Entrepreneurial training undertaken at: victradeam manufacturing ventures limited



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ANTAI\'S REPORT
ENG223 Discourse Analysis
Introduction
The Students" Industrial Work Experience Scheme (SIWES) is a system imbues with the ability to provide tertiary-level students with the opportunity of gaining practical-based work experience in relation and addition to what they have learnt in school within the time framework of their undergraduate tutelage. Sequel to the inception of SIWES in 1973, there was glaring evidence that inadequate practical exposure of students in Universities and Polytechnics posed serious challenges to both the quality and standard of Entrepreneurial Education in our nation. This inadequacy became a serious threat to the industrial and technological growth of the country as industries and establishment found our graduates unsuitable for employment without undertaking industrial training.
It is in recognition of the Federal Government through the industrial Training Fund (ITF) which was established by decree 47 of 1971, introduced the Students Industrial Work Experience Scheme (SIWES) in 1973. The scheme (SlWES) according to Mafe (2005a) was established to bridge the gap between theories and the knowledge acquired by students in institutions of higher learning on one hand and the practical industrial work on the other hand. The scheme can therefore be seen as a practical supplement to the gap in skills acquisition, as it provides the students with the opportunity of familiarizing their hands and getting exposed to the needed experience in handling of machinery and equipment that are usually not available in educational institutions.
It is in accordance with the above that I was sent as a student at the University of by General Studies unit, GST to Victradeam Manufacturing Ventures Limited to acquire industrial skill which will enhance production of goods and services and of course of great benefit to building a better tomorrow.
The Need for Entrepreneurial Training
Theoretical knowledge alone would not usually prepare an educated person for the world of Work. The worker or productive individual must not only be knowledgeable but must also be versatile in the application of skills to perform defined jobs or work. The reality of the foregoing fact can be illustrated by using a simple analogy. While it is possible for someone to learn and imbibe all the available information on driving a car in the classroom, it is unlikely that the individual would, based on this knowledge alone, be able to drive a car at the first opportunity. On the other hand, someone else without the theoretical information on how to drive a car, on being told and shown what to do, followed by hands-on practice and supervision by an instructor, would at the end of the day be able to drive a car successfully. Of course, someone who has been exposed to both the theoretical underpinnings of driving a car and the hands-on experience of doing so would and should be a better driver (Mafe, 2009). The productive individual, particularly in this millennium, must be able to combine and utilize the outcomes from the two forms of learning (Know-How Ability and Do-How Capability) for the production of goods and services.



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