SIWES IN PERSPECTIVE

BY
DR. ‘KEMI ABAYEH
AREA MANAGER, ITF RUMUOKWUTA
AREA OFFICE
LET’S REMINISCE!
 Colonialists introduced formal education to
Nigeria.
 Early education restricted to ability to write
and read.
 Pre-independence Nigerian state was
characterized by white collar workers.
 Engine for economic growth and development,
industrialization manned by expatriates
REMINISCING…
At Independence/Post Independence
to correct this imbalance led to the
indigenization policy.
Without over emphasizing, for any
nation to develop, top priority must
be given to the training and
development of its manpower.
REMINISCING…
 No meaningful development can be
achieved without requisite skills
acquisition.
TELLING THE STORY….
• At independence in 1960, the Nigerian economy was
largely agrarian and lacked a vibrant industrial sector.
This was as a result of the deliberate policy by the
colonialists not to place the country on the path of
accelerated industrial growth. Thus, immediately after
our independence , the military led Federal Government
decided to establish the Nigerian Local Development
Board and the Department of Commerce and Industry.
TELLING THE STORY…
• At independence in 1960, the Nigerian economy was
largely agrarian and lacked a vibrant industrial sector.
This was as a result of the deliberate policy by the
colonialists not to place the country on the path of
accelerated industrial growth. Thus, immediately after
our independence , the military led Federal Government
decided to establish the Nigerian Local Development
Board and the Department of Commerce and Industry.
TELLING THE STORY…
To this end, the ITF was
established by Decree 47 of 1971
and ITF ACT 2011 as Amended;
to ensure the development and
acquisition of indigenous skills
sufficient to meet the needs of the
Nigerian economy.
ENTER THE ITF
 ITF PROFILE

* *
I T F
MANDATE
 The Enabling Law, now an Act of the National
Assembly amended to date, mandates the ITF to:
Provide, promote and encourage acquisition of
skills.
Provide training for management, technical and
entrepreneurial skills development.
Set standards for training and training facilities.
Evaluate and certify vocational skills of
apprentices, craftsmen and technicians in
collaboration with relevant organizations.
 WHY WAS ITF ESTABLISHED???

• For the purpose of

• INDUSTRIALIZATION!!!!
NOTE…..
• A country’s size, its natural resources, the
skills of its people, the stability of its
government and institutions and their
ability to promote change, the fiscal,
monetary, and exchange rate policies that
the government pursues—all these and
still more factors influence a country’s
ability to industrialize.
– Industrialization and foreign trade: an
overview,
http://wdronline.worldbank.org/worldba
nk/a/c.html/world_development_report_
1987/chapter_1_industrialization_foreig
n_trade_overview
NOTE…
• Any nation that fails to develop
and utilize her human resource,
will not only be backward in
terms of industrialization and
technological advancement, but
will surely be condemned to
perpetual poverty.
– Eke (2010)
There can be no
Industrialization
without Skills!
CONCERNS OF
INDUSTRIALIZATION
There was a yearning gap between
the learning acquired by graduates of
Nigeria’s tertiary institution
(particularly science, engineering and
technology graduates) and the skills
repertoire required in the work place.
 CONCERNS…
 Employers complained that Nigerian graduates bring
sufficient theoretical knowledge to the job but they
generally lack hands-on or practical skills and
orientations that would make them productive.
 Consequently, SIWES was introduced by the Industrial
Training Fund as a planned and structure programme
based on stated and specific career objectives which are
geared towards developing the occupational
competencies of participants.
INCEPTION OF SIWES
• Students Industrial Work Experience
(SIWES) is a derivate from cooperative
education.
• Cooperative education was given
various meanings and definitions in
different parts of the world. Olawuni
(1989) quoting the World Council on
Cooperative Education gave a formal
definition of cooperative education as:
INCEPTION OF SIWES…
Cooperative Education defined…
“a strategy of applied learning which is a structured
programme, developed and supervised by an
educational institution in which relevant productive
work is an integral part of an essential component of
the final assessment for an award. Such programme
should commence and terminate within an academic
period and the work experience component should
comprise reasonable proportion of the total
programme”.
INCEPTION OF SIWES….
•
There is no globally agreed definition on
cooperative education as it is a skill given
different names in several countries.
• In the United States of America, and Canada,
this form of education is referred to as
“sandwich education”. In the United Kingdom
and other European countries, it is termed
“Industrial Work Experience Scheme”.
• The ITF termed it “Students’ Industrial Work
Experience Scheme (SIWES)”
INCEPTION OF SIWES

