Despite several policies, studies have revealed that the unemployment rate among Nigerian Higher Education Institution (HEI) graduates is the highest on the continent. Evidence shows that a comprehensive, practice-based Students' Industrial Work Experience Scheme (SIWES) within HEIs' academic programmes may enhance the skills required for engagement, particularly in engineering, technology and environmental science. However, attempts to enhance skills development via SIWES within HEIs' programmes may be challenging. This study explored perceived issues in the implementation of SIWES in HEIs and proposed measures to improve its implementation, enhance employable skills and, by extension, advance the achievement of the SDGs.
The researchers employed a qualitative design and collected data from 48 eligible Nigerian participants via virtual interviews. They also used an investigative method to engage participants and conducted a thematic analysis to analyse the data. The study achieved saturation.
The research results show that an improved SIWES Scheme can develop HEIs students' employable skills. Poor incentives and delays in SIWES payments, inadequate sensitisation of SIWES students, inadequate placement of SIWES students, chronic institutional corruption, poor funding and poor collaboration between academia and industry were identified as hindrances to implementation, and measures were proposed to address them.
The adopted theories (Vygotsky and Piaget) support the framework for revamping the SIWES Scheme for engineering and technology, as well as environmental science, to align with best practices, develop graduates' employability skills and, by extension, improve the achievement of SDGs 3, 4, 8 and 9.
1. Introduction
In the 21st century, higher education institutions (HEIs) in both developed and developing countries are focused on training employable graduates who can compete globally (Ibrahim et al., 2024; Ebekozien et al., 2023). Hence, mandatory skill-training programmes within their academic curriculum are expected to help them succeed in real-world industrial practice. They also prepare them for the work environment they will encounter after graduation. This is because the employability of HEIs' students is critical (Irwin et al., 2019), especially for developing countries with large young adult populations, such as Nigeria. Aliu et al. (2022a, b) and Smith et al. (2021) opined that a higher academic background alone is insufficient to bridge the gap between theory and practice, especially in engineering and technology, environmental science, pure and natural sciences, management, medicine, agriculture and other professional and educational programmes. This study focuses on engineering and technology, as well as environmental science programmes. Workers' practical experience has become increasingly pertinent in making employment decisions during the selection process (Ebekozien et al., 2023; Tomlinson et al., 2017). In the United Kingdom, to bridge the gap between theory and practice in both industry and academia, Smith et al. (2021) highlighted the use of work-based devices during schooling. Abbas et al. (2024) and Khan et al. (2025) also found that industry-academia collaboration is critical to enhancing the employability of HEI students. This may be missing in some HEIs in developing countries.
Studies (Ebekozien et al., 2023; Onyia et al., 2021; Serpa and Sa, 2019; Zamiralova et al., 2019) reported the significance of knowledge quality in bridging the gap between theory and practice in HEIs and economic growth. They showed that both theoretical and practical knowledge are priorities for leadership. This implies that bridging theoretical and practical knowledge would enhance workplace productivity, employability and the high proficiency of HEIs graduates. These attributes may contribute to achieving several Sustainable Development Goals (SDGs), including SDG 3 (good health and well-being), SDG 4 (quality education), SDG 8 (decent work and economic growth) and SDG 9 (industry, innovation and infrastructure). To achieve these SDGs, well-equipped instructors/teachers, satisfactorily remunerated teachers/instructors and conducive work environments are critical to ensuring the successful completion of practical training (Ibrahim et al., 2024). However, this is not the case in many developing countries, and the situation is compounded by the lack of practice-based industries that provide practical knowledge to HEI students. If these issues are not addressed, they would undermine the employability and proficiency of HEI students (Omonijo et al., 2020), posing threats to related SDGs.
Despite Nigerian HEIs' curricula and other educational policies emphasising the importance of combining theoretical knowledge with practical training, Nigeria is not exempt from inadequate industrial practices in the real world (Ibrahim et al., 2024). Several policies, such as the established SIWES in Nigerian HEIs, have not yielded the expected outcomes. Ebekozien et al. (2023) and Yahya (2011) opined that the Industrial Training Fund (ITF) established the SIWES and also introduced entrepreneurship education into the curricula of Nigerian HEIs in 2006 via the National Commission for Colleges of Education (NCCE), National Universities Commission (NUC) and the National Board for Technical Education (NBTE). The ITF is a Nigerian government agency established in 1971 to promote the acquisition of skills in industry and commerce, provide training interventions, set training standards and operate a reimbursement scheme for contributing employers. The primary objective was to enhance employability. This is because, as of 2024, Nigeria has over 270 universities (Galal, 2025), approximately 194 polytechnics (NBTE, 2025) and 152 colleges of education (Lawal, 2023), collectively producing several unemployable graduates (Ebekozien et al., 2021, 2023). This is a concern for many and one of the motivations for this study. Trading Economics (2022) and the National Bureau of Statistics (2022) reported that as of the last quarter of 2021, Nigeria's unemployment rate was 33.30%, and the youth unemployment rate was 42.50%. Trading Economics (2022) also highlighted the unemployment rates of other African countries, including Swaziland (23.4%), Lesotho (24.7%), Mozambique (25.04%), Angola (32.9%), Namibia (33.4%) and South Africa (34.9%). The statistics imply that Nigeria is among the top on the continent in terms of unemployment rate. Ibrahim et al. (2024) stated that the SIWES is a credible measure for encouraging students to acquire high-quality knowledge, develop employability and demonstrate proficiency. This is because SIWES is a component of work-integrated learning (WIL), which can enhance employability (Ng et al., 2022; Australian Government, 2023; Crawford et al., 2024). Jackson and Dean (2023) emphasised WIL's significant contribution to the employability of HEI graduates. Hence, there is a need to appraise the relevance of SIWES in Nigerian HEIs, especially in the engineering, technology and environmental science programmes.
