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SUMMARY OF RECOMMENDATIONS FOR STUDENTS’ INDUSTRIAL WORK-EXPERIENCE SCHEME

SUMMARY OF RECOMMENDATIONS FOR STUDENTS’ INDUSTRIAL WORK-EXPERIENCE SCHEME

The recommendations arising from the foregoing appraisal of the effectiveness of SIWES in the formation of competent and productive technical manpower for the economy are summarized as follow.
1. The establishment of a National Commission for Student Industrial Training or a National Board for Cooperative Education was proposed to oversee the implementation of SIWES at the national level.
2. Funds earmarked for SIWES should be appropriated directly by the National Assembly in the same way as for the National Youth Service Corps scheme in order to remove the bottlenecks associated with release of funds for the operation of the scheme.
3. The Federal Government should make adequate provisions in the annual budget for proper funding of SIWES in view of the potentials of the scheme to contribute to enhancing the quality of the pool of
technical skills available to the economy.

4. If the Federal Government is unable or unwilling to fund SIWES properly, it can consider cancelling the payment of allowances to participants in the scheme.
5. The stipulation that employers should accept students for SIWES should be strengthened with stiffer penalties put in place for defaulters.
6. A review of the policies that guide and regulate SIWES is necessary to ensure that the scheme complies fully with the tenents of cooperative education or work- integrated learning.
7. A comprehensive and detailed directory of employers who accept students for SIWES is urgently required to facilitate placement of students in industry.
8. In order to guarantee quality assurance of the scheme, there is a need for thorough supervision of SIWES participants by institutions and the ITF.
9. The ITF should make the final report on the research conducted into SIWES available to all SIWES stakeholders.

10. The ITF should ensure that the backlog in payment of student allowances is cleared urgently to remove the negative image being created for SIWES.
11. There is a need for closer monitoring of the SIWES function and activities in tertiary institutions by the Supervising agencies (NUC, NBTE and NCCE) to ensure that the scheme is properly implemented.
12. The supervising agencies in collaboration with institution, should evolve minimum standards in respect of SIWES and develop, monitor and review job specifications to guide the training of students for all SIWES-approved programmes.
13. The cooperation of employers in providing places for industrial attachment of students can be enhanced by more stringent penalties for defaulters.

14. Some employers need to be encouraged to provide meaningful training for students by allowing them to handle equipment and machinery while on SIWES
15. Tertiary institutions need to comply with the standards set for proper implementation of SIWES to enable students derive the greatest benefits from participation in the scheme.
16. Tertiary institutions need to provide adequate logistics (mobility, internet services etc.) and adequate funding to make their SIWES units functional.
17. Tertiary institutions need to double efforts in securing quality places of industrial attachment for students participants in SIWES.

18. Students should be well-prepared through meaningful orientation programmes by institutions before embarking on SIWES. A book, such as the “Guide to Successful Participation in SIWES” would be useful in achieving the purpose if read before, during and after SIWES by participants.
19. Tertiary institutions must diligently supervise students on SIWES in order to meet the standards for the scheme and those of cooperative education or work-integrated learning.
20. Tertiary institution need to work out tailor-made training programmes to guide students while on SIWES.

21. Students should be made to realize that SIWES is not holiday job but a course of study designed to enhance their relevant production skills and employability after graduation.
22. The Code of Conduct should be strictly adhered to by students participating in SIWES.
23. Students should adhere to the deadlines for posting of participants in SIWES to industry in order to have adequate time for acquisition of skills and experience.
24 Due to the scarcity of places of industrial attachment, students should be encouraged to undergo SIWES in small- and medium-scale industries where they can contribute to improving the production processes and also gain an insight into entrepreneurship.
25. The book, “Guide to Successful Participation in SIWES”, recommended by all SIWES stakeholders, should be obtained along with the log book by students to enable them derive the greatest benefits from participation in the scheme.

26. Quality assurance of SIWES, through adequate supervision of participants by the relevant stakeholders (institutions, employers and ITF) would ensure that the scheme meets its objectives vis-à-vis the principles of cooperative education or work-integrated learning.
27. Institutions and students should appreciate the fact that SIWES is a course of study with credit loads allocated to it and which is incorporated into the calculation of CGPAs.
28. There is a need for uniform assessment of the performance of students in SIWES with the same criteria being applied by all tertiary institutions.

29. The ITF should revisit, redesign and fine-tune the website (SIWES data.org) created to facilitate online payment of student allowances in order to remove the bottlenecks associated with its usage.
30. Although many facets and aspects of SIWES conform with the principles of cooperative education or work-integrated learning, there is a need to ensure that the implementation of the scheme meets its stated objectives. Trans-national exchange of students for industrial experience could enhance he attainment of these goals.

31. There is a need for all stakeholders to appreciate the distinctions between “work-experience” and “work-integrated learning” and to endeavor to make SIWES conform with the principles and tenets of cooperative education.
32. The problems of scarcity of quality places of attachment for Chemical Engineering and Petroleum Gas Engineering can be partly surmounted through the establishment of virile and functional networks of alumni of various Chemical Engineering departments in the country.
33. SIWES is not a substitute or replacement for structured and proper professional training in Chemical Engineering; at best it is an introduction to the training required to become a professional chemical engineer.

34. The revamping and strengthening of the Supervised Industrial Training Scheme in Engineering (SITSIE) can enhance the professional training of young engineers
35. The establishment of the Engineering Staff College of Nigeria (ESCON) should provide opportunities for continuing education and training of engineers, thereby enhancing their professional development.


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