Assessing The Influence of Participation in the Students' Industrial Work Experience Scheme (SIWES) on Technical Competency and Employability Among Building and Metalwork Technology Education Students in Lagos State Technical Colleges, Nigeria

The Students' Industrial Work Experience Scheme (SIWES) is a key work-integrated learning programme designed to bridge the gap between classroom instruction and industrial practice in Technical and Vocational Education and Training (TVET). However, concerns persist regarding its effectiveness in developing technical competency and employability among students in Nigerian technical colleges. This study assessed the influence of participation in the Students' Industrial Work Experience Scheme (SIWES) on technical competency and employability among Building and Metalwork Technology Education students in Lagos State Technical Colleges, Nigeria. A descriptive correlational survey research design was adopted. The study population comprised approximately 6,000 students, from which 150 respondents were selected using a multistage sampling technique. Data were collected using the researcher-developed Students' Industrial Work Experience Scheme, Technical Competency and Employability Questionnaire (SIWESTCEQ). The instrument was validated by experts in Technical and Vocational Education, Building and Metalwork Technology Education, and Educational Measurement and Evaluation, while its reliability was established using a Cronbach's alpha coefficient of 0.70. Data were analysed using mean and standard deviation to answer the research questions, while Pearson Product-Moment Correlation and multiple regression analyses were employed to test the hypotheses at the 0.05 level of significance. The findings revealed that participation in SIWES significantly enhanced students' technical competency and employability by improving practical skills, occupational competence, communication, teamwork, adaptability, and professional confidence. The study concludes that effective SIWES participation strengthens workforce readiness and recommends closer collaboration among technical colleges, industries, employers, and the Industrial Training Fund to improve industrial training and graduate employability.

Students' Industrial Work Experience Scheme (SIWES); Technical Competency; Employability; Building and Metalwork Technology; Technical and Vocational Education and Training (TVET).

1. Ahmed, F., Fattani, M. T., Ali, S. R., & Enam, R. N. (2022). Strengthening the bridge between academia and industry through the academia–industry collaboration plan design model. Frontiers in Psychology, 13, Article 875940. https://doi.org/10.3389/fpsyg.2022.875940 [Google Scholar] [Crossref]

2. Adegbite, M. A., Olaniyan, O. A., & Yusuf, T. A. (2025). Industrial work experience and employability development among technical education students in Nigeria: Implications for competency-based training. Journal of Technical Education and Training, 17(1), 45–61. [Google Scholar] [Crossref]

3. Alao, O. E., Osanyinro, J. B., & Alao, P. O. (2022). Achieving the effectiveness of the Students Industrial Work Experience Scheme for sustainability of the Nigerian economy. International Journal of Work-Integrated Learning, 23(3), 393–404. [Google Scholar] [Crossref]

4. Bakar, A. R., Mohamed, S., & Hamzah, M. I. (2022). Enhancing employability skills among technical and vocational education and training graduates: The role of industry collaboration. Education + Training, 64(6), 789–805. https://doi.org/10.1108/ET-10-2021-0389 [Google Scholar] [Crossref]

5. Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. Columbia University Press. [Google Scholar] [Crossref]

6. Billett, S. (2020). Learning through health care work: Premises, contributions and practices. Medical Education, 54(2), 140–147. https://doi.org/10.1111/medu.14058 [Google Scholar] [Crossref]

7. Billett, S. (2021). Learning through work: A relational interdependence between personal and social contributions. Journal of Workplace Learning, 33(5), 329–343. https://doi.org/10.1108/JWL-11-2020-0182 [Google Scholar] [Crossref]

8. Cedefop. (2021). The role of vocational education and training in supporting labour market transitions. Publications Office of the European Union. [Google Scholar] [Crossref]

9. Cedefop. (2023). Skills anticipation and matching in vocational education and training: Supporting transitions to employment. Publications Office of the European Union. [Google Scholar] [Crossref]

10. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. [Google Scholar] [Crossref]

11. Federal Ministry of Education. Federal Republic of Nigeria. (2014). National Policy on Education (6th ed.). Nigerian Educational Research and Development Council. [Google Scholar] [Crossref]