Studies (Ibrahim et al., 2024; Zehr and Korte, 2020; Kyunghwa and Heyjin, 2019) have shown that a comprehensive, practice-based SIWES within HEIs' academic programmes may enhance the skills required for engagement, particularly in engineering, technology and environmental science. This is the main objective of SIWES: to bridge the gap between theory and practice across engineering and technology, management, medicine, agriculture, environmental science and other professional and educational disciplines in Nigerian HEIs (Nedu, 2025). The SIWES scheme offers Nigerian HEI students the opportunity to gain practical experience with equipment and machinery that are typically unavailable at their academic institutions. This is germane to enhancing early exposure and bridging theory and practice to improve employability skills. Attempts to enhance skills development via SIWES in Nigerian HEI programmes may be challenging (Ibrahim et al., 2024). Ibrahim et al. (2024) and Ojokuku et al. (2015) found that the core mandate of SIWES has not been fulfilled, particularly in engineering, technology and environmental science disciplines, due to various issues. A few studies, such as Ibrahim et al. (2024), Adeosun et al. (2021), Omonijo et al. (2020), Oladimeji et al. (2017) and Ikechukwu (2016), have attempted to do so from the perspective of measures to improve the implementation of SIWES in Nigerian HEIs and, by extension, enhance the achievement of SDGs 3, 4, 8 and 9. This is critical in the era of the 2030 Agenda. Thus, the research examines the relevance of SIWES and explores the perceived hindrances to its implementation in Nigerian HEIs, particularly in the engineering and technology and environmental science disciplines. It proffered measures to improve the implementation of SIWES in Nigerian HEIs, employable skills and, by extension, improve the achievement of SDGs 3, 4, 8 and 9 via the following objectives:
To explore the perceived hindrances to the implementation of SIWES in Nigerian HEIs, particularly in the engineering and technology and environmental science disciplines.
To suggest measures to improve the implementation of SIWES in Nigerian HEIs, enhance employable skills and, by extension, improve the achievement of Goals 3, 4, 8 and 9.
2. Literature review
In Nigeria, SIWES is administered by the ITF and was established under its policy document No. 1 in 1973 (Ibrahim et al., 2024). It is a mandatory skills training programme for HEIs (Universities, Polytechnics, Colleges of Education/Tech./Agric.) to bridge the gap between theory and practice. The SIWES is a training and competence-building programme for students of HEIs, providing them with hands-on experience with industrial equipment and work methods to facilitate a smoother transition to employment (Omonijo et al., 2019). Besides presenting the students with opportunities to apply their educational knowledge in real-world situations, it enlightens and strengthens employers' involvement in the educational system (Sota, 2019; Ng et al., 2022), providing opportunities for HEIs' students to gain industrial experience and skills, improve employable skills and expand the variety and scope of technical skills for the industrial development (Ibrahim et al., 2024). SIWES is also a mandatory component of the minimum academic standards, involving collaboration among employers, the NUC, NBTE and NCCE to prepare HEI students for real-world situations. The duration for SIWES is determined by the regulatory bodies in collaboration with the ITF team, in line with the curriculum. It is typically done during the extended break between academic sessions. For polytechnics or colleges of education, it is four months immediately after the first year; for universities, six months in the third year (penultimate year) to gain practical skills before the final year. The ITF, via Form 8A, coordinates the payment of stipends for students who fully participate in the training programme through coordinators and support staff, ensuring the smooth implementation of the scheme (Industrial Training Fund ITF, 2013). The coordinators and support staff ensure one-on-one physical visitation and evaluation, as well as the assessment and collection of SIWES documents, including the ITF Form, logbook and training report from students at the end of the training programme. They also evaluate the performance of students who participated in the scheme. The success of SIWES depends on the coordinated efforts of the Nigerian Government, the Ministry of Industry, Trade and Investment, the Ministry of Education, the ITF, HEIs and industry in their supervision and management roles. Achieving this goal may have been challenging.
