By: Sonaike Peter 

Tahwid, a curious and determined 300-level Electrical Engineering student, is passionate about learning beyond the classroom. As part of his academic requirements, he participated in the Students’ Work Experience Program (SWEP), an essential part of his discipline, to bridge the gap between theory and practice. Much like other students in faculties such as Education and Agriculture, field work plays a crucial role in shaping students’ understanding of their course of study. The hands-on experience provides an education of the mind and relevance in the labor market.

While it is generally expected that students will undergo a practical training related to their field of study, Tawhid’s placement took an unexpected turn. Instead of being assigned to a workshop aligned with Electrical Engineering, his discipline, he was assigned to UI Mechanics Venture, where he learned skills unrelated to his field.

Tawhid’s experience reflects a broader pattern, where some students were also assigned tasks detached from their course of study, such as carrying blocks in an industry. Tawhid believes that such an issue stems from the school’s insufficient number of hands-on workshops.

Despite the mismatch between his training and his course, Tawhid found the experience surprisingly enriching. He told IndyPress that he learned valuable skills, such as repairing minor car faults and identifying various tools and their purposes. He made the most of his time by actively engaging with the technicians, never hesitating to ask questions whenever something was unclear, which helped him learn quickly and effectively.

When asked about compensation for his work, as it is the case of labour, Tawhid explained that he received some form of reward, though not monetary. On two separate occasions, he was given snacks as compensation.

While Tawhid believes that compensation is important, he doesn’t feel it should be an obligation. For him, the knowledge gained through the experience was of worth, far outweighing any material rewards.

“The technicians we worked with bought us snacks on two occasions. And I recall hearing from my friends that their supervisors got them things too. As students entering the workforce without experience, we have nothing to offer. But for them to take us in and let us learn, I think it would be selfish to prioritize compensation over the experience,” Tawhid told IndyPress.

Tawhid however expressed dissatisfaction with one aspect of the program: the lack of freedom in choosing his internship location. Although he was placed at the UI Mechanics Venture near his Hall of Residence, The Great Independence Hall, he sympathized with students assigned to far-off locations. This led him to advocate for more autonomy for students in selecting internships relevant to their studies and convenient in terms of transportation and accessibility.

Practical training can often be daunting for many students, but for Hope Adesina, it was a smooth and rewarding experience. The 300-level student of the Department of Archaeology and Anthropology, Faculty of Arts, participated in two practical training sessions in Osun state this year. The first took place in January when he was still in his second year, while the second session occurred in November, now as a third-year student.

Hope and his coursemates visited the Agba Rock Shelter in Osun, a site rich in archaeological significance. For Hope, the shelter provided an invaluable opportunity to apply theoretical knowledge in the field. It was the perfect setting for learning essential techniques such as excavation, survey methods, and archaeological reconnaissance.

Hope told IndyPress that one of the highlights of the experience was the reliable electricity supply, which lasted up to 17 hours each day. The department also took care of their medical welfare, ensuring access to first-aid supplies and on-site assistance. The team felt secure with the presence of both police and Amotekun forces, who provided security throughout their stay. Additionally, the local traditional rulers were aware of their research activities and offered their full support to ensure the students’ safety and well-being.

“The accommodation was very good, and we had light for 17 to 18 hours. For security, we had Amotekun with us, and the police station was very close. Kudos to the department; they did a very good job. The traditional rulers and everyone we needed to know were contacted. They made good provisions for us during that time. In terms of health, we had a hospital very close to us, and first-aid boxes. We had lecturers in charge of health,” Hope told IndyPress.

Upon returning to campus, Hope’s department took a unique approach to assessment. Rather than sitting for a traditional written exam, the students were required to submit detailed reports on their fieldwork experiences. This practical report became their test, allowing them to demonstrate the knowledge and skills they had acquired during their time in the field.

When asked about any challenges faced during the training, Hope mentioned that there were a few difficulties. The main challenge was the physically demanding task of climbing the rock shelter regularly, which left them feeling tired. Although the task was exhausting, their department took charge, covering all medical expenses to ensure their full recovery without incurring any costs for the students. Hope was quick to commend his department for its exceptional care and support throughout the program, highlighting their focus on student welfare as a major advantage of the field experience.

“They should continue doing the great job they’ve started. Taking us on fieldwork outside our region is actually very helpful to us. They really did a wonderful job. I would just say that they should keep up the good work,” Hope concluded.

