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OBJECTIVES OF STUDENTS’ INDUSTRIAL WORK-EXPERIENCE SCHEME (SIWES)

OBJECTIVES OF STUDENTS’ INDUSTRIAL WORK-EXPERIENCE SCHEME (SIWES)

An examination of the extent of attainment of the objectives of SIWES is germane and pertinent in appraising the effectiveness of the scheme.
Generally-speaking, there is consensus amongst stakeholders that SIWES has broadly met its objectives. The interim report of the research conducted by the ITF into SIWES and presented during the 11th Biennal SIWES Conference indicates that the scheme has contributed over the years in enhancing the quality of technical skills that are available in the economy.

However, not all participants in SIWES have the same opportunity with respect to quality placement nor derive the same benefits from participation in the scheme. It is necessary, therefore, to reposition
SIWES to fully subscribe to and to implement the internationally accepted tenets of cooperative Education which promotes work-integrated learning. For example, the objective of SIWES to enlist and strengthen employers’ involvement in the entire educational process can be enhanced through incorporating feedbacks from employers on the technical skills that are required by industry in the design of SET curricula in tertiary institutions. SIWES could also benefit from the placement processes used cooperative Education..

For SIWES to meet the international standards for work-integrated learning there is a need to review and fine tune its objectives in accordance with the principles of cooperative Education. (ITF, 2005). The participation of Nigerian students in trans-national exchange programme for industrial experience might enhance the attainment of these goals (Mafe, 2004b)

Importantly, there is need for a clear understanding and appreciation of the distinction between “work-experience” and “work-integrated learning” or “cooperative education. Primarily, work-experience is observational and exploratory whereby students are exposed to the production process with limited monitoring of the students’ performance and assessment of the performance after completion of the programme. On the other hand, the focus of work-integrated learning is the development of the occupational competency of the student with the main purpose being learning.

Already, SIWES has many aspects of cooperative education incorporated into its structure and operation (e.g. planning, placement, supervision and assessment) but is deficient in implementation. It is, therefore, important that concerted efforts be adopted by all SIWES stakeholders to ensure that SIWES meets its objectives.


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