The Industrial Training Fund

established the Students’
Industrial Work Experience
Scheme in 1973
THE ITF SIWES
 SIWES is an inter-mix of theory and
practice designed to expose students of
tertiary institutions to the world of work.
 It is a skills training programme geared
towards the preparation of students of the
Universities, Polytechnics/Colleges of
Education to real life work situation after
graduation.
THE ITF SIWES
 The Scheme is for students Engineering ,
Sciences and Technology including
Environmental, Agriculture, Technical and
Business Studies in higher institutions in
Nigeria.
 The much needed opportunity of being
familiarized and exposed to experience in
handling of machinery and equipment
which are usually not available in the
institutions is given to the students through
SIWES.
THE ITF SIWES

The Federal Government gave legal
backing to the Scheme in 1985 with
Decree No. 16 of August 1985 which
states that:
“all students enrolled in specialized
engineering, technical, business, applied
sciences and applied arts should have
supervised industrial attachment as part
of their studies”.
WHY SIWES?


No
Industrialization
without
Skills!
 SKILLS, ECONOMIC GROWTH AND FDI
 Appropriate knowledge and
market driven skills occupy the
most potent sources of
competitiveness and productivity
to achieve highly sustainable
economic growth and to create a
congenial environment for
foreign investment.
 Dr. Muhammad Aslam Khan, in Role of Human
Capital in Attracting Foreign Direct Investment: A
South Asian Perspective, SAARC Journal of
Human Resource Development 2007,
http://www.shrdc.org/doc/sjhrd/2007/3.%20Dr.
%20Aslam-Pakistan.pdf
ITF… BRIDGING THE SKILLS GAP
THROUGH SIWES
CONCLUSION

The need to ensure a strategic and result
oriented implementation of SIWES
cannot be overemphasized considering
its pivotal role in ensuring adequate skills
acquisition for industrialization towards
economic development and sustainable
technological growth in Nigeria.
SIWES: THE KEY ISSUES
SIWES DEFINED
• SIWES is a skills training
programme designed to expose
and prepare students of tertiary
institutions for the industrial
work situation they may meet
after graduation.
• It affords students the
opportunity to familiarize
themselves with the needed
experience in handling
equipment and machinery.
SIWES DEFINED…

 SIWES is a planned
and structured
programme based on
stated and specific
career objectives
which are geared
towards developing the
occupational
competencies of
participants.
OBJECTIVES OF SIWES
The ITF policy document No 1 of 1973 which established
SIWES outlined the objectives as follows:
Provide an avenue for students in institutions of higher
learning to acquire industrial skills during their courses of
study.
Prepare students for industrial work situations they are
likely to meet after graduation.
OBJECTIVES …
 Expose students to
working methods and
techniques in handling
equipments and
machinery.

 Make the transition

from school to world of
work easier and
enhance contacts for
later job placements.
OBJECTIVES …
 Provide
opportunities to
apply the
educational
knowledge to real
work situations,
thereby bridging the
gap between theory
and practice.
STAKEHOLDERS IN SIWES

The stakeholders involved in the

organization/implementation of SIWES
are as follows:-
 Federal Government (through the Federal
Ministry of Industry Trade and
Investment).
 Industrial Training Fund.
STAKEHOLDERS IN SIWES

 Supervising/Regulatory Agencies
(NUC, NBTC, NCCE).
 Tertiary Institutions (Universities,
Polytechnics, Colleges of Education)
 Employers of Labour.
 Students (Engineering, Science,
Technology.)
ROLE OF FEDERAL GOVERNMENT

Provide adequate funds to the ITF

(through the Federal Ministry of Industry
Trade and Investment).
 Make policies to guide and regulate the
scheme at the national level.
 ROLE OF INDUSTRIAL TRAINING
FUND
 Formulate policies and guidelines on SIWES for distribution to
all the SIWES participating bodies.
 Receive and process master and placement list from the
institutions and supervising agencies.
 Supervise and assess students’ performance on attachment.

