The real world can either teach you, stretch you, or break you. For me, SIWES was a transformative journey that did all three,” says Francis, a 400-level microbiology student. His SIWES experience is a testament to the emotional rollercoaster students face in Nigeria’s Student Industrial Work Experience Scheme.
Every Nigerian university student in technical, science, or professional disciplines has a story about SIWES—some tales are inspiring, others horrifying, but all are life-changing. SIWES, designed to bridge the gap between theory and real-life industrial practice, has been compulsory for students since its introduction in 1973 by the Industrial Training Fund (ITF).
For Francis, SIWES began with promise but quickly turned into a struggle for survival. Assigned to a small industrial laboratory in Jos, he recalls his initial excitement giving way to frustration. “On my first day, I was told, ‘If you don’t scrub clean, you can’t learn.’ I spent most mornings washing lab instruments under supervision, not touching anything else. They made us—the interns—clean even the toilets!” he exclaimed.
However, Francis refused to let the challenges define his experience. He persevered, using the opportunity to develop his resilience and adaptability. Despite the lack of allowances, which forced him to rely on cheap meals and short walks to work, Francis found ways to learn and grow.
“We were promised stipends by the government—where did they go?” he asked rhetorically, recounting days he survived solely on Garri and groundnuts. Yet, Francis’s determination and resourcefulness ultimately paid off, as he gained valuable skills and insights that will benefit him in his future career.
While some students, like Francis, face frustrating experiences during SIWES, others discover hidden opportunities for growth and triumph. Onyemowo Felicia, a 500-level student from the Department of Veterinary Medicine, is a shining example of resilience and determination.
Felicia’s SIWES journey was a transformative experience spanning multiple stages and locations. From farms to laboratories, abattoirs, and veterinary clinics, each posting presented unique challenges and lessons.
“At the farm in Vom, finding accommodation was tough, but working with cattle and poultry gave me hands-on experience in animal care,” Felicia explained. “The 400-level abattoir posting was game-changing, despite the early morning starts and transportation struggles. Handling live animals and meat inspections taught me the vital role veterinarians play in public health.”
Onyemowo Felicia, a 500-level student from the Department of Veterinary Medicine, had a vastly different experience. Her SIWES journey took her from farms to laboratories, abattoirs, and veterinary clinics. Despite the challenges, Felicia found meaning and triumph in her industrial placements. “Working with cattle and poultry gave me a real sense of how to care for animals,” she explained.
Kuje Awazi Gloria, a 300-level Veterinary Medicine student, described her SIWES experience as life-changing. Her time at the National Veterinary Research Institute (NVRI) was particularly impactful, as she worked alongside skilled professionals conducting real laboratory diagnostics. “I observed live testing for animal diseases and saw technologies we never discussed in class,” Gloria shared enthusiastically. “Working with experts opened my eyes to the impact of our field.”
Despite financial hurdles, Gloria’s take on SIWES remained largely positive: “This is the real test of our education. I now have clarity about what I want to contribute to this profession, and that matters a lot.”
Chijioke Joseph, a 400-level biochemistry student, also shared exciting experiences from his SIWES journey at the Plateau State Human Virology Research Centre (PLASVIREC).
“My journey was full of fun activities, and the staff were welcoming and open to teaching students,” Chijioke recalled. “I had lots of exposure and opportunities to practice learning and methods, which helped me have a good time.”
While challenges persist, stories like those of Gloria and Chijioke demonstrate that SIWES can achieve its goal of preparing students for the professional world.
As we reflect on the experiences of Francis, Felicia, Gloria, and Chijioke, it becomes clear that SIWES is a vital component of Nigeria’s higher education system. However, its effectiveness relies heavily on the ability of universities to provide a supportive framework and to address the significant hurdles such Poor organization, lack of guidance, and exploitation.
Professor David L. Wonang, Director of SIWES, acknowledges these challenges and points to behavioral issues among some students. To address these concerns, universities and agencies like the National Universities Commission (NUC) are working to improve the scheme’s organization and funding.
By addressing the challenges and limitations, the University of Jos can significantly enhance the SIWES experience, empowering students to succeed in their chosen fields and contribute meaningfully to Nigeria’s development.
Reports and Photos by Okoh Helen Ogwa (SIWES correspondent)
Edited by Israel Fakwagh Ciboh
