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Project Topic- Challenges in the management of the Industrial Training programme for Business Education students: A case study of Ebonyi State University

Project Topic- Challenges in the management of the Industrial Training programme for Business Education students: A case study of Ebonyi State University

Abstract

This study focused on challenges in the management of the industrial training programme for Business Education students: A case study of Ebonyi State University. This study made use of survey research design. the population of this study comprised of all the 300 and 400 level Business Education Department (2012/2013 session) of Ebonyi State University and incorporated industrial based supervisors from corporations, Ministries and parastatals in Ebonyi State, and selected administrators (Institution-Based supervisors) from the department of Business Education, bringing the total to 273. The instrument for data collection was a structured questionnaire. Data was collected using the questionnaire. Mean was used to analyse the data collected. From the study, the findings show that Industrial Training improves the lives of graduates of Business Education Programme Ebonyi State University; contributions made by management of Industrial Training Programme was not adequate and therefore tends to face serious challenges to effective Industrial Training programme in Business Education Department of Ebonyi State University and finally found out how proper supervision of Industrial Training positively affects the students of Business Education in Ebonyi State Univ` ersity. It was concluded that worthwhile to note that there is no skill-acquiring project that is without challenges, it is imperative that government through ITF and technical institutions in Nigeria should consider a proper implementation of students’ industrial work experience scheme programme to reduce these challenges and also improve the workforce for national development and equip the youths in Nigeria with appropriate skills; and finally recommended that Visiting of students during the SIWES program should be ensured by the Industrial Training Fund officials so as to ensure that students get necessary exposure and to boost their morale and that companies/Organizations should be sensitized through organization of workshops/seminars in order to acquaint them with their expected roles towards students on indus trial training.

CHAPTER ONE
INTRODUCTION

Background of Study
The implication of the recent privatization and investment in the various sectors of Nigeria’s economy is that there was a rising demand for skilled personnel. Also with the industrial development of Nigeria and to achieve Nigeria’s vision 20:2020, there is need for the acquisition of new skills and adaptation of these skills to industrial structure. According to Okorie (2000), he observed that most Nigerian educational institutions do not provide their students with adequate training in skills that will help them fit for productive work.

He further explained that those who lack sufficient skills live on the subsistence level, and often out of desperation and frustration, constitute a nuisance to the society. It therefore, stands to reason that for education to be meaningful, functional and relevant to the demands of the present-day industrial sectors; educational institutions need to give their students a system of education which should be job-oriented, achieved through the combined efforts of Student’s Industrial Work Experience Scheme (SIWES) and the educational institutions.

Students Industrial Work Experience is a skill training programme designed to expose and prepare students in institutions of higher learning for industrial work situations they are likely to meet after graduation (Okorie, 2001). SIWES is a co-operative arrangement between the school and industries for all students undergoing courses that call for exposure in industrial activities during their training in schools. SIWES is financed by the Federal Government of Nigeria and it is operated through the Industrial Training Fund (ITF) in collaboration with National University Commission (NUC), National Board for Technical Education (NBTE), National Commission for Colleges of Education (NCCE) and industries (ITF, 1990). Education of the youths should, therefore, be related to the world of work.

Since the advent of technical institutions, the responsibility of workforce development had always rested on the government’s shoulder. Technical institutions were established to prepare youths to earn a living/wage by providing them with vocational skills. Therefore, for industrial work experience to give the student the opportunity to utilize some of his/her academic knowledge and skills in a real-life industrial job environment, some aspects of industries routine operations management should be related to his/her academic discipline.

Management, in the view of Olaitan, Igbo, Nwachukwu, Onyemachi and Ekonq (1999), is a process of planning, organizing, directing, implementing and evaluating input resources for the purpose of producing outputs in the form of goods and services. Resources in organizational management are both human and material. This implies that management involves effective allocation of material inputs and the directing of human resources to production through proper planning and control for the purpose of producing the desired results (UNESCO, 1994).

Those who focus specifically on human resource aspect, according to Okoye (2002) often view management as guiding and directing people towards the achievement of organizational objectives. Therefore, in the nation’s technological development, the workforce is a key human resource that requires effective and sustainable management for achieving the desired results. This effective and sustainable management of industrial work experience for achieving the desired results is not without some challenges.