Ibrahim et al. (2024), Adeosun et al. (2021), Omonijo et al. (2020, 2019) and Osas and John (2020) found delay in payment of SIWES allowance, inadequate sensitisation, lack of orientation, supervisors and institutional corruption, uncomfortable working environment, students' distance posting rejection due to economic issues (transportation and accommodation), inadequate funding to SIWES, inadequate placement issues and industries unwilling to accept students for SIWES as the major hindrances to the success of the scheme. Ibrahim et al. (2024) opined that the SIWES unit of HEIs serves as a source of student placements through employer requests, individual student sourcing and institutional sourcing. This is one of their responsibilities, and students are encouraged to source suitable placements that align with their discipline to mitigate issues associated with long-distance placement or placement where they may be rejected. Osas and John (2020) found that some students undertake SIWES in organisations not relevant to their field of study. This act ultimately undermines the objective of SIWES training. Jacob et al. (2020) and Omonijo et al. (2020) emphasised the bureaucracy and corruption associated with SIWES funds. This is because funds intended for SIWES are paid into the institutions' common account, hindering withdrawals when needed. The extant hindrances underscore the need to understand the severity of the hindrances affecting SIWES in Nigerian HEIs. Whether these hindrances apply to the engineering, technology and environmental science disciplines and threaten the SDGs 3, 4, 8 and 9 if not mitigated remains to be determined.
3. Theoretical framework
The researchers drew on Piaget and Vygotsky's theories of development and learning to support the proposed study's framework. It aligns with Ebekozien et al. (2025), who adopted the same theories to support a framework for improving research on the built environment among young adults in Nigeria. For proficiency and excellence in SIWES outcomes, an all-inclusive, practice-based training is essential. It could be accomplished through teaching and practice-based training. Drew (2024) opined that the Piaget Theory emphasised the role of autonomous investigation and environmental collaboration in shaping cognitive growth. Drew (2024), DeVries (2000) and Vygotsky (1930) opined that Vygotsky's Theory focused on the sociocultural context of development. It also opines that cultural tools and social interaction are vital in cognitive development (Ebekozien et al., 2025). It applies to the SIWES training growth phases (undergraduate and early-career). The framework focused on providing proper guidance and support, including supervision, appropriate placement, industry employees' acceptance of knowledge transfer, apprenticeship, mentoring and coaching, as illustrated in Figure 1. It implies that SIWES students can construct their understanding and knowledge of the study through the transfer of knowledge and experience, and through reflection on them as they progress in their studies and careers. It should be supported with the right guidance. Thus, because constructivism is a process, learning is active (Ebekozien et al., 2025). In conclusion, through the transfer of knowledge via training (SIWES), Vygotsky and Piaget offered basic yet distinct perspectives on cognitive development (Drew, 2024), and moving beyond passive information intake in the classroom towards active skill mastery and adaptability to enhance employability.
The diagram illustrates a proposed framework to enhance the implementation of the Students' Industrial Work Experience Scheme (SIWES) in Nigerian higher education institutions. The framework is supported by Piaget and Vygotsky's theories of development and learning. It begins with addressing perceived underlying hindrances facing the implementation of SIWES, particularly in engineering, technology, and environmental science disciplines. Inclusive training and adequate funding are emphasized for achieving quality SIWES outcomes. This leads to a change in the mindset of SIWES students, enabling them to participate actively and pass examinations to graduate. The improved implementation of SIWES in Nigerian higher education institutions enhances graduates' employability, industry performance, and excellence. Consequently, graduates' employable skills contribute to the achievement of Sustainable Development Goals 3, 4, 8, and 9.Proposed framework to improve the implementation of SIWES in Nigerian HEIs. Source: Modified from Ebekozien et al. (2025) and authors' work
The diagram illustrates a proposed framework to enhance the implementation of the Students' Industrial Work Experience Scheme (SIWES) in Nigerian higher education institutions. The framework is supported by Piaget and Vygotsky's theories of development and learning. It begins with addressing perceived underlying hindrances facing the implementation of SIWES, particularly in engineering, technology, and environmental science disciplines. Inclusive training and adequate funding are emphasized for achieving quality SIWES outcomes. This leads to a change in the mindset of SIWES students, enabling them to participate actively and pass examinations to graduate. The improved implementation of SIWES in Nigerian higher education institutions enhances graduates' employability, industry performance, and excellence. Consequently, graduates' employable skills contribute to the achievement of Sustainable Development Goals 3, 4, 8, and 9.Proposed framework to improve the implementation of SIWES in Nigerian HEIs. Source: Modified from Ebekozien et al. (2025) and authors' work
4. Research method
The researchers employed a qualitative design because it provides in-depth insights into interviewees' views on the phenomenon (Aun and Bustami, 2025; Khan et al., 2025; Crawford et al., 2024; Ibrahim et al., 2022; Amoah and Simpeh, 2021). This research also adopted a phenomenological perspective. Ebekozien et al. (2025) affirmed that phenomenology focuses on the experience of the central phenomenon. The lived experience of the phenomenon is germane. Jaafar et al. (2021) opined that it enables scholars to understand the deeper meaning of people's perceptions of phenomena rather than relying solely on numbers. This study employed purposive and snowball sampling to select its interviewees. The target population is presented in Table 1. The researchers conducted a pilot interview with seven participants and made slight modifications to questions 4 and 6. The researchers planned a face-to-face interview to capture the six geopolitical zones of Nigeria, but changed to a virtual interview using a semi-structured approach. This was due to the high costs of data collection and the growing insecurity in northern Nigeria. Abubakar (2025) reported that kidnapping for financial gain by bandits has become common across parts of central and northern Nigeria. Although this study concealed the interviewees' personal details in line with its ethical policy, the participants' posts demonstrate their knowledge. This approach is consistent with ethical research policy, and the semi-structured interview questions were reviewed by senior colleagues before data collection. The study received ethical review and approval in line with the corresponding author's institutional affiliation. Of the 60 intending participants, 48 interviews were conducted and analysed, giving a response rate of 80.0%. This aligns with the work of Ebekozien et al. (2024), who selected 40 participants for a qualitative study. The researchers ensured adequate representation within each group and across the six geopolitical zones to enhance the credibility and reliability of the findings. The participants were between the ages of 20 and 65, and, with respect to gender, the researchers intentionally ensured equal representation in each group. This study reached saturation with the 43rd interviewee, and validation confirmed that 48 interviewees were sufficient for the analysis. Saturation was achieved when no further evidence of a new construct emerged from the interview data. Among the HEIs' engineering and technology and environmental science students, the fewest years of experience were 12.
