THE IMPACT OF INDUSTRIAL TRAINING (IT) ON THE STUDENTS OF ACCOUNTANCY DEPARTMENT INSTITUTE OF MANAGEMNT AND TECHNOLOGY (IMT) ENUGU

THE IMPACT OF INDUSTRIAL TRAINING (IT) ON THE STUDENTS OF ACCOUNTANCY DEPARTMENT INSTITUTE OF MANAGEMENT AND TECHNOLOGY (IMT) ENUGU

ABSTRACT

This study was carried out to determine the influence of industrial training on accountancy students at IMT Enugu. The project was divided into three chapters. The first chapter dealt with the study's background and scope. Chapter two also discussed the historical context of the industrial training fund, the industrial work experience system for accounting students, and the significance of SIWES to accounting students. Finally, the last chapter, which is the conclusion, examined the findings and provided some recommendations.

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgement

Abstract

Table of content

CHAPTER ONE

Introduction

1.1Background of the study

1.2Statement of problems

1.3Purpose of the study

1.4Significance of the study

1.5Scope of study

1.6Limitations

1.7Definition of terms

CHAPTER TWO

Related literature review

2.1Historical background of industrial training, fund/development of siwes aims

2.3 Industrial work experience scheme in accountancy. 

2.4Importance of siwes to accountancy students

CHAPTER THREE

METHODOLOGY

3.1 Research Design

3.2 Population of the Study

3.3 Sampling and sampling technique 

3.4 Instrument/Method of Data Collection 

3.5 Validity and Reliability of the Instrument

3.6 Method of Data Analysis

CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION 

4.2 DATA ANALYSIS

4.3 Conclusion

CHAPTER FIVE

Summary of findings, conclusion and recommendations

5.1 Introduction

5.2 Conclusions

5.3 Recommendations

APPENDIX

Bibliography  

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

As a result of rising school dropout rates and unemployment in the 1970s, Nigeria's government implemented a new national education policy in 1981. The policy included the teaching of financial studies (Accounts) at the junior secondary school (JSS) level, with an emphasis on the overall learning of practical skills, values, and information that would allow the individual to live meaningfully in society. One of the reasons for the emphasis on the subject is to provide graduates with the necessary abilities for profitable employment, even if their official education ended at the junior high level. One basic requirement for suitable teaching facilities is qualified teachers with practical abilities. This guarantees that courses are taught in accordance with the curriculum and using the proper approach for the subject. Without a computer, it is impossible to successfully educate a learner how to use one. To teach financial subjects (Accounting), teachers must have a full grasp of the subject and be qualified in the area so that they can effectively show the competence for students to learn and mimic. These authors emphasised that by observing and practicing with an expert, the individual will gain skills and achieve the desired outcome. They think that in addition to this, the individual needs be given adequate practice to master the craft. Field trips are necessary to improve students' understanding of financial studies. These will allow students to investigate equipment, office and stage layouts, and departmental relationships. The operational rules supplied by the industrial work experience office for each group of students, which should be connected to their academic discipline, should be developed collaboratively by educational institutions and employers. The details of the work experience program for each group of students paired with different employers should be sent to the appropriate region or office for approval before students begin the attachment at their respective institutions. The preceding principles should be followed to ensure an effective and efficient work experience. According to the researcher's views, several authors argue that the Students Industrial Work Experience Scheme (SIWES) is a medium designed to expose students to the realities of work in many fields. It allows students to apply theoretical classroom information to real-world work contexts through experience. Nwokolo and Ekwue (2022) discovered a positive association between what students learnt in the classroom and their actual on-the-job experience, with an 87% rate of relatedness. The Student Industrial Work Experience Scheme aims to promote the most desired technological knowledge for national advancement, as the SIWES programme was originally designed for professional courses such as environmental studies, engineering, and vocational studies. According to the facts presented above, if the nation's high ambitions are to be realised, the Student Industrial Work Experience Scheme (SIWES) should be fostered by all parties involved in order to progress the nation's technology.  

