THE IMPACT OF INDUSTRIAL TRAINING (I.T) ON THE STUDENT OF ACCOUNTANCY DEPARTMENT

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ABSTRACT

This research was carried out to find the impact of an industrial training on accountancy students in IMT Enugu.

The project was divided into three chapters, chapter one dealt with background of the study, scope of the study, limitation of the study.

Chapter two also talked about the historical background of industrial training final, industrial work experience scheme for accountancy students and the importance of SIWES to the accounting students.

Finally the last chapter, which is the conclusion also looked at the findings and made some recommendations.

 

 

 

 

 

 

TABLE OF CONTENTS

 CHAPTER ONE  INTRODUCTION

1.1     BACKGROUND OF THE STUDY

1.2     STATEMENT OF THE STUDY

1.3     PURPOSE OF THE STUDY

1.4     SIGNIFICANCE OF THE STUDY

1.5     SCOPE OF THE STUDY

1.6     LIMITATION OF THE STUDY

1.7     DEFINITION OF TAX

          RESEARCH QUESTION

CHAPTER TWO –

2.1     RELATED LITERATURE REVIEW

2.2     HISTORICAL BACKGROUND OF INDUSTRIAL TRAINING FUND/DEVELOPMENT OF SWIES AIMS.

2.3     INDUSTRIAL WORK EXPERIENCE SCHEME IN ACCOUNTANCY

2.4     IMPORTANCE OF SIWES TO ACCOUNTANCY STUDENT

 

CHAPTER THREE- SUMMARY OF FINDINGS,

CONCLUSION AND RECOMMENDATION

3.1     CONCLUSION

3.2     RECOMMENDATION

BIBLIOGRAPHY

CHAPTER ONE

 

INTRODUCTION

• BACKGROUND OF THE STUDY

As a result of growing school leavers, unemployment in the

1970’s, the Nigeria government introduced to new national policy on education in 1981.  a major provision of the policy was the introduction of the teaching of financial studies (accounts) at the junior secondly school (JSS) level with emphasis on total acquisition of practical skills, values and knowledge that would enable the individual live incoming fully in the society.

One of the reasons for the emphasis on the subject is to equip its graduates with the needed skills for gainful employment even if they terminate their formal education the junior secondary school level.

One basic necessity for the relevant teaching facilities including qualified teachers groped with practical skills.

This ensure that course are taught according to the curriculum and using appropriate methodology for the subjects.

It is nor possible to teach a student to operate a computer line effectively without the computer machine, non is it possible to teach a student to operate a proportional spacing of typewriter without such a typewriter.  For teachers to teach financial subjects (accounts) they must have a through knowledge of the subject and certified in the area so that they can demonstrate the skill properly for the students to understand and emulate, Noel (1971) and Thompson (1964).  These writers stressed that the individual will acquire skill and reach the stated goal by practicing.  This they believe that the individual in addition to this should be given enough practice to enable him master the art.

On the other hand.  Anano (1986) said that it is not only expected to seek out identify create or anticipate human needs but it is also required to create through the harassing of the totality of human ingenuity and knowledge of all the amount or goods and services that are needed to satisfy those wants and reads.

In order to enhance the study of financial studies.  There is need for student to go filed trip for these will permit students to study equipment and the layout of the office and stages and to observe employment at works routine business procedure and study the relationship between departments.

1. The operational guidelines issued from the office of industrial works experience for each set of students which should be related to their academic discipline should be jointly worked out by the educational institutions and employers.

 

2. That details of works experience programme for each set of students placed with different employers should be dispatched to reach the appropriate area or office for approval before student have their various institution to begin the attachment.

For effective and efficient work guidelines are followed. From observation, the researcher believes so many other authors that students to the realities of the word of work in the various disciplines.  It enables students watch theoretical classroom knowledge with practical work environment through practice.  Nwokolo and Ekwe (1990) discovered that there is positive relationship between what students were taught in classroom and the actual in the job experience.  The rate relatedness being 87%.

Student industrial work experience scheme is armed at promoting the most desired knowledge of technology for the advancement of the nation since it was recalled that SWIES Programmes was originally designed fro professional course such as environmental studies, engineering, vocational.

The decree No. 47 of 8^th October, 1991, defined the objectives of the industrial training fund as the promotion and encouragement or acquisition.

On the part of the students some of them see themselves as having observation statures being on a learning process and as such do not work conscientiously to wards the achievement of organizational goals, while other see themselves as parts and parcel of the organization hence contributing meaningful towards it success.

• STATEEMNT OF PROBLEMS

The statement of problems that are encountered the industrial

training are as follows: –

1. The problem of coming to work taste, will make the managing director (MD) not to be happy with your co-operation with them.
2. The problem of not be able to make good use fo the equipment given to the accounting students to operate

The problem of being unlearned about the activities that one going on i