 Disburse allowance to students and their supervisors.

ROLE OF ITF…

Regularly organize orientation
programmes for students prior to
industrial attachment.
 Provide logistics and materials necessary
for effective administration of the
Scheme; this include documents such as:
 ITF Form 8, SPE 1 (SCAF)
 Vet and process students’ logbooks and
ITF Form 8.
 ROLE OF INSTITUTIONS

 Establish SIWES Coordinating Units in their

institutions.
 Appoint full-time Coordinators/Directors to operate
the Scheme at Institutional level.
 Apply job specification as prepared for all the
accredited courses and award appropriate credit units
in accordance with the Federal Government minimum
academic standard.
ROLE OF INSTITUTIONS

Prepare and submit master and
placement lists to the respective
coordinating agencies and ITF.
 Identify placement opportunities for
students attachment.
 Organize orientation lectures in
collaboration with the ITF for students
and others involved in the Scheme.
ROLE OF INSTITUTIONS
Supervise students on attachment ,
vet and endorse their logbooks.
 A minimum of two visits should be
made to the students by institution
based Supervisor during the period
of attachment.
ROLE OF INSTITUTIONS
Ensure payment of allowances and
render all returns to ITF during the
SIWES year.
Maintain separate account books for
SIWES.
ROLE OF INSTITUTIONS
Submit comprehensive reports on
the Scheme to the Industrial
Training Fund after the programme.
Allocate credit loads to SIWES as
recommended by Supervisory
Agencies.
ROLE OF EMPLOYERS
 Collaborate with the institutions in
preparation of job specification for the
approved courses for SIWES.
 Accept students and assign them to
relevant on-the-job training as
stipulated in ITF Decree No. 47 as
amended (1990).
 Attach experienced staff to students for
effective training and supervision.
ROLE OF EMPLOYERS
 Grade students as provided for in the
assessment form and ITF Form 8 at the
end of programme and submit same to
the institution.
 Complete SCAF on behalf of students,
sign, stamp and return same to the ITF
Area Office.
 Inspect and sign students’ logbooks on
weekly basis.
ROLE OF STUDENTS

The following are very important:

Attendance of Institution’s Orientation
Programme.
Documentation with respect to:

SCAF Form
Form 8
Logbook
ROLE OF STUDENTS
 Obedience to organizational rules and
regulation.
 Proper and decent dressing
 Safeguarding the patent right of
organization.
 Safety Precautions.
CHALLENGES IN SIWES OPERATIONS
Despite the achievement of SIWES over
the
years in the country, the Scheme is beset
with various challenges. These include:
 Late submission of Master/Placement
List
 Non-establishment of functional SIWES
unit by some institutions.
CHALLENGES….
 Inadequate Funding
 Lack of supervision of students by some
institutions among others.
 However, it is important to say that all
stakeholders involved in the operation of
SIWES must play their role effectively in
other to alleviate the challenges of the
scheme.
CONCLUSION
 SIWES is a laudable programme that if effectively
administered and adequately funded will provide a solid
base for self-reliance in technological development in
Nigeria.
 All stakeholders must therefore play their roles
effectively to facilitate the achievement the laudable
objectives of the Scheme.
SIWES MANAGEMENT &
ADMINISTRATION
MANAGEMENT DEFINED

Process designed to achieve an

organization’s objectives by using its
resources effectively & efficiently in a
changing environment.
WHAT MANAGERS DO

Make decisions
 Utilize resources
 Achieve objectives
RESOURCE ACQUISITION &
COORDINATION

Resources
•People
•Raw materials
•Equipment
•Money
•Information
MANAGEMENT FUNCTIONS

•Planning
• Organizing
• Staffing
•Directing
• Controlling
Management Functions
MANAGEMENT FUNCTIONS