Interviewees' background
| Participant | Rank/Firm | Years of experience | Geopolitical zone/Location and participant code | Total | |||||
|---|---|---|---|---|---|---|---|---|---|
| SS | SW | SE | NW | NC | NE | ||||
| HEIs' engineering and technology, and environmental science students | HEIs students who have either participated in the four or six-month compulsory industrial training | Universities | 1–2 | 3–4 | 5–6 | 7–8 | 9–10 | 11–12 | 12 |
| Polytechnics | 13–14 | 15–16 | 17–18 | 19–20 | 21–22 | 23–24 | 12 | ||
| Academic staff members appointed as SIWES coordinators (Past/present) | Not below the Lecturer 1 rank | Minimum of 12 years | 25 | 26 | 27 | 28 | 29 | 30 | 6 |
| Academic staff members appointed as SIWES Directors | Directors/Deputy Directors | Minimum of 15 years | 31 | 32 | 33 | 34 | 35 | 36 | 6 |
| Engineering and technology, and the built environment consultants | Directors, Partners, Managing Partners, Chief Executive Officers | Minimum of 25 years | 37 | 38 | 39 | 40 | 41 | 42 | 6 |
| Industries willing to collaborate with academia to train undergraduates | Management staff members | Minimum of 15 years | 43 | 44 | 45 | 46 | 47 | 48 | 6 |
| Total | 48 | ||||||||
Note(s): SS = South-South, SW = South-West, SE = South-East, NW = North-West, NC = North–Central and NE = North-East
The semi-structured questions used for data collection are presented in Appendix. Virtual data collection for the main research took place from September 2025 to December 2025, with a maximum of one session per day, excluding weekends and public holidays. Each interview session lasted about 40 min and was conducted via audio/video calls on WhatsApp, Zoom, Teams or Google Meet. Regarding ethical considerations, participants were briefed on the study's objectives and provided consent to participate. This study ensured that interviewees' identities were concealed, in line with Aigbavboa et al. (2023a), who also concealed their interviewees' identities in their studies. The researchers analysed the data manually, following the six steps outlined by Braun and Clarke (2012). First, the researchers became familiar with the 48 documents extracted from the field. Next, the study identified open codes and keywords. Scholars are advised to pay attention to critical keywords. Third, the study employed axial coding, thereby converting the previously identified open sub-themes into main themes. Fourth, it was time for selective coding, which involved identifying and establishing the most significant text across the 48 documents (Braun and Clarke, 2021). Next, the researchers compared the themes they had generated with what they had heard throughout the study's sessions. They presented key findings to selected interviewees to check the evolving main points. Finally, the researchers concluded that hindrances facing the implementation of SIWES in Nigerian HEIs threaten the achievement of Goals 3, 4, 8 and 9. Measures to improve the implementation of SIWES in Nigerian HEIs, which focus on employable skills and, by extension, enhance the achievement of SDGs 3, 4, 8 and 9, align with the supporting framework's theories, which emphasise social interaction, self-discovery and interaction with the physical world.
The inter-rater reliability of this study was 80%, indicating good reliability, and the ratings were conducted manually. The researchers conducted an inter-rater reliability test because the interview was conducted by multiple researchers (Burns, 2014). The researchers also adopted emotion, narrative, in vivo and themeing coding methods (Corbin and Strauss, 2015). This study's codes were derived inductively, and categories were created in the process. This study assigned codes to the analysed data and employed the open coding approach for the 48 documents. This study also created 124 codes and regrouped them by frequency, occurrence and reference. Industry-academia collaboration, digitalisation of the process, a competence-based education mechanism, review of the curriculum to reflect current trends, adequate funding for ITF and HEIs' SIWES engagement, government support for the provision of basic SIWES infrastructure, stakeholders' support, including parents and guardians, adequate sensitisation or orientation to the benefits of SIWES for students and proper placement of SIWES students to mitigate high living costs were measures-related codes. These codes align with Piaget's and Vygotsky's theories, which underpinned the study's framework and emphasise the transition from theoretical classroom knowledge to practical workplace competence. In addition, when implemented well, these supporting theories can prevent or mitigate most hindrances, such as inadequate placement of SIWES students, excessive workload for SIWES coordinators, HEIs students' attitudes and perceptions towards SIWES and the decline in collaboration between academia and industry (codes). Eleven categories emerged from the codes and were grouped into two themes. This study triangulated the analysed data, following Aigbavboa et al. (2023b), who triangulated their study data to strengthen the credibility, validity and reliability of the findings. The researchers also employed triangulation, researcher reflexivity and member checking to enhance validity. Regarding triangulation, this study seeks convergence across diverse data sources to identify categories and main themes. For the member checking, Participants P26, P30, P32, P33, P35, P44 and P47 were contacted to check their transcripts, and they were pleased. To further validate the study's findings, Table 2 presents key terms in tabular form (Yin, 2014). It shows how the study informed the validation process through its design, data collection and post-analysis.