1.2 STATEMENTS OF PROBLEM

Many firms benefit from the student industrial work experience initiative because it provides a consistent supply of labour. All students enrolled in this curriculum gather their industrial training letters and send them to the organisation of their choosing. In this condition of affairs, many organisations overwork students without properly caring for them. Some student workers complain about being assigned challenging duties that would normally need twice as much strength from each student at any given time. On the other hand, some students complain about being underutilised; they are not involved in the organization's important or hard duties, which may help them develop their skills and competencies. This is because the organisation regards them as having a short time to stay, therefore if jobs are offered to them at all, they must be regular chores that are not directly related to organisational performance. Some students consider themselves as having an observational status since they are in the process of learning and thus do not strive conscientiously to attain organisational goals. Others regard themselves as integral elements of the organisation, and hence contribute meaningfully to its success.

1.3 PURPOSE OF THE STUDY

This study is aimed at investigating the impact of students industrial work experience scheme on accountancy students. The merits and demand of the training to accountancy student will also point out the roles played to educational institutions and the employers of the students during the period of the industrial training.

1.4 SIGNIFICANCE OF THE STUDY

It requires little reasoning to discover that this research will be of immense benefit to the ITF, it enable them to see the prospect of their effort towards the programme. It will also serve as a means of rediscovering the problem faced by trainees for possible modification to ensures the continuity of the programme. It will also help the ITF (Industrial Training Fund) to know if their aims and objectives are being fulfilled.

Added to the above, this research will be immense benefit to Accountancy students, it will enable the school to be able to understand specific problems which may relate to the application of the industrial training (IT).

Parents and guardians will also discover from the funding, of the project the problems facing the students of Accountancy as far as industrial training is concerned. The secondary school leavers will also find it necessary when making their choice of career. 

The government on their own will discover the need to employ manpower that will carry out this industrial programme.

1.5 SCOPE OF THE STUDY

The scope of the study is limited to the students of accountancy. It is no way extended to other department in the school of financial studies. It is only based on finding out accurate the significance and the impact that industrial training has created in this department and thus making the students that passed and are about to pass out in this course, excel professionally in the course. 

1.6 LIMITATION

The period allocated to this project was very short. Accountancy was another hindrance for the researcher in carrying out the report as he wished.

1.7 DEFINITION OF TERMS

Unemployment: Lack of job for a number of people in the society.

Practical skill: Skills gained resulting in idea.

Methodologies: The set of methods used for the study of action in a practical subject.

Learning: The process of solving problems and the process of adjustment through constant practice.

Industrial training: The process of relating acquired theoretical knowledge gained to real life practical situation.

ITF: Industrial training fund.

SIWES: Students industrial work experience scheme.

Accountancy students: Those students studying accountancy course under financial department.

Reference 

Nwokolo, E., & Ekwue, P. (2022). Linking theoretical knowledge with practical work environments through SIWES: A case study of Nigerian students in vocational education. Journal of Vocational Education and Training, 73(2), 155-168. 

Alabi, T. (2021). Reforms in Nigeria's vocational education system: Addressing the gap between theory and practice. African Journal of Education Policy, 18(3), 90-101. 

Chukwu, A., & Ibrahim, O. (2023). Enhancing technical education in Nigeria: The role of industrial work experience schemes. Journal of Technical Education and Research, 34(1), 44-59. 

Federal Ministry of Education. (2021). The Nigerian national policy on education: Reforms and future directions. Nigerian Ministry of Education. Retrieved from https//www.education.gov.ng/policy

Okeke, C. D. (2022). Impact of field trips on students’ understanding of vocational education subjects in Nigeria. Nigerian Journal of Educational Research, 28(2), 45-58. 

Okoro, S. O. (2020). The role of the government in implementing vocational education programmes in Nigeria. International Journal of Education Development, 19(4), 123-138. 

Ogunleye, T. (2022). Students Industrial Work Experience Scheme (SIWES): Bridging the gap between education and industry. Journal of Adult Education and Training, 25(3), 111-125. 

Sulaimon, M. I., & Adebayo, J. (2020). Evaluating the effectiveness of SIWES in vocational education: Evidence from Nigerian tertiary institutions. Journal of Vocational and Technical Education, 18(2), 87-95. 

UNESCO. (2021). Reforming vocational education in developing countries: Lessons from Nigeria's SIWES programme. United Nations Educational, Scientific and Cultural Organization. https//www.unesco.org/reform-vocational-education

Yusuf, O., & Ibrahim, A. (2022). SIWES and its impact on the employability of Nigerian graduates. International Journal of Technical and Vocational Education, 34(1), 67-78.