Plans
PLANNING SIWES FUNCTIONS
 SIWES Annual Plan
 Preparation of Master/Placement List

 Letters of Introduction

 Commencement of Industrial Attachment

 Orientation Lecture

 Supervision

 Grading of Log Books

 Vetting/Verification of Log Books

 Annual SIWES Report

GRADING OF LOG BOOKS
GRADING OF LOG BOOKS - SCORING
INDICES
 Clearly defined
 Measurable
 Related to purpose
SIWES LOG BOOK AT A GLANCE
Identification Page
Information Page
Training Particulars
The Record Pages
Supervision Pages
Accreditation Page
RECOMMENDED INDICES
• Legibility of identity and particulars page 1
• Use of appropriate register page 2
• Level of update page 2
• Use of relevant diagram, table and charts page 2

• Phraseology page 1
• Clarity of expression page 1
The numerical figures attached are expression of
proportion
RECOMMENDATION

 SIWES Log Books should be weighted 25% of

the SIWES Score
 This recommendation should be discussed here

 The challenges should be addressed by

Stakeholders
FINANCIAL MANAGEMENT

Focus on
obtaining
funds
necessary for
the successful
operations of
SIWES
HUMAN RESOURCES MANAGEMENT

Handle staffing
function and
relating with
employees in a
formalized
manner
SKILLS NEEDED BY MANAGERS

•Leadership
•Technical expertise
•Conceptual skills
•Analytical skills
•Human relations
skills
MANAGERIAL SKILLS
Seven Tips for Successful Leadership
DECISION MAKING
THE REALITIES OF MANAGEMENT

According to J.P. Kotter, management

functions boil down to:

•Figuring out what to do despite

uncertainty, diversity, and a great deal of
potentially relevant information.

•Getting things done through a large and

diverse set of people despite having little
direct control over them.
WHY IS PLANNING IMPORTANT?

 If you fail to plan, then you plan to fail – be

proactive about the future
 Strategic planning improves performance
 Counter excessive inward and short-term thinking
 Solve major issues at a macro level
 Communicate to everyone what is most important
GOING EVERYWHERE…

If you don’t know where

you’re going…
…. You’ll go Everywhere!
BENEFITS OF STRATEGIC PLANNING
 Provides basis to
 Establishes realistic measure progress
goals, objectives &  Develops consensus
strategies for SIWES on future direction
operations  Builds strong
 Ensures effective use teams
of available resources  Solves major
problems
SIWES
ADMINISTRATION
 INTRODUCTION
The Industrial Training Fund administers SIWES on behalf of the
Federal Government.

Authority for the I.T.F to manage the scheme is contained in the

Federal Government’s circular FMEST/6/305/C.3/1/132 of
December 7th, 1984.

In administering the scheme, the INDUSTRIAL TRAINING

FUND relates with relevant stake holders for successful
implementation.
GUIDELINES FOR SIWES OPERATIONS
 Establishment of an adequately funded and
staffed SIWES Coordination Unit to include:
 A full time Head of SIWES Unit whose rank
should not be less than that of a Senior Lecturer
in the related discipline;
 An Administrative Officer (to assist the Head of
SIWES);
 A Secretary /Typist/Data Entry Clerk;
GUIDELINES…
 An Office Assistant;
 Adequate Office space;
 A Computer/Laptop;
 Photocopying machine;
 A functional Project Vehicle
GUIDELINES…
A Separate SIWES Account ( it is recommended
that the Head of SIWES Unit should be a
signatory)
STAKEHOLDERS RELATIONSHIP
MANAGEMENT
 For strategic and result oriented administration
of SIWES functions, it is expedient that
stakeholders relationship be effectively
managed.
 Proper liaison must be established and sustained
with relevant stakeholders.
STAKEHOLDERS RELATIONSHIP
MANAGEMENT
 The Federal Government through the
Federal Ministry of Industry Trade and
Investment
 Supervisory Agencies
 National University Commission (NUC)
 National Board for Technical Education (NBTE)
 National Commission for College of Education (NCCE)
STAKEHOLDERS RELATIONSHIP
MANAGEMENT

 Institutions of Higher Learning

 Universities (Public and Private)
 Poly/mono technics (Public and Private)
 Colleges of Education

 Students in tertiary institutions

 Employers of Labour.