Researchers' quality evaluation techniques
| Method | Assessment strategies | The phase of research |
|---|---|---|
| Reliability | Interviewees' well-guided (consistent) | Data collection |
| Validity | The adoption of a recognised method (semi-structured virtual interviews) | Data collection |
| Generalisability | Recognition of limitations due to sample size, potential interviewee bias | Data analysis |
| Transferability | Compare the study's implications against the reviewed literature | Post data analysis |
| Credibility | A theme approach to establish a pattern from the data | Data analysis |
| Dependability | Developing virtual semi-structured interview guidelines ( Appendix) | Research design |
5. Findings and discussion
5.1 Theme one: perceived hindrances facing Nigerian HEIs' SIWES
Evaluating the relevance of SIWES in the era of rising unemployment among HEI graduates, driven by skills gaps in engineering, technology and environmental science, is pertinent. Participants P4, P10, P14, P24, P35, P40 and P47 believe that the prospect of HEI graduate employability begins in school. “Why should my parents go into debt to train me for a five-year programme if I am sure of securing a job after graduation? Why not learn an informal skill within three years with a significant sum and start life? What is the need for the programme if I can't secure a job after completion?” queried Participant P10. Despite the relevance of SIWES, such as enhancing employable skills, presenting the students with opportunities to apply their educational knowledge in real-world situations, enlightening and strengthening employers' involvement in the educational system, providing opportunities for HEIs' students to gain industrial experience and skills and expanding the variety and scope of technical skills for the industrial development (majority), especially in engineering and technology and environmental science disciplines, there are hindrances facing the implementation (majority). Findings reveal that they (hindrances) hinder the development of HEIs graduates' employable skills, which threaten the achievement of directly and indirectly related SDGs, especially Goals 3, 4, 8 and 9 (majority). Regarding the increasing number of unemployed HEI graduates due to skills gaps in the engineering and technology, and environmental science disciplines, findings agree with Tolu-Kolawole (2023), a reporter for Nigerian Newspaper (Punch), who identified inadequate skills as the major reason Dangote refinery engaged 11,000 employees from India while forsaking Nigerian youths, including graduates. This is a call for concern. Participant P46 says, “ ….Nigerian HEIs engineering and technology and environmental science disciplines curriculum and the entire system demands revamp, including training the trainers and refocusing the undergraduates to specialised technical roles, meeting demands that require global skill sets, technologically advanced facility via transfer of knowledge and apprenticeship, crucial expertise in large-scale project management, engineering, and complex operations through local content laws ….” The findings identified 25 hindrances facing the implementation of SIWES in Nigerian HEIs, particularly in the engineering and technology and environmental science disciplines. They hinder the development of HEI graduates' employable skills, thereby threatening the achievement of the directly and indirectly related SDGs, especially Goals 3, 4, 8 and 9 (majority), as presented in Table 3.
Identified hindrances facing Nigerian HEIs' SIWES
| S/No | Hindrance | Source(s) |
|---|---|---|
| i | Poor incentives and a delay in payment of the SIWES allowance to coordinators and students | Majority |
| ii | Inadequate sensitisation or lax orientation of the SIWES benefits to students | |
| iii | Inadequate placement of SIWES students | |
| iv | Excess workload for SIWES coordinators | |
| V | Inconsistency in the academic calendar due to the academic staff members' strikes | |
| Vi | Chronic institutional corruption is involved in the SIWES funds | |
| Vii | HEIs students' attitude and perceptions towards SIWES | |
| Viii | HEIs' Chief Executive Officers (CEOs) have a low budget for SIWES supervision | |
| ix | Decline in collaboration between academia and industry | |
| X | Students are avoiding SIWES training due to a lack of motivation | |
| Xi | HEI's CEO's interference in the appointment of the SIWES director and coordinators | P25 – P30, P32, P35, and P48 |
| Xii | Unfriendly relationship between SIWES students and the industry's trainer | P22, P27, P31, P33, P36 and P39 |
| Xiii | Shortage of qualified coordinators | P5, P19, P34, P40 and P47 |
| Xiv | Industries unwilling to accept students for SIWES | P1-P24, P28, P33, P39, P43 and P47 |
| Xv | Uncomfortable working environment by the host firm's employees | P1, P4, P14, P23 and P29 |
| Xvi | SIWES students' distance posting rejection due to economic issues (transportation and accommodation) | P2, P4, P9, P12-P23 and P33 |
| Xvii | Delay in the processing of documents by the ITF | P6, P20, P25-P36, P44 and P48 |
| xviii | Late submission of the master and placement list | P3, P6, P16, P20, P25-P36, P44, P46 and P48 |
| Xix | Lack of effective communication between stakeholders | P31-P39, P42-P45 and P47 |
| Xx | Wrong timing of SIWES activities that are not aligned with industrial needs | P41, P44 and P47 |
| Xxi | A lack of responsibility among students' parents/guardians | P31, P33, P36, P44 and P48 |
| Xxii | Inadequate training materials and opportunities for the students during SIWES | P4, P7, P13, P24, P35 and P46 |
| xxiii | Sexual intimidation of students and gender inequality | P10, P16, P25, P35 and P45 |
| xxiv | Employees in host firms feel endangered due to the presence of SIWES students | P5, P12, P19, P24, P35, P41 and P43 |
| Xxv | Obsolete curriculum | P13, P13, P20, P25, P31, P35, P40, P45 and P48 |
