IMPACT OF INDUSTRIAL TRAINING ON BANKING AND FINANCE STUDENTS
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IMPACT OF INDUSTRIAL TRAINING ON BANKING AND FINANCE STUDENTS
ABSTRACT
The purpose of this study was to determine the impact of industrial training on banking and finance students at I.M.T. Enugu. The project was broken down into four chapters. The first chapter dealt with the study’s background, scope, and limitations.
The second chapter examined the study methods, while the third provided a vertical examination of the Related Literature Review, Historical Background of Industrial Training Fund, and Development of SIWES. In chapter four, a summary of findings, recommendations, and conclusions were drawn.
INTRODUCTION TO CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
As a result of rising school leaver unemployment in the 1970s, the Nigerian government implemented a new national education policy in 1981. A important feature of the policy was the introduction of Junior Secondary School (JSS) Level Banking and Finance Studies, with an emphasis on the acquisition of practical skills expertise and information that would enable Individuals to live meaningfully in society.
One of the reasons for the emphasis on Banking and Finance Studies is that it is a skilled course that will prepare its graduates for lucrative employment. This is done to guarantee that courses are taught in accordance with the curriculum and with the relevant techniques for the subject.
It is not feasible to effectively educate a student to operate a computer machine without the computer machine, nor is it possible to effectively teach a student to use a proportional spacing typewriter without the typewriter.
Teachers must have a solid knowledge of the subject as well as a certificate in the area of specialisation in order to demonstrate their expertise adequately for the pupils to grasp and replicate.
Thompson (1964) and Noah (1971). The writers emphasised that the individual will gain abilities and achieve the specified objective by watching an expert and practising. I feel that the individual should be given adequate practise in addition to this to enable him to master the art.
Students must go on field trips in order to improve their understanding of banking and finance. This will allow students to study equipment, office structure, and retail procedure, as well as the link between departments,
for a successful and efficient work experience. It is beneficial to establish the Student Industrial Work Experience Scheme (SIWES) as a medium designed to expose students to the realities of the world of work in many disciplines.
It allows students to apply theoretical classroom knowledge in a practical work context via work or practise. The Student Industrial Work Experience Scheme aims to increase the nation’s knowledge of technology.
As previously stated, the SIWES programme was originally created for processional courses. Banking and finance, environmental studies, engineering, vocational training, and so on.
According to the facts stated above, if the nation’s high ambitions are to be realised, the Student Industrial Work Experience Scheme (SIWES) should be fostered by all parties involved in order to progress the nation’s technical advancement.
1.2 OBJECTIVE OF THE STUDY
The purpose of this research is to look into the influence of the Student Industrial Work Experience Scheme on Banking and Finance students. The benefits and drawbacks of training for banking and finance students. It will also demonstrate the roles that educational institutions and employers of students employees performed during the Industrial Training period.
1.3 SIGNIFICANCE OF THE STUDY
It takes little thought to realise that this research will be extremely beneficial to the ITF. It will allow them to see the potential of their efforts towards the programme.
It will also act as a means of rediscovering the challenges encountered by trainers in order to make appropriate changes to ensure the program’s continuity. It will also assist them (ITF) in determining whether their goals and objectives are being met.
Furthermore, this research will be extremely beneficial to students of banking and finance. It will enable the school to comprehend specific problems related to the application of industrial training. The findings of the project will also reveal to parents and guardians the challenge that students of Banking and Finance face in terms of Industrial Training. Secondary School Leavers will also find it useful while deciding on a professional path.
1.4 SCOPE OF THE STUDY
The study’s scope is restricted to Banking and Finance students only. It does not apply to any other departments in the school of financial studies. It is only based on precisely determining the relevance and impact that Industrial Training has had in this department, as well as helping the students who have passed or are about to graduate this course thrive professionally in the course.
1.6 RESEARCH QUESTIONS
The research focuses on the effects of industrial training on banking and finance students.
1. Can Industrial Training experience assist students find jobs after graduation?
2.In Industrial Training, do students learn what is relevant to their field of study?
3.Will the Banking and Finance Students benefit from Industrial Training experience in their future careers?
4.Will Industrial Training experience assist Banking and Finance Students in working in various Banking and Finance and industrial offices?
5.Does Industrial Training help Banking and Finance Students with their academic work?
1.7 DEFINITION OF TERMS
1. Unemployment: A lack of work for a large number of persons in society.
2.Practical Skill: Knowledge gained as a result of an idea.
3.Methodologies: A collection of procedures used to study action in a practical field.
4.learning: The process of issue solving and adjustment via repeated practise.
5.Industrial Training: The process of applying theoretical knowledge learned in the classroom to real-life practical situations.
ITF stands for Industrial Training Fund.
SIWES stands for Student Industrial Work Experience Scheme.
8.Banking and Finance Students: Students enrolled in Banking and Finance courses through the Banking and Finance Department.
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