The model below shows the reporting/working

relationship of stakeholders for effective
administration of the scheme
SIWES Stakeholder Relationship Model -Approval of Scheme
Federal Govt -Funding
-Approval of Policy

-Disbursement of Funds
Federal Min. of Policy Formulation
Trade & Invest.
- Approves request for inclusion
in SIWES
Supervisory - Handles policy issues with ITF
Agencies - Approves master and
placement list for further
Industrial Training Fund
action by ITF
Determination of SIWES policy in
conjunction with stakeholders
-Management of the scheme generally - Request for inclusion in the
-Production of operational guidelines Institution scheme
-Payment of students & supervisory - Generates master & placement
allowances list
-Liaison with external bodies - Submits lists to supervisory
-Others agency & copy to ITF
Students - Place students & monitor
- Liaise with ITF for orientation &
Student seek placement jointly with other issues
institutions - Relate with ITF on payment of
Relate with institutions supervisors & students
Relate with ITF for supervision and
- Absorb students
endorsement of logbooks
- Place and supervise students
Employer of Labour for acquisition of relevant
skills
- Liaise with ITF if necessary
STAKEHOLDERS RELATIONSHIP
MANAGEMENT

The operation of SIWES is vested in the

SIWES Unit in tertiary institutions. The
Unit liaises with four other SIWES
stakeholders as follows:
LIAISON WITH ITF

o Compilation and submission of the Master

and Placement lists to the ITF through the
supervising agency.
o Organization of orientation programmes, in
collaboration with ITF Area Office to prepare
students for industrial workplace.
o Collection of ITF Form 8 from students and
submission of the completed forms to the ITF
at the end of each SIWES year.
LIAISON WITH ITF….

o Facilitation of the vetting of SIWES

documents, Logbooks and ITF Form 8 by ITF
officials.
o Liaison with ITF in respect of the payments of
students allowances.
o Liaison with ITF with respect to supervisory
allowances due to the institution.
o Participation in the Zonal SIWES meetings
under the auspices of ITF Area Offices.
 LIAISON WITH SUPERVISING AGENCIES

o Submission of compiled Master & Placement lists for

approval and onward transmission to the ITF.
o Collaboration in developing, monitoring and reviewing
of job specification for approved SIWES courses.
LIAISON WITH SUPERVISING
AGENCIES

 Collaboration in reviewing courses that are

eligible for SIWES participation
o Liaison and correspondence with the supervising
agency in resolving problems arising from
implementation of SIWES.
o Facilitation of monitoring visits to the institution
by officials of the supervising agency.
o Registration of students eligible to participate
in SIWES and subsequent compilation of the
Master list.
o Display of the preliminary Master list to enable
students check for errors with respect to data
on them.
o Correction of errors on preliminary Master list
and compilation
of the final Master lists.
LIAISON WITH STUDENTS

o Helping students to seek for industrial

attachment through issuance of introductory
letters to employers
o Organization of orientation lectures for
students.
o Posting of students for actual work
experience.
o Compilation of placement list to be sent to
ITF and Supervising agencies.
Institutions are also to:
Assess students performance
at the end of the training and
award grades accordingly.
Allocate credit loads to
SIWES as recommended by
the supervising agencies.
INTERNAL LIAISON ACTIVITIES

The SIWES unit liaises with other arms of the

institution which contribute to the smooth running of
SIWES as follows:
The various Faculties/Schools/Departments whose
students are eligible to participate in SIWES.
 Constitution & coordination of SIWES supervisory
teams and academic staff.
The office of Vice Chancellor/Rector/Provost with
respect to policies for smooth operation of SIWES in
institutions.
 INTERNAL LIAISON
ACTIVITIES…

 The registry with respect to

adequate staffing and general
administration of the unit.
 The bursary in respect to funding
of the unit and disbursement of
SIWES funds.
REQUISITE SKILLS FOR SIWES
DIRECTORS/ COORDINATORS
 Honesty