Among the 25 hindrances, items i–x were frequently reported by participants as obstacles to implementing SIWES in Nigerian HEIs, particularly in the engineering and technology and environmental science disciplines. The adopted theories (Piaget and Vygotsky) provide a constructivist framework that can mitigate the challenges facing SIWES in Nigerian HEIs by shifting the focus from passive classroom learning to active, socially mediated knowledge construction. These theories address the “theory-practice gap” that often undermines SIWES. Participant P25 says, “ …. I doubt that the relevant government authorities, including policymakers and executives, understand the objectives of SIWES. How can the appointment of the HEI's SIWES director and the subsequent appointment of the SIWES faculty coordinators be tuned to mediocrity exercise in the name of corruption (highest bidder), nepotism, tribalism, favouritism, etc.? How did we get here?” Participants P2, P13, P36, P40, P45 and P48 opine that the value system and ethical standards are deteriorating across all sectors. This is a serious allegation, and it was rebuffed by Participant 35, who affirmed that appointments are purely merit-based, from the position of SIWES director to faculty coordinators within their institution. Findings reveal that the hindrances, if left unaddressed, may impede the development of HEIs graduates' employable skills. Any threat to HEI graduates' employable skills may compromise the achievement of the directly and indirectly related SDGs, especially Goals 3, 4, 8 and 9 (majority). This is because the progressive development of HEIs graduates' employable skills via SIWES inclusiveness and innovation would improve the achievement of Goals 3, 4, 8 and 9.
Participant P27 says, “ …. in 2023, besides the short pay of what I spent on accommodation and transport from my hard-earned income, I was paid my honourarium six months after the trip. Is that not madness? I resigned as the faculty SIWES coordinator last year ….” This approach would trigger poor supervision. Findings show that the majority of participating students had issues with their incentives even several months after completing the programme. It may discourage future students from participating. This is unfair. Regarding poor incentives and delays in payment of the SIWES allowance to coordinators and students, inadequate sensitisation or lax orientation of SIWES benefits to students, inadequate placement of SIWES students, excess workload for SIWES coordinators, inconsistency in the academic calendar, chronic institutional corruption involved in the SIWES funds, HEIs students' attitudes and perceptions towards SIWES, CEOs have a low budget for SIWES supervision, decline in collaboration between academia and industry and students dodging SIWES training due to a lack of motivation, the results agree with those of Ibrahim et al. (2024), Adeosun et al. (2021), Omonijo et al. (2020, 2019) and Osas and John (2020), who found delay in payment of the SIWES allowance, inadequate sensitisation, lack of orientation, supervisors and institutional corruption, uncomfortable working environment, students' distance posting rejections due to economic issues (transportation and accommodation), inadequate funding for SIWES, inadequate placement issues and industries unwilling to accept students for SIWES as the major hindrances to the success of the scheme. Jacob et al. (2020) and Omonijo et al. (2020) also emphasised the bureaucracy and corruption associated with SIWES funds. The rate of corruption has become a concern in Nigeria, as corroborated by the data.
Findings reveal that poor incentives, delays in payment of the SIWES allowance to students, inadequate sensitisation or lax orientation to SIWES benefits, lack of effective communication between stakeholders, rejection of SIWES students' distance postings due to economic issues, a lack of responsibility among students' parents/guardians, and inadequate placement of SIWES students are the major causes of students' attitudes and perceptions towards SIWES, including dodging SIWES training due to a lack of motivation. Participant P21 says, “ …. we were not given a detailed orientation regarding the benefits of our four months SIWES. Luckily, I was posted to a firm where innovation, mastery, and excellence are the standards. I was given an in-house orientation and an overview of the benefits of committing to my theory-practice phase training. That experience assisted me during my final year of the National Diploma, a one-year compulsory industrial training programme, and I am now completing my Higher National Diploma. The firm where I had my four-month SIWES has given me automatic employment …” Supervision is pertinent to achieving the objectives of SIWES, which include developing employable skills for undergraduates (the majority). Results align with those of Omonijo et al. (2019) and Jacob et al. (2020), who found that poor supervision by HEI coordinators leads to students' lax compliance with the training programme. “ … We are sometimes not interested in accepting interns because of a few past experiences. This is not to say there are no good ones, but prevention via avoidance is better …. Sometimes, the discipline posted is out of context. For example, what do you expect an urban and regional planning student intern to be doing in a tyre manufacturing firm? The student worked his way because he is aware we support our interns …” said Participant 48. Regarding the decline in collaboration between academia and industry, the findings align with the Department of Industry's (2014) report, which noted that the attitudes of host firms and employees towards interns raise concerns about interns' sense of being endangered. The host's mindset may undermine the aim of knowledge transfer between academia and industry (Ibrahim et al., 2024).
