine is the difference between the amount of energy that is put into it in the form of fuel, effort etc. and the amount of work done that comes out in the form of movement etc.
However, the concepts of productivity and value added are adopted in this paper in order to bring greater clarity to the term effectiveness.
Productivity is the comparison of output of goods or services to the input of resources needed to produce or deliver them (The Institute for Corporate Competitiveness). Thus, productivity can be expressed as: Productivity = Output/Input.
Consequently, productivity declines when output declines and input is constant or output is constant and input increases. Productivity improves when output is constant but input decreases or output increases and input is constant.
The concept of value added enhances understanding of productivity, since converting raw materials into finished or useable products adds value to the initial raw materials. Hence, value added is the difference between what it costs to produce a product and what it sells for in the marketplace. This difference represents the value that has been added to the product by the production process. The value added concept is illustrated in Figure 2.
Consequently, productivity declines when output declines and input is constant or output is constant and input increases. Productivity improves when output is constant but input decreases or output increases and input is constant.
The concept of value added enhances understanding of productivity, since converting raw materials into finished or useable products adds value to the initial raw materials. Hence, value added is the difference between what it costs to produce a product and what it sells for in the marketplace. This difference represents the value that has been added to the product by the production process. The value added concept is illustrated in Figure 2.
Total Cost of Production
N400
Value
Added
Value Added
N700
Total Cost of Production
Market Value Value Added
N1,000 Product N1,000
Company A Company B
N400
Value
Added
Value Added
N700
Total Cost of Production
Market Value Value Added
N1,000 Product N1,000
Company A Company B
FIGURE 2: Value Added Concept
Clearly, from Figure 2, the productivity difference (value added) shows that company B is more efficient in producing the same product than company A. Thus, efficiency is inherently a term that expresses the cost-benefit ratio of a process. However, both company A and company B were able to produce the required product for the market irrespective of the cost of production to each company. In this sense, both companies A and B can be said to be effective in being able to produce the product for the market. Hence, effectiveness is a measure of the ability of a process to attain a desirable outcome or target, irrespective of the cost of doing so. It measures the ability to produce intended or expected results.
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RELATED INFORMATION
· STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)...