 Tolerance

 Commitment

 Assertiveness

 Good Communication Skills

 Good Interpersonal /Human relations Skill

 Decent Appearance

 Computer Literacy Skills

CONCLUSION
 For a scheme as large as SIWES it is very crucial
that principal officers give adequate attention,
support and full cooperation towards achieving
success in SIWES administration.
 Strategic administration of the scheme, with an
inclusive interpersonal relations with all
stakeholders is thus highly essential.
DOCUMENTATION AND
PAYMENT PROCEDURES IN
SIWES
INTRODUCTION
The Students’ Industrial Work Experience Scheme
(SIWES) is a Skills Training Programme
designed to expose and prepare students of
Universities, Polytechnics,Monotechnics,
Colleges of Technology/Colleges of Agriculture
and Colleges of Education for the industrial
work situation, they are likely to meet after
graduation.
INTRODUCTION
The scheme also affords students the opportunity of
familiarizing and exposing themselves to the
needed experience in handling equipment and
machinery that are usually not available in their
institutions.
In order to facilitate effective operation of the
scheme, considering the fact that other
stakeholders have some important roles to play,
the Fund designed and introduced some forms for
the smooth running of the scheme.
FORMS USED IN SIWES
These forms are:
 Master and Placement Lists;
 SCAF (Student Commencement
Attachment Form)
 ITF Form-8 (End of Programme Reports
Sheet)
 Student’s Logbook
 MASTER LIST
This is a comprehensive list of students expected to
participate in SIWES in a given year. It indicates the
following:
- Name of students
- Matriculation numbers with year of matriculation
- Programmes of study and levels
- Dates showing duration of attachment
- Nationality
- NB: This list must be prepared serially according to
matriculation numbers.
 PLACEMENT LIST
This is the list of students eligible for SIWES who have
been attached to an organization. It contains:
o Name of Students;
 Matriculation Numbers;
 Master List Number;
 Period of attachment;
 Courses of Study & Levels;
 Place of attachment;
 It should be prepared and arranged according to states,
where the students are working while on attachment, by
discipline and serially by matriculation number.
MASTER/ PLACEMENT LISTS
All Master and Placement Lists are to be submitted by
the participating Institutions to the respective
Supervising Agencies for vetting and onward
submission to ITF Headquarters.
Six (6) of Nine (9) sets of these approved Master and
Placement Lists must reach the ITF between the
month of March and May of each SIWES year or
Three (3) months before the commencement of
Industrial Attachment.
 SCAF
The Form is given to all students before the
attachment commences.
It is the Student’s Commencement of Attachment
Form or SCAF

Students are to ensure that the employers

complete the forms, stamp and forward them to
ITF Area Office nearest to them, not later than
two (2) after commencement of attachment.
ITF FORM - 8
The End of Programme Report form filled by
students and endorsed by employers/ institution;
it should be submitted to the Department for
further collation as the SIWES Unit gets ready
for vetting by ITF.
The completion of this form is evident of student’s
participation and supervision on the programme,
and the basis of payment of balance of
supervisory allowance.
LOG BOOK
This is the booklet for recording Daily and
Weekly activities by students.
The Industry-based supervisor is required to
endorse the Log-book every week. The
ITF and Institutional Supervisor are to
sign the Log-book during supervision.
PAYMENT PROCEDURES IN SIWES

Practical Exercise
CONCLUSION
These documents are compulsory
requirements for operation/participation in
SIWES and must be used at the
appropriate time.
Therefore, Area Offices must demand for
them if they are not presented at the right
time.
SIWES: PROSPECTS AND
CHALLENGES
INTRODUCTION
 In a bid to promote the impact of SIWES,
it is expedient to examine the success,
failures or challenges of the scheme and
strategies for improvement.
 This will foster the enhancement of the
administration and management of SIWES
for continuous capacity building of
Nigerian Youths.
ACHIEVEMENTS/SUCCESSES OF
SIWES
 Indigenous human resource development