5.2 Theme two: possible measures to improve the implementation of SIWES in Nigerian HEIs
All-inclusive, feasible policies are required to improve the implementation of SIWES in HEIs. Findings reveal that improved SIWES implementation in HEIs can enhance the development of employable skills. And, by extension, the development of employable skills is positively related to achieving the SDGs 3, 4, 8 and 9. Participant P34 says, “ …. Stakeholders, especially HEIs CEOs and Industrial Training Fund (ITF) should embrace SIWES objectives rather than a money-making venture. The SIWES Scheme was initiated, designed, and introduced by ITF in 1973 to acquaint HEI students with the skills required to handle industrial equipment and machinery. Is it serving the same purpose today? If yes, how come Dangote could not employ our engineering and technology, and environmental science graduates?” Findings align with Ibrahim et al. (2024), who found that synchronising policies and regulations, including registration and documentation, and the timely and accurate placement of students in relevant firms can advance the objectives of SIWES, namely, developing employable skills for graduates to compete in the future. Findings reveal that feasible measures grounded in Piaget's and Vygotsky's theories could promote the implementation of SIWES in Nigerian HEIs by bridging the gap between academia and practice in engineering, technology and environmental science. This is because Piaget would emphasise hands-on projects and self-directed learning, fostering adaptability and creative problem-solving. Whilst Vygotsky would enhance mentorship and peer collaboration, leading to mastery of collaborative skills and professional networking (P25-P30, P36 and P47). The study's findings align with Piaget's and Vygotsky's theories because they would improve the implementation of SIWES in Nigerian HEIs, thereby enhancing employability and contributing to integrated learning research. The findings identified 13 measures to improve the implementation of SIWES in Nigerian HEIs, enhance the development of employable skills and, by extension, improve the achievement of SDGs 3, 4, 8 and 9, as presented in Table 4.
Identified measures to improve the implementation of SIWES in Nigerian HEIs
| S/Nos | Measure | Source(s) |
|---|---|---|
| i | Industry-academia collaboration | Majority |
| ii | Digitalisation of the process, including the SIWES logbook and ITF Form 8 | |
| iii | Competence-based education mechanism | |
| iv | Review of the curriculum to reflect current trends | |
| V | Adequate funding of ITF and HEIs' SIWES engagement | |
| Vi | Government support of the provision of basic SIWES infrastructure | |
| Vii | Stakeholders' support, including parents and guardians | |
| Viii | Adequate sensitisation or orientation of the SIWES benefits to students | |
| ix | Proper placement of SIWES students to mitigate high living costs | |
| X | Recruit adequate staff for SIWES supervision to improve the quality of outcomes | P4, P13, P36 and P47 |
| Xi | Stakeholders should promote ethical practices | P13, P20 and P24–48 |
| Xii | Merit should be the primary consideration in the appointment of the SIWES director and coordinators | P25 – P30, P32, P35 and P44 |
| Xiii | Effective communication is key to enhancing friendly relationships between SIWES students and the industry's trainers | P23, P28, P30, P34, P37 and P39 |
Among the 13 measures, items i–ix were frequently reported by participants as feasible for improving the implementation of SIWES in Nigerian HEIs, enhancing the development of employable skills, and, by extension, advancing the achievement of SDGs 3, 4, 8 and 9. Participant P1 says, “ …. A practical session should be encouraged during orientation and sensitisation of the SIWES Scheme to intending students, especially sharing of testimonies of students who were committed to the scheme and the benefits afterwards. It would go a long way towards changing students' attitudes and perceptions towards SIWES. It may also reduce the number of students dodging SIWES training due to a lack of motivation …” For collaboration between academia and industry, digitalisation of the process, a competence-based education approach, and a review of the curriculum to reflect trending needs, Participant P40 says, “ …. the two main parties (academia and industry) must enhance their synergy via healthy collaboration to bring the best from the SIWES students. This includes a practice-based education approach and regular review of the curriculum to reflect trending needs …” The conventional approach to logbook filling and evaluation should be revisited in the 21st century to improve efficiency and productivity (majority). The results align with those of Ibrahim et al. (2024), Abbas et al. (2024) and Khan et al. (2025), who suggested that a collaborative mechanism between academia and industry is the most effective approach. Regarding the proper funding of ITF and SIWES Scheme programmes, the results align with those of Ibrahim et al. (2024), Adeosun et al. (2021), Omonijo et al. (2020, 2019) and Osas and John (2020), who advocate adequate funding to enhance the Scheme's objectives. They also align with the Australian Government (2023) and Crawford et al. (2024), who suggested that further policy consideration be given to incentives and financial support for the industry to provide WIL. Based on the findings, SIWES is a key component of WIL and should be encouraged for its benefits to industry.
