THE IMPACT OF INDUSTRIAL TRAINING IN POLYTECHNICS: A CASE STUDY OF OUR SAVIOUR INSTITUTE OF SCIENCE, AGRICULTURE AND TECHNOLOGY) ENUGU
Abstract
The research is concerned with the impact of industrial training in polytechnics using our saviour institute of Science Agriculture and technology (OSISATECH) Enugu as a case study. The statement of the problem includes that stipend normally paid to student on industrial work experience scheme by ITF is no longer forthcoming, yet expect student to provide for the financial aids. Secondly that student fixed themselves in any field whether it is their area or not, only to make sure they are working. Despite the problems, the study reveals the major objectives which includes that industrial training help students to acquire skills, experience, knowledge and understanding in their various fields, which leads to specialization and thereby make the students to determined high ambition in their future lives.
In pursuance of the above objects, both primary and secondary data were sourced. The target respondents mainly business and financial studies department of final year were statistically determined for the purpose of both questionnaires administration and personal interview.
Data generated from respondents were carefully analyzed using appropriate statistical tools, two hypothesis based on the research questions were formulated for testing using chi-square, which revolved on the subject of the research. The study reviews some findings.
However, contrary to the expectation, a testing using chi-square hypothesis formulated laid the research to conclude that the impact of industrial training is not good in polytechnics as the expected value is less than the critical value on both tests.
0.356 < 1.96; 1.04799 < 1.96
based on the research, the research made the following recommendation which we believes if carefully implemented will go a long way to improve the impact of industrial training programme should made compulsory in the various institution with reasonable credit unit. Secondly, that there should be no restriction on choice of area of doing the programme, the area of doing the programme should be generalized thought federation.
Table of Content
CHAPTER ONE
INTRODUCTION
1.1 GENERAL BACKGROUND OF THE SUBJECT MATTER 1
1.2 PROBLEM ASSOCIATED WITH THE SUBJECT MATTER
1.3 PROBLEM(S) THAT THE STUDY WILL BE
CONCERNED WITH
1.4 THE IMPORTANT TERM OF STUDYING THE AREA
1.5 DEFINITION OF IMPORTANT TERM
REFERENCES
CHAPTER TWO
LITERATURE REVIEW
2.1 THE ORIGIN OF THE SUBJECT AREA
2.2 SCHOOLS OF THOUGHT WITHIN THE SUBJECT AREA
2.3 THE SCHOOL OF THOUGH RELEVANT TO THE PROBLEM OF STUDY
2.4 SUMMARY
REFERENCES
CHAPTER THREE
CONCLUSION
3.1 DATA PRESENTATION (HIGHLIGHTS OF THE STUDY)
3.2 ANALYSIS OF THE DATA
3.3 RECOMMENDATION
3.4 CONCLUSION
REFERENCES
Introduction
This chapter consists of details of the topic under research. Here the background of the subject matter and problems. Associated with the subject matter and the important of studying the area will be revealed along with research question so as to enable the researcher know what the research work is all about.
1.1 GENERAL BACKGROUND OF THE SUBJECT MATTER
As a result of growing school learners unemployment in the 1970’s the Nigeria Government introduced. The new national policy on education in 1981. One of the major provisions of the policy was the induction of the issues on technical and practical courses in the polytechnics and universities in the federation, with emphasis on the total acquisition of practical skills, value and knowledge that would enable individual. Live meaningful in the society during and after school.
One of the reasons is to emphasis on the course, which would equip the graduate with the skills for gainful employment even if they terminated their formal education at the junior secondary level. One of the basic necessity for the relevant teaching is availability of adequate facilities, including qualified teachers groomed with practical skills. This ensure that student are taught or look directives according to the curriculum and using appropriate methodology for the Board. It is not possible to teach a student to operate a computer machine effectively without the application of computer machine by himself nor is it possible to teach a student to operate a proportional spacing of typewriter without the application of typewriter by the person also, that’s why our Saviour Institute of Science and Agriculture and Technology (OSISATECH) as a polytechnics tries to impact the skills to the teachers who must have a through knowledge of the course and certified in the area, so that teachers can demonstrate the skill properly for the student to understand and emulate. Noal (1971) and Thompson (1941). The writer stressed that the individual will acquire skills and teach the stated goal by watching an expert and by practicing. This they believe that the individual in addition to this should be giving enough practice to enable him master the art.
On the other hand, Anaw (1986) said that it is not only expected to seek out identity. Create or anticipate human needs but it is also required to create through the harassing of the totality of human ingenuity and knowledge of all the amount of goods and services that are needed to satisfy those wants and needs.