 The scheme has contributed to nation

building through human resource
development, knowledge and skills
acquisition by students during attachment.
ACHIEVEMENTS/SUCCESSES OF SIWES
 Through the scheme, students of Nigeria tertiary
institutions have been able to acquire industrial
skills and experience in their various courses of
study.
 They have been exposed to work methods and
techniques of handling equipment and machinery
that are not available in their institutions

 They have had the opportunity of applying their

knowledge in real work situation thereby bridging
the gap between theory and practice.
CONTRIBUTIONS TO VARIOUS SECTORS OF
THE ECONOMY
In line with approvals from supervisory agencies, the
scheme has contributed to various sectors of the economy
as follow:

i.National Universities Commission (NUC

approved programs for SIWES)

Agriculture
Engineering and Technology
Environmental Sciences
Education
Medical Sciences
Sciences
ii. National Board for Technical Education
(NBTE approved programs for SIWES)

• Agriculture and Related Technology

• Agriculture, Printing and Related Technology
• Information Technology
• Engineering Technology
• Environmental Design Studies
• Hospitality and Related Technology
• Science, Computer and Related Technology
 iii. National Commission for Colleges of
Education (NCCE approved programmes for
SIWES)

• Agriculture
• Business Education
• Home Economics
The above listed courses spread across the following sectors of
the Nigerian Economy:

• Agriculture
• Information and Communication Technology
• Works and Housing
Petroleum, Oil and Gas
•Power and Energy
•Solid Minerals
•Transport
•Trade and Investment
•Manufacturing

The scheme has also contributed to the development of the

economy.
Below is an analysis of SIWES Contribution to National
Industrial Revolution Plan of the Federal Government’s
priority sectors according to Universities, Polytechnics/Mono
technics and Colleges of Education for 3 years.
2012 – 2014

Institution SIWES Year 2012 SIWES Year 2013 SIWES Year 2014
  Priority Not Priority Priority Not Priority Priority Not Priority
Sector Sector Sector Sector Sector Sector

University 23,092 6,768 31,327 11,191 5,994 1,971

Poly/Monotechnics 12,122 7,572 10264 6,100 1,842 1,085

Colleges of 10,595 5,580 5,852 3,371 414 362

Education
Total 45,809 19,920 47,443 20,662 8,250 3,418
NIGERIA INDUSTRIAL REVOLUTION PLAN
(NIRP) PRIORITY AREAS

oAgro Allied
oMetals & Gas Industrial Activities
oConstruction, Light, Manufacturing and Services

NIRP Industrial Sectors: are where Nigeria has

comparative advantage

NIRP Goals: are focused on Economic development

SIWES: CHALENGES & ROOT CAUSE
ANALYSIS
 Ec
na ono
Ex tio mi ng in
plo
sio
n& cp
Failure to achieve undi d for
lim robl ovt
. F de
ni
nN it e e m SIWES objectives G p rovi
d s s in in ly
oo
fS pa at 100% level e ficit u ate udget
ce the D q
e s’ b
t ud s t ad
Plac ent
s No itution
e t
Cha ment Ins
llen
ges Inadequate
Funding

Employers
Wrong Placement by of oyer
s
t e s u b mission nt Lists Em pl
La eme n b y n t A ct
as t er & Plac Inability to access other
ct i o e
Requisite skills M sources of funding h t Reje mendm
rig
not a determinant Out te ITF A
i
for placement desp ith
p ly ing w e of
com od
d e n t s not lines and c
Stu de
S gui
SIWES not enforced as S I W E
n ct
requirement for Graduatio condu oles &
oR
o m pl iance t takeholders
Poo Non C bilities by S
r
Irregular School Insti supervi Respon
si
t s
Calendar Emp utions, ion by
loye ITF
rs ,&
r path &
No caree
tion
Continua
Lack of counselling or orientation on required ges in
skills acquisition for nation building and lack Administrative Challen
of commitment to the scheme Institution s
te
ple
o m – Low Quality of
to c ation ns
lu r e ur tio Products from
Educational challenges at Fai ES d nstitu Institutions Support not giv
en to
i
institutional, state and SIW ll by
a SIWES Units
federal levels rec
 CHALLENGES – ROOT CAUSE
ANALYSIS
1. Funding
 Inadequate Funding
 Not adequately provided for in Institutions’ budget
 Inability to access other sources of funding
INADEQUATE FUNDING
 The scheme despite its importance and relevance in
enhancing the Nigerian educational value, it is not
achieving its objectives due to poor supervisions by
the institutions’ lecturer who are supposed to align
the SIWES activities with the school curriculum in
order to meet the needs of the industries. The poor
supervision was as a result of the poor funding by the
federal government who is the sole sponsor of the
scheme
INADEQUATE FUNDING…

