UNIVERSITY OF CALABAR, CALABAR.

DEPARTMENT OF VOCATIONAL EDUCATION

SECOND SEMISTER EXAMINATION MARKING SCHEME
COURSE TITLE: STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)
COURSE CODE: (VTE 312) SESSION: 2021/2022

SECTION A
1. Industrial training fund 3 marks
2. Supervising/Accreditation Agencies (NUC, NBTE and NCCE) 2 marks
3. The scheme was initiated in 1973 and took off in 1974 2 marks
4. The ITF was established with the specific mandate of transforming the Nigerian economy from its
predominant dependence on foreign expertise to a state of self-reliance through training and development
of Nigerians who would be competent in performing special skills needed to manage essential sectors of
the Nigerian economy 3 marks
5. Orientation and Information Services 2 marks
6. SEP-1 FORM and ITF FORM 2 marks each
7. (a) The Area Officers should visit students on attachment to monitor students’ progress in order to
ensure that both institutional and employers’ supervision is being effectively carried out. This should be
at least twice for industrial attachment lasting up to six months.
(b) The institutional co-ordinators also pay periodic visits to places where their students are attached in
order to:
(c) Industrial and Business organizations, ensures adequate arrangements and preparations are made
once a set of students are accepted for attachment. 2 marks each x 3 = 6

8. The objectives and expected levels of performance of the student;

 The proficiency level of the student on the job before the training;
 The job skills required by the students in order to perform the job/occupation
2 Marks each x 3 = 6 marks

9. Students’ eligible and duration of their SIWES attachment are:

a University students of relevant courses are entitled to 6 months industrial attachment at a stretch at
the end of part III or IV of their courses depending on the duration of the degree programme.
b Polytechnics and Colleges of Technology students on National Diploma programme in the relevant
courses are entitled to four months industrial attachment after completing their National Diploma.
c NCE Vocational Education Students are entitled to 4month industrial attachment each at the end of
their second year of the 3 years NCE programme 2 marks each x 3 = 6 marks
10. Evaluation of student’s participation and achievement may take any of the following forms:
1. Performance based/student progress on the job.
2. Self-evaluation.
3. A follow-up interview 2 marks each x 3 = 6 marks

SECTION B
Q1a. What do you understand by the term Student Industrial Work Experience Scheme (SIWES)
Student Industrial Work Experience Scheme (SIWES) is a skill training programme designed to
expose and prepare students of higher institutions for work situations, as they exist in the world of work.
The students who engage in this programme are those offering engineering, science, technology and allied
courses. It helps to bridge the gap between theory learnt in school and practice, as they exist in industry.
The scheme provides students opportunities to familiarized themselves with and expose them to tools,
equipment and machines that are not available in their various institutions but which will be used after
graduation. The scheme also exposes the students to work methods and prepares them in safeguarding the
work area and other workers in the industry. 5 marks

Q 1b. Describe the activities carried out to ensure effective supervision and control of service
Control means the act of checking or exercising, restraining or directing influence over others. For
SIWES programme objectives to be achieved, there is need for effective control. The ITF officials visit
institutions to vet logbooks at the end of each attachment period. This visit is carried out on invitation of
ITF officials by the participating institutions. ITF also ensures that the participating institutions submit
appropriate returns on all monies disbursed as students allowance before subsequent payments are made.
These control measures are to ensure effectiveness and continuity of the programme in addition to
ensuring adequate accountability and due process. 5 marks each x 2 = 10 marks

Q1 = 5 marks + 10 marks = 15 marks

Q 2a. State the fundamental objectives of the scheme

The objective of Student Industrial Work Experience Scheme includes:
 To provide an avenue for student of higher institution to acquire experience and skills required for
the success in the world of work.
 To prepare students for the working situation they will probably face after graduation.
 To expose student to work method and techniques of handling tools, equipments and machines that
are not available in the educational institutions where they are being trained.
 To make transition from school to the world of work easier in addition to enhance students job
placement.
 To strengthen the involvement of employers in education of students so as to prepare them for
employment in industry.
 To afford students opportunity of applying the knowledge gained in theoretical work into practical
work in the industry.
1 mark each x 6 = 6 marks
Q 2b. What are the factors limiting effectives implementation of the programme
1. Limited Number of Well-Equipped Industries: The number of well-equipped industries to take in
students is indeed very limited. And the number of students for these few chances is increasing by the
year. Even at that, some organizations for certain/inexplicable reasons reject students posted to them for
industrial training. One major problem facing proper training for the world of work is the inadequate
facilities for attachment. There are few establishments with adequate training facilities in the country.
During the evaluation exercise of 1987 it was observed that for the total of 19,870 students placed for
industrial training, there were only 119 industrial establishments throughout the country that had full-
fledged training facilities that could meet training requirements. The situation has not changed much for
better. The overall assessment thus shows that with inadequate training facilities, prospective labour force
may still be ill prepared for the world of work. This has its own adverse effects on national growth and
development. Where the facilities exist, the fear of many employers is that many students are
Inexperienced to handle certain delicate machines and tools without damaging them.

