THE ROLE OF INDUSTRIAL TRAINING ON SECRETARY A SURVEY OF STUDENTS ON INDUSTRIAL ATTACHMENT IN OWERRI URBAN

ABSTRACT

This study is designed to determine he impact or contributions the students of accounting derive from students industrial work experience scheme (SIWES) and to investigates the hindrances if any, the students of accountancy encounter in the course of gaining practical knowledge, pre qualification or pre-graduation experience has become an often – quoted criteria on for manpower selections as required by all employers. In keeping to this requirement most employers search for persons who have had enough on-the-job experience to fill certain positions in the establishment. In order to carryout the research, two research questions were stated.

1. What are the major impacts or contributions that students from accounting education derived from students’ industrial work experience scheme {SIWES}?
2. What hindrance the students of accountancy encounter in the course of gaining the practical knowledge?  

A cross- sectional survey design was used to obtain data. Instruments for data collection were questionnaire having three options. The major findings include:

1. Every institution should set up coordinating units as advised by the industrial training fund (ITYF) so as to reduce the communication gap between the students and institutions.
   1. The induction/orientation of students should be organized to involve the institution, the industrial training fund (ITF) and employer. In that induction course, every information concerning the students must be made available to them.

TABLE OF CONTENT

Title page                                                                         i

Certification                                                                     ii

Dedication                                                                       iii

Acknowledgement                                                            iv

Abstract                                                                           v

Table of contents                                                             vi

CHAPTER ONE

INTRODUCTION

1. Background of the study                                            1
   1. Statement of the problem                                  4
   1. Scope of the study
   1. Purpose of the study
   1. Significance of the study
   1. Research Question  

CHAPTER TWO

REVIEW OF LITERATURE

• Theoretical Framework
  • Conceptual Framework
  • Placement of students and code of conduct of

Students during Industrial Training                       

• The Role of Relational Bodies on students

Industrial Work Experience Scheme (SIWES)

• Challenges Students Faces During Industrial Training
  • The relationship between ITF and accounting education
  • Summary

CHAPTER THREE

DESIGN AND PROCEDURES FOR RESEARCH WOK OR METHODOLOGIES 

• Introduction
  • Research Design
  • Population for the Study
  • Sampling and Sampling Procedure
  • Instrument for Data Collection
  • Procedure for Data Collection
  • Method of data Analysis         

CHAPTER FOUR

Results of Data Analysis

CHAPTER FIVE

DISCUSSION OF THE RESULTS AND SUMMARY OF REPORT

• Discussion on findings
  • Recommendation, Summary and Conclusion
  • Summary and Conclusion

REFERENCE 

CHAPTER ONE

INTRODUCTION

        In this chapter, the researchers present the background to the study, statement of the problem, scope of the study, purpose of the study, significance of the study, research questions and/ or Hypothesis (es).

1. BACKGROUND TO THE STUDY

Industrial attachment is a system whereby a student before graduating is sent to an industry or a training centre to have practical experience on the job. It is either for a year, six months or two months depending on which categories of students are involved. At the training centre, only the practical aspect of the course is emphasized, that is, attention is paid to technical skill development.

In other words, industrial attachment as applied is to the undergraduate a form of practical training in industry where the student is expected to acquire professional practical experience and scale in the activities of a particular industry or establishment and having a physical feeling of those things learnt in theory.

Industrial attachment as it is called to day is the brain child of the industrial training fund (ITF) otherwise known as students’ industrial work. Experience scheme (SIWES) which was introduced by the industrial training fund (ITF) since 1973.

According to Awan (1979) the industrial training fund (ITF) was established in Decree NO.47 of 8^th October 1971 with the aim of “promoting and encouraging the acquisition of skills in industry and commerce with a view to generating a pool of indigenous trained man power sufficient to meet the needs of the Nigerian economy”.

Before the beginning of this scheme, various institutions made their own arrangement with industries/companies where their students go to hare the practical experience to enable them match theory with practice. The pioneer of these private institutional arrangements was institute of management and technology-(IMT) Enugu.

It was the first of the three manpower training and development agencies created by the federal military Government during the 2^nd National Development plan period (1970-1974). The other bodies were the Nigerian count for management development (NCMD) and Administrative Staff Collage of Nigeria (ASCORL).

According to Ayoade (1994), the provision of the above decree which established the industrial training fund (ITF) empowered it among other things to.

• Encourage employer to train and retain their workers.
• Provide facilities for industrial training in general.

It is in realization of this noble role that the industrial training fund in 1973 launched the students industrial work experience scheme (SIWES). The idea was to use facilities in industry and commerce to supplement institutional education and training, because of huge financial burden which this scheme placed on ITF. The fund in 1979 decided after due consideration to terminate the scheme. This decision was without prejudice to the consequences of their action on the students and their staff who had already seen the scheme as the only hope of preparing students very meaningfully for the worked of work.

        In order to sustain the expectation of the students and the need for manpower development in the nation, the federal military government continued to fund the scheme from 1980 to 1984 through the National Board for technical Education (NBTE). The supervision of the scheme was once more passed over to the industrial training fund (ITF) in 1985, while the funding remained the responsibility of the federal Government.

        The scope of the fund left with administrative functions is limited to college of technology, and Education, University of technology and Polytechnics all over the nation.