• Lack of functional Budget

• Dearth of Funds
• Complacency of Director/coordinators
• Poor management
• Lack of leadership commitment
OPTIONS FOR EFFECTIVE FUNDING
• Good Budgeting
• Boost IGR Mechanism
• Partnership
• Counterpart Funding
• Result-based placement
• Effective Supervision
OPTIONS…..
 Boost IGR Mechanism
 Logbooks
 Job Specification
 Placement Portal
 Partnership
 OPS
 NGOs
 Counterpart Funding
 TETFUND
 Sector Skills Council
CHALLENGES….
2. Non compliance to Roles & Responsibilities by
stakeholders
 Outright rejection by employers despite ITF Act
 Non supervision by Stakeholders
 Students not complying with SIWES guide lines and
code of conduct
• Placement Challenges
 Economic problems in the nation & limited spaces
 Explosion in no of students participating and dwindling
number of quality placement
 Wrong placement by employers
 Requisite skills not a determinant for placement
• Administrative Challenges
 Little/No support for SIWES
 No career path for coordinators
 Continuity and experience not considered
 Late submission of master & placement lists to supervisory
agencies and consequently ITF
• Educational challenges at institutional, state and
federal levels
 Irregular sessions due to strike actions,.
 Failure to complete SIWES duration – recall by
institutions
 Lack of counselling or orientation on required skills
acquisition for nation building and lack of
commitment to the scheme
 SIWES not enforced as requirement for
Graduation
• . Unapproved courses and institutions competing for
placement in companies
STRATEGIES FOR IMPROVEMENT
1. Funding.
 Appropriate funding of the scheme according to number of
institutions and courses by federal government
 Adequate budgetary provisions for monitoring and necessary
assistance to students by institutions
 Building SIWES financial requirement into school fees
 Sourcing support for funding at international and local levels
 Compulsory payment of allowances by employers in line
with Dual system or education practiced in other countries
 De emphasizing payment of students allowances
 Compliance by Stake holders
Employers as stake holders should comply with
indigenous human resource development Act
Institutions and ITF should monitor
Submission of students commencement attachment form
to ITF should be enforced for monitoring purposes
Attachment of students to relevant organizations and
jobs should be ensured by all stakeholders
Supervision of all students by institution based
supervisors should be confirmed by students
Adherence to guidelines on SIWES and code of conduct
must be enforced by all stakeholders
MEETING PLACEMENT CHALLENGES

 Courses approved for SIWES should be reviewed in view of

dwindling placement opportunities and skills priority needs in
the country
 Job analysis should be conducted for all SIWES approved
courses for proper placement purposes
 Un approved courses should not be presented by institutions
for SIWES

 Institutions should confirm placement before students

commence SIWES
 MEETING ADMINISTRATIVE CHALLENGES
- Institutions to provide for SIWES administration in
line with SIWES guidelines
- Career path should be maintained for coordinators
- Frequent changes should be avoided for continuity
and experience
Overcoming Educational challenges

Counsel students and conduct orientation

Complete duration of SIWES
Allocate credit units to SIWES
OTHERS?
CLASS
ACTIVITY

LET’S DISCUSS
•Has SIWES achieved
the purpose of its
establishment?
•IsSIWES still
relevant today?
 Conclusion
The need to add value to SIWES administration
can not be overemphasized. There is need for
continuous improvement to ensure the success of
the scheme.
SIWES is an essential tool to facilitate matching
labour market demand with supply in Nigeria.
Thank
Thank
You!
You!
134