2. Trainees/Students’ Apathy towards Industrial Work Experience: This often manifests in the non-
provision of adequate information, non-participation in the orientation programme and the subsequent
industrial training, non-submission of the logbooks, form 8 and the technical report and the
nonparticipation in the SIWES seminar by students. Also, many students do not take the scheme very
serious. Some regard it as a mere holiday job. They only come in for their monthly allowance without
regard to the objectives for which the scheme was set.

3. Apathy of Industrial and Institutions’ Staff towards the Supervision of Industrial Work
Experience: Staff detailed to go to the industries to supervise students often fail to do so. Staff appears to
be more interested in the supervision allowance than the performance of the actual supervision. Some
collect the students’ logbooks when these students have come back from their industrial training and
simply concoct entries and sign. The operational guidelines spell out that three separate officials should
supervise students on industrial attachment, an industry-based supervisor, supervisor from the institution
and a supervisor from industrial training fund. The supervisor from the industry is expected to assess the
students’ progress on a weekly basis and make appropriate comments in their logbook. The institution-
based supervisor is expected to visit at least once every month and monitor the student progress to ensure
that the practical experience being encountered is relevant to the course of the study.

4. Non-Provision of Allowances/Incentive to Some Participating Trainees/Students: It is quite odd

that while it is mandatory for all students to participate in SIWES, some are not paid the industrial training
allowance. The obvious implication is nonchalance on the part of these students in matters relating to
SIWES. In some cases, management is even accused of diverting these students’ allowances, as students
cannot comprehend this seeming “apartheid

5. Non-Provision of Allowances to All Staff: SIWES supervision involves more physical visit to
organizations, a lot of initial preparation, collation and documentation of data, monitoring and assessment
of staff, students and organizations, and compilation and processing of results and the services of other
lecturers, Heads of department and Directors of schools are involved. Not all the staff that participates in
one way or the other are paid. Besides, the number of staffs assigned to do the supervision work every
year is very limited indeed in comparison to the increasing number of students. This surely affects the
effectiveness of the supervision exercise as each lecturer is supposed to visit the attachee about 3 times.

6. Failure by the SIWES Unit to Prepare the Master List and Placement List on Time: This may be
due to late registration of industrial training students, late supply of relevant information by students,
inadequate staffing and inadequate infrastructure and working tools. The requirements of the SIWES
guidelines on this are usually breached. Submissions are received with multiple duplication of names,
matriculation/serial numbers and inclusion of students of unaccredited courses. Other vital requirements
for record keeping such as summary sheets of placement by course/discipline and by States are seldom
attached to the students master and placement lists. In some cases, basic requirements for processing
students’ allowances such as duration of attachment are not specified.

7. Non-Streamlined Job Specification by Institutions and Employers: Lack of jointly prepared training
programmes between institutions and employers of labour result in some students receiving irrelevant on-
the-job experiences and unrelated skills.

8. Absence of Orientation Programme for SIWES Participating Students: Observations during

supervision of students in the field often reveal students’ ignorance of the objectives of the scheme. This
indicates that SIWES orientation activities were not delivered to them before commencing their individual
attachment; or that some students absent themselves from such programmes.

1 mark each x 9 = 9 marks

Q2 = 6 marks + 9 marks = 15 marks

Q3. Highlight the key roles of the following functionaries:

(i.) Students (ii.) The institution (iii.) The supervising/accreditation Agency
(iv.) Employer

(i) The Role of Students

 The students are expected to attend institution’s SIWES orientation programme before going on
attachment to make them get familiarized.
 Be obedient to constituted authorities and strictly adhere to all rules and regulations of the
organization where they are attached
 To be punctual and regular at their different place of attachment
 Avoid change of place of attachment, excepts in special circumstances, which must be determined
and approved by the institution supervisor, the employer and the ITF
 To complete SPE-1 form and get it endorsed by their employers who will forward some to the ITF.
 Record all training activities and assignment in the logbook and complete the ITF form 8 to ensure
proper assessments.
 To be diligent, honest, conscientious, take pride in the protection of employer’s property throughout
the attachment period.