6. Conclusion, implications and limitations of the study
Based on existing studies and findings from this research, a well-implemented SIWES Scheme can enhance the development of employable skills and, consequently, contribute to achieving SDGs 3, 4, 8 and 9, as well as to the development and learning theories of Piaget and Vygotsky. The findings identified the main challenges facing the implementation of SIWES in Nigerian HEIs, as presented in Table 3. To prevent or mitigate these hindrances, the study proposed a framework (see Figure 1). The framework was supported by Piaget and Vygotsky's theories through inclusive training and adequate funding to ensure quality SIWES outcomes that improve graduates' employable skills, thereby advancing the achievement of SDGs 3, 4, 8 and 9. This is an expansion of Piaget and Vygotsky's work on HEIs' contributions to the body of knowledge on SIWES, employability and integrated learning research in developing countries. This research suggests measures such as industry–academia collaboration, digitalisation of the process, competence-based education methods, curriculum review, adequate funding, government support for basic SIWES infrastructure, stakeholder backing and proper sensitisation or orientation of SIWES benefits to students to improve the development of employable skills through the implementation of the SIWES Scheme, thereby also advancing the achievement of SDGs 3, 4, 8 and 9.
As part of the research implications, it will contribute to Piaget's and Vygotsky's theories of development and learning. Both are distinct frameworks that offer foundational perspectives on cognitive development (Drew, 2024). Piaget's and Vygotsky's theories provide foundational frameworks for understanding how to learn and develop cognitively. Piaget emphasises hands-on projects and self-directed learning, fostering adaptability and creative problem-solving. Vygotsky's emphasis on mentorship and peer collaboration fosters mastery of collaborative skills and professional networking. Together, they offer complementary perspectives and show that skills develop through both personal exploration and guided learning (acquired from HEIs) (Drew, 2024; Piaget, 1971). This would advance Piaget's and Vygotsky's theories in the study, particularly within the SIWES programmes of HEIs in developing countries, and would enhance the proposed framework to improve the implementation of SIWES in Nigerian HEIs, thereby improving the achievement of SDGs 3, 4, 8 and 9. Developing employable skills through learning (SIWES) is a process of acquiring knowledge and problem-solving skills to enhance industry employability and to integrate learning and research at the global level. Regarding practice implications, this research will contribute to measures that enhance the development of employable skills through the implementation of the SIWES Scheme and, by extension, improve the achievement of SDGs 3, 4, 8 and 9. The research will support relevant stakeholders, including ITF management, regulatory agencies for Nigerian HEIs, policymakers and HEI CEOs, in making informed decisions to improve the implementation of the SIWES Scheme and enhance students' employability skills. In addition to reviewing the curriculum and adequately funding ITF, relevant government agencies should promote industry–academia collaboration to improve graduate employability in Nigeria. Mitigating these hindrances through feasible measures, as highlighted in Table 4, will improve the implementation of SIWES in Nigerian HEIs and, by extension, enhance the achievement of SDGs 3, 4, 8 and 9. This aligns with the Nigerian President Tinubu's Renewed Hope Agenda and the eight presidential priority areas. These include priority (1) Reform the Economy for Sustained Inclusive Growth, which covers SDGs 3 and 8; priority (5) Enhance Infrastructure and Transportation as Enablers of Growth, which covers SDG 9 and priority (6) Focus on Education, Health and Social Investment as Essential Pillars of Development, which covers SDG 4 (Central Results Delivery Coordination Unit (CRDCU), 2025).
The study has limitations, particularly the adoption of a qualitative research design. The bias was mitigated by sourcing data from across Nigeria's six geopolitical zones to ensure broad representation, with each group represented. To ensure the methodology does not weaken the study's results, Table 2 was integrated to inform the validation process across design, data collection and post-analysis, and to further validate the study's findings. The study suggests that future studies should assess the impact of the SIWES Scheme on the Nigerian economy through mixed-methods research. Formulating a framework from the proposed framework and explaining how the theories contribute to its formulation, as part of the suggested future studies, is pertinent to improving employable sustainability skills in Nigerian HEIs. Future studies should investigate potential hindrances to SIWES implementation in other programmes beyond science, engineering and environmental programmes in Nigerian HEIs, and use the outcomes to validate this study's findings.
The authors convey special thanks to the participants for providing scholarly contributions to enhance the findings of this study and also to Dr S.S. Umar (Rector, Auchi Polytechnic) and his team for creating an enabling environment to contribute to this research. The authors appreciate the comments, suggestions and recommendations provided by the anonymous reviewers, which honed and strengthened the quality of this manuscript during the blind peerreview process.
Appendix Semi-structured interview questions
What is your establishment's name and location?
What is your designation in the establishment, if any?
Please tell us your years of work experience.
Are you knowledgeable regarding HEIs' SIWES and SDGs in Nigeria?
What is the relevance of SIWES to HEIs graduates' employability?
What issues hinder the implementation of SIWES in Nigerian HEIs, particularly in the engineering and technology and environmental science disciplines?
Can you suggest measures to improve the implementation of SIWES in Nigerian HEIs and, by extension, improve the achievement of SDGs 3, 4, 8 and 9?