Pearson (2009) viewed challenges as difficulties in a job or undertaking that is stimulating for one engaged in it. Something that, by its nature or character, serves as a call to battle, a tasking activity or a special effort is a challenge. Challenges in industrial work experience cannot completely be avoided, but can be managed; and if well handled, for the effective functioning of industrial work experience, there were qualified workers for industries.

It is imperative that special training be given to youths to equip them with various skills required for societal needs. It is these youth with appropriate skills, referred to as workforce that the society looks up to execute work and render services. Okorie (2000) defines workforce as people who work in factories and industry, generally considered as a body. Okorie further stressed that the workforce of a nation subsumes all the industrial and factory workers as well as any person or group of persons in that nation whose productive work or services satisfy some aspects of human needs. The degree of the satisfaction of any nation’s needs determines the development of that nation.

Project Topic- Challenges in the management of the Industrial Training programme for Business Education students: A case study of Ebonyi State University

Statement of Problem
The power-driven machines, steam engines and the new system of manufacturing associated with’ the industrial revolution demanded a cadre of workers who were freed from the limitations of their immediate craft capabilities and possessed knowledge of the new technologies prevalent then in the workplace. This demand led to the concept of “the application of higher learning to practical and technical affairs” (Eurich, 2002). Students Industrial Work Experience Scheme (SIWES) is one of the Industrial Training Fund (ITF) programmes.

It was designed to give Nigerian students studying occupationally-related courses in higher institutions the experience that would supplement their theoretical learning. The problems and lack of zeal for Business Education students to carry out their industrial training effectively has made some students to shy away from the programme. Hence, the programme is meant to bridge the gaps in the knowledge and skills repertoire of fresh Business Education graduates.

Participants in the programme undergo a six months in the University and one year (polytechnic) intensive technical skills acquisition through hands-on experience. The Students’ Industrial Work Experience Scheme (SIWES), properly implemented through the joint efforts of all stakeholders, offers an avenue for Business Education students to achieve greatly and to contribute to the economic wellbeing of the country. This work is set to find out the challenges in the management of Industrial Training programmes for Business Education Students in Ebonyi State University as most students tend to shy away from the Industrial Training programme as a result of lack of motivation like incentives (payment of stipends by the Industry), supervisors’ inability to reach the student due to distance or lack of finance to do so, Industrial Training Fund not releasing the money meant for this purpose on time and other challenging problems which this research work is set to address.

Purpose of study
The main purpose of this study is to identify the challenges in the management of Industrial Training programmes for Business Education Students in Ebonyi State University.
Specifically, the study seeks to:
1. Find out the challenges in management of industrial training Programmes for Business Education students in Ebonyi State University.
2. Find out how Industrial Training improves the lives of graduates of Business Education Programme Ebonyi State University.
3. Find out how management of Industrial Training Programme contributes positively to Business Education in Ebonyi State University.
4. Find out how proper supervision of Industrial Training positively affects the students of Business Education in Ebonyi State University.
Significance of Study
The findings of this study was of great importance to the students of Business education in Ebonyi State University and other institutions of higher learning, the work places or students’ place of attachment, the school management; who will use the information for better planning, placement of students on attachment and proffer solution to nonpayment of attached students on time.
The findings will also help the management in charge of Industrial Training Programme (the school authorities, the various company managers and the Industrial Training Fund) to reach decisions that was of general benefit.
It will also stimulate the interest of the Industrial Training Fund (ITF); who it is their duty to plan, orientate students on what should be expected during their period of attachment and also to see to students’ need so as not to shy away from the programme as a result of the challenges therein.
To the government, it will help for better planning and budgeting, to promote the Students’ Industrial Work Experience.
Research Question
The following research questions guided the study:
1. What are the challenges to the management of industrial training Programmes for business education students in Ebonyi State University?
2. How can Industrial Training programmes improve the lives of graduates of Business Education Programme in Ebonyi State University?
3. How can management of Industrial Training Programme contribute positively to Business Education programme in Ebonyi State University?
4. To what extent can proper supervision of Industrial training positively affect the students of Business education in Ebonyi State University?

Scope of Study
This research work is focused mainly on challenges in management of Industrial Training Programs for business education students: A case study of Ebonyi State University. This work is restricted to Ebonyi State University where students of Business Education face so many challenges in the cause of carrying out their Industrial Training Programme which is one of their academic programmes in the institution.

Project Topic- Challenges in the management of the Industrial Training programme for Business Education students: A case study of Ebonyi State University

 

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