(ii) The Role of the Institutions

 Establishment of SIWES co-ordinating units with a separate account adequately staffed and funded
to ensure effective operation of the scheme.
 Prepare student sufficiently to be able to learn work methods.
 Appoint SIWES co-ordinators and supporting staff.
 Prepare and submit six copies each of master list and placement list to ITF through the supervising
agencies.
  Apply job specification as prepared for all the accredited courses and award appropriate credit units
in accordance with Federal Government minimum academic standard guidelines.
 Identify placement opportunities for students’ attachment with employers.
 Supervised students at their places of attachment and sign their logbooks.
 Organize orientation programme for students in collaboration with the ITF regulations.
 Submit comprehensive reports on the scheme to ITF through their supervising agencies at the end
of each year’s programme.
 To ensure payments of outstanding allowances and render all returns to the ITF within the SIWES
year.

(iii) The Role of Supervising/Accreditation Agencies (NUC, NBTE and NCCE)

 These agencies ensure the establishment and accreditation of SIWES unit in various institutions
under their jurisdiction.
 Appoint and/or direct the appointment of full-time SIWES coordinators.
 Ensures adequate funding of SIWES in all the institutions eligible to participate in the programme.
 Vet and approve master and placement list of students from participating institutions and forward
same to the ITF.
 Develop, monitor and review job specifications in collaboration with institution towards the
maintenance of National Minimum Academic standard for all the programme approved for SIWES.
 Research into the development of SIWES in line with advances in technological development.
 In collaboration with order bodies, review courses qualified for SIWES.
 Liase with the ITF to ensure the implementation of all Federal Government policies on SIWES.

(iv) The Role of Employers

 The industries collaborate with the institutions in the preparation of job specification based on the
approved courses for SIWES.
 Act in accordance with ITF Decree No. 47 amended 1990 to accept students for industrial attachment
and assigning them to relevant on-the-job training.
 Provide welfare services like medication and pay hospital bills of students while on attachment as
the need arises.
 Participate fully in assessment of students programmed by completing the necessary instrument like
ITF form 8, logbook among others.
 Allow students access to their facilities.
 Appoint an industry-based supervisor for students on attachment.
1 mark each x 3 = 3 marks

Q3. = 3 marks x 5 = 15 marks


Q4 A. Describe two major services carried out as pre-services during (SIWES)
1. Placement Service: Placement refers to the assignment of a person to a suitable place. In terms of
SIWES programme, placement means the assignment of student to a suitable job/work with the aim of
giving the students opportunity to acquire skills in a given area to which he/she has theoretical knowledge.
Placement service is a necessary requirement as it helps students enter into educational or vocational
programmes, which are suitable to their personal traits. It is usually the work of the school guidance
counselor to guide the students and make sure that students are properly prepared in terms of knowledge
and skills of different occupations, techniques of getting a suitable place for the attachment and proper
attitude towards work, co-workers, supervisors and adult world. To achieve the above, there is need for
proper placement in educational programme. This means the act of putting students at the level they can
perform by helping them appreciate the reason(s) for repeating some classes or dropping certain school
course. Test must therefore, be used to determine students’ interest, aptitude, attitudes and abilities.
Guidance personnel must provide relevant information regarding existing opportunities, requirements and
conditions of job in order to place students properly.

2. Orientation and Information Services: Orientation refers to the activity carried out to help acquaint
the students of SIWES programme with the existing situation or the environment where they are to train.
The orientation programme is the most appropriate channel for guiding students in job placement and a
good avenue for ITF to guide and provide necessary information to both the institution and the students.
It is necessary that all the students that are accepted for SIWES programme be given an orientation service
by their institution during which ITF staff must be in attendance.

3 marks each x 2 = 6 marks

Q4 B. Describe the three types of evaluation in (SIWES)

i) Students placement
ii) Supervision of students on IT
iii) Preparation of progress report
iv) Payment of allowances 3 marks each x 3 = 9 marks

Q4 = 6 marks + 9 marks = 15 marks

GRAND TOTAL = 15 + 15 + 15 + 15 = 60 Marks