The Student Industrial Work Experience Scheme (SIWES) is a skill acquisition programme designed to provide practical experience to students in Nigerian higher institutions. Established by the Industrial Training Fund (ITF) in 1973, the scheme bridges the gap between theoretical learning in classrooms and real-world applications in industries. It equips students in disciplines such as engineering, sciences, technology, and applied fields with hands-on exposure to workplace environments.
SIWES typically lasts between 3 to 6 months and serves as an avenue for students to gain relevant professional skills, understand workplace dynamics, and enhance their employability. Students are placed in organizations where they work under supervision, applying their academic knowledge to real-life projects. At the end of the program, participants are required to produce a detailed report documenting their experiences, which serves as part of their academic assessment.
This foundational framework of SIWES sets the stage for students to make meaningful contributions to industries while developing essential skills for their future careers.
During the SIWES program at the University of Jos, students were engaged in a range of activities designed to enhance their skills and industry knowledge. These include hands-on training, project assignments, technical workshops, and fieldwork tailored to their field of study. Students also document their experiences in a logbook and receive feedback from supervisors, ensuring continuous improvement. Additionally, the program fosters professional networking, preparing students for future career opportunities.
The SIWES program has had a transformative impact on students by bridging the gap between theoretical learning and real-world applications. It equips students with practical skills, enhances their understanding of industry operations, and boosts their confidence in handling professional tasks. Many participants report improved problem-solving abilities, teamwork, and adaptability after their training.
Moreover, SIWES provides a platform for students to explore career opportunities, develop professional networks, and gain valuable insights into workplace culture, significantly increasing their employability and readiness for the job market.
SIWES has greatly benefited the University community also by strengthening the link between academic institutions and industries. It ensures that the curriculum remains relevant and aligned with industry needs, enabling Universities to produce graduates who are better equipped for the workforce.
Through feedback from students and Organizations, Universities gain insights into emerging industry trends, which can inform curriculum development and research priorities. Additionally, the program enhances the institution’s reputation by showcasing the competence and preparedness of its students in real-world environments.
In an exclusive interview with the Director of Students Industrial Work Experience Scheme (SIWES) University of Jos, Prof. David L. Wonang, shared valuable insights into the program’s recent developments and the challenges that greeted it.
According to Prof. David L. Wonang, the SIWES programme has seen significant improvements in its structure, with more partnerships being forged between the university and industry leaders. These collaborations aim to ensure that students receive more diverse and relevant training opportunities. However, the program is not without its challenges. Prof. David L. Wonang highlighted some of the pressing challenges plaguing the program, calling for urgent attention to issues that hinder the success of this vital training initiative noting three core challenges: transportation costs, inadequate sponsorship, and the exclusion of certain practical courses from full ITF support, despite NUC accreditation.
In his remarks, Prof. Wonang emphasized the strain caused by escalating transportation costs. “Traveling to monitor our students in various locations has become increasingly difficult due to the rising cost of transportation.”
He also noted that the burden also extends to students who often struggle to afford travel expenses for their industrial placements. The issue of sponsorship is another critical concern. According to Prof. Wonang, staff members tasked with examining and supervising students are inadequately supported.
“Aside from transportation allowances, the stipends provided to staff are minimal and do not reflect the demands of the job.” He lamented urging stakeholders to address the funding gaps.
Prof. Wonang also pointed out a significant challenge affecting students in practically oriented courses. While the National Universities Commission (NUC) has granted full accreditation to many such programs, they remain unsupported by the Industrial Training Fund (ITF).
“Until the ITF captures these departments in their framework, they cannot provide the necessary sponsorship.” He explained.
This lack of support, he added, undermines the quality of training that students receive, which is critical to preparing them for the workforce.
The director expressed concern over the broader implications of these challenges on the program’s mission.
“If our students don’t receive the quality training they need, it defeats the purpose of SIWES. This training is supposed to be a bridge between academic learning and practical application, and without proper support, we risk failing both the students and the industries that depend on them.”
Some students also shared their experiences during the program. Their insights provided a mixed but overall positive perspective on the impact of the scheme.
Chioma Samuel, a 400-level Biochemistry student, described her SIWES experience as a challenging yet enlightening journey. Although she completed her placement at the state water board, she noted that the program had limited direct relevance to her field of study. “Apart from my defence, I don’t think there’s anything personally in my field of study that I actually applied. However, the experience wasn’t without merit.” She unexpectedly gained pharmaceutical skills during a brief stint at a pharmacy, which she described as “much better” than she anticipated. Transportation posed a significant challenge for Samuel, especially during a fuel scarcity period. “God actually helped me, and I was able to finish.” she remarked.
Despite these hurdles, she credited the program for boosting her confidence through regular presentations and group activities, which helped her overcome stage fright. She also suggested improvements, including better infrastructure at the water board and stipends for students to ease transportation costs.
Innocent Kwasau, another 400-level Chemistry student, had a different perspective. He described his SIWES placement at the same water board as one of the best experiences of his academic journey. “I was able to learn what I was taught in school and see it physically.” He said. Innocent found the hands-on experiments particularly impactful, deepening his understanding of water treatment processes. However, he identified the need for longer placement periods to give students more time to absorb and apply what they learn.
Blessing Andrew, who interned at a reputable organization, also shared glowing reviews of her SIWES experience. She described it as “valuable and enriching,” emphasizing the practical application of theoretical concepts she learned in school.
Blessing highlighted the importance of a supportive work environment in helping her navigate challenges, such as adapting to a fast-paced workplace. She also gained unexpected skills in communication, teamwork, and the use of industry-specific tools.
Philemon Enoch described his SIWES experience as “transformative,” as it allowed him to bridge classroom theory with real-world application. “I learned water purification steps and WHO standards for safe drinking water,” he said. He also developed skills in handling chemical mixtures and overcame challenges like calculating water pH with the guidance of his supervisor.
Reflecting on the impact of the program, Philemon remarked, “SIWES has prepared me to start my own bottled water company and deliver safe drinking water to consumers.”
He urged students to take advantage of the program, emphasizing its role in enhancing employability. However, he suggested improvements in funding and equipment to make it even more effective. “With better infrastructure, SIWES can transform more lives,” he concluded.
All these students agreed on the importance of SIWES in bridging the gap between classroom learning and real-world application. However, they emphasized areas for improvement, such as better placement matching, increased guidance, and financial support for students. Despite these challenges, each of them recommended SIWES to future students, describing it as an essential step in preparing for professional life.
In all, SIWES stands as a cornerstone in preparing students for the workforce, blending academic knowledge with practical skills. While challenges persist, the program’s ability to build confidence and open doors to real-world opportunities cannot be overstated—a true game-changer for any student willing to embrace it.
Report and Photos by Saidu Zyenom Daniel (SIWES Correspondent) (1/5)
Edited by Isama Anayole Peace