12. Fleming, J., & Haigh, N. (2020). Promoting employability through work-integrated learning: A systematic review. Higher Education Research & Development, 39(5), 1007–1021. https://doi.org/10.1080/07294360.2019.1707284 [Google Scholar] [Crossref]

13. Field, A. (2024). Discovering statistics using IBM SPSS statistics (6th ed.). SAGE Publications. [Google Scholar] [Crossref]

14. Gessler, M., & Howe, F. (2021). Work-based learning and vocational education: Bridging the gap between education and industry. Vocations and Learning, 14, 1–20. https://doi.org/10.1007/s12186-020-09253-5 [Google Scholar] [Crossref]

15. Ibrahim, K., Adebowale, O. J., Dodo, M., Zailani, B. M., Lukman, O., & Kajimo-Shakantu, K. (2024). Challenges and coping strategies of built environment students during Students' Industrial Work Experience Scheme (SIWES): Perspective from Nigeria. International Journal of Construction Education and Research, 20(2), 157–176. [Google Scholar] [Crossref]

16. Industrial Training Fund (2023). Students Industrial Work Experience Scheme (SIWES): A Baseline Report on Technicl Competency and Graduate Employability. Jos: ITF. http://itf.gov.ng [Google Scholar] [Crossref]

17. International Labour Organization. (2022). Transforming technical and vocational education and training for successful transitions to decent work. International Labour Organization. [Google Scholar] [Crossref]

18. Jackson, D., & Bridgstock, R. (2021). What actually works to enhance graduate employability? Higher Education Research & Development, 40(4), 663–678. https://doi.org/10.1080/07294360.2020.1799954 [Google Scholar] [Crossref]

19. Jackson, D. (2020). Evaluating the impact of work-integrated learning on graduate employability. Studies in Higher Education, 45(9), 1830–1845. https://doi.org/10.1080/03075079.2019.1593355 [Google Scholar] [Crossref]

20. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. [Google Scholar] [Crossref]

21. Lagos State Technical and Vocational Education Board. (2024). Annual statistical report on technical colleges in Lagos State. Lagos State Government. [Google Scholar] [Crossref]

22. National Board for Technical Education. (2022). Guidelines for improving quality assurance in technical and vocational education and training in Nigeria. NBTE Publications. [Google Scholar] [Crossref]

23. OECD. (2021). OECD skills outlook 2021: Learning for life. OECD Publishing. [Google Scholar] [Crossref]

24. Okoye, K. R. E., & Edokpolor, J. E. (2021). Work-based learning and employability skills development among vocational education students: Implications for sustainable workforce development. International Journal of Training Research, 19(3), 256–272 [Google Scholar] [Crossref]

25. Oladimeji,G.A. (2024). Evaluating the Effectiveness of SIWES Programs for Computer Science Students at Moshood Abiola Polytechnic, Abeokuta. arXiv preprint arXiv:2410.10838, 2024•arxiv.org [Google Scholar] [Crossref]

26. Saunders, M. N. K., Lewis, P., & Thornhill, A. (2020). Research methods for business students (8th ed.). Pearson Education. [Google Scholar] [Crossref]

27. Taherdoost, H. (2021). Data collection methods and tools for research: A step-by-step guide to choosing data collection techniques for academic and business research projects. International Journal of Academic Research in Management, 10(1), 10–38. [Google Scholar] [Crossref]

28. UNESCO. (2022). Strategy for technical and vocational education and training (TVET) (2022–2029). United Nations Educational, Scientific and Cultural Organization. [Google Scholar] [Crossref]

29. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. [Google Scholar] [Crossref]

30. UNESCO-UNEVOC. (2022). Skills development and TVET for youth employment and sustainable development. UNESCO International Centre for Technical and Vocational Education and Training. [Google Scholar] [Crossref]

31. World Bank. (2022). Building resilient skills systems for economic transformation. World Bank Group. [Google Scholar] [Crossref]

32. World Economic Forum. (2023). The future of jobs report 2023. World Economic Forum [Google Scholar] [Crossref]

33. Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). Harper & Row. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study