Another character, Kingsley, an Education and Political Science student, underwent an orientation session as part of his teaching practice preparation, similar to many other students in the Faculty. The goal of this session, held by the Faculty of Education, was to expose student teachers to the ethical considerations of teaching and give them a sense of the challenges they would encounter during their practical teaching experience. As with many Education students, Kingsley found the daily transportation cost to be a significant financial burden. He spent at least ₦600 daily commuting to his assigned school, where he taught for six weeks and three days. This prompted him to suggest that transportation should be provided for students undergoing teaching practice, given the financial strain many of them faced.

In an interview with Indypress, Kingsley shared the difficulties he encountered during his teaching practice. He emphasized that attending his assigned secondary school was mandatory, as he never knew when his supervisor would visit. He was expected to arrive at school by 8 am and manage a classroom of students who were sometimes difficult. Kingsley’s students, like many others, presented a challenge. Despite his efforts, they often refused to do their assignments and failed to copy notes he had written on the chalkboard. His attempts to maintain order were met with resistance, and he had no choice but to discipline them. This was not only a matter of classroom management but also a concern for his performance evaluation. If the students’ behavior reflected poorly on him, it would affect his grading by the supervisor, something he couldn’t afford to ignore.

Unfortunately, during his supervisor’s visit, Kingsley received a less-than-favorable evaluation. This was not due to Kingsley’s lack of teaching ability, but rather because his students had not been cooperative; they had failed to take notes, complete assignments, or maintain proper decorum in the classroom. Kingsley’s frustration arose from the fact that his teaching was not being adequately assessed, owing to factors beyond his control, primarily the students’ unwillingness to engage.

“To be honest, there are some students that have this lackadaisical attitude towards learning. Like they are not interested in learning. They didn’t have that enthusiasm. Sometimes, I had to flog them before they would sit up. It was not that I was not respected. They respected me a lot but you could still see some form of indiscipline. For me, i would say that it was a challenge because, the time I would use to teach, it was what I would use to make them behave themselves and to be organized,” Kingsley told IndyPress, while reminiscing.

After three weeks of teaching practice, Kingsley faced an additional challenge: his lectures in the Faculty of Social Sciences had resumed. Balancing his teaching practice and coursework became increasingly difficult, especially since Kingsley was also managing a side business. This struggle to maintain a balance between professional development and academic obligations was not unique to Kingsley; many other education students faced similar dilemmas. In a previous feature, Indypress had reported on the issue of clashing class schedules, which further exacerbated the difficulties for students in similar situations.

As a result of the overwhelming demands of both his teaching practice and lectures, Kingsley’s academic performance in his political science courses suffered. He received Cs in his teaching-related courses, a grade he felt did not fully reflect his potential or effort. This experience highlighted the broader issue faced by many education students: the tension between practical training and academic coursework, a challenge that often affects their grades and overall performance.

In the first semester of his fourth year, Olarewaju, a final-year student of Agricultural Agronomics, and his peers were assigned to the UI Reserve Center at Ajibode Extension. There, they engaged in various agricultural tasks, such as planting beans and the local Ife Brown variant. After a few weeks, they were relocated to Ile Ogbo in Osun State, where they were responsible for establishing a cassava and watermelon farm on 15 acres of land. This experience proved overwhelming, particularly given the enormity of the task.

The second semester, however, combined practical training with classroom work. During this period, Olarewaju and his coursemates were posted to the Teaching and Resource Farm in the Abadina area, a facility dedicated to organic farming, livestock, and agricultural machinery. Olarewaju reflected that his time at Ile Ogbo was more enjoyable, despite being semi-urban, due to the stable electricity supply. Nevertheless, the physical demands of the work at Ile Ogbo left him feeling stressed and exhausted.

One of Olarewaju’s major frustrations was the unstructured nature of the practical training. Often, tasks were assigned without clear instructions or a set plan, leaving students feeling uncertain about their responsibilities. This lack of organization made the work feel chaotic. In contrast, the environment at the Teaching and Resource Farm was far more structured, with clear schedules and tasks outlined for each day.

“The whole challenge was that during my own time, it didn’t feel so structured. even now, It didn’t feel so structured but at least, it is a much better condition than our time because they think that They (trainers )would just wake up one day and call us to the farm; come and do this, come and do that. And we didn’t have a timetable, a solid timetable,” Olarewaju told IndyPress.

“The only time we really had a solid timetable was in our second semester when we went to TRF. Each group knew which units they were going to go to at that time. But even then, it was still a lot because the timetable did not extend to what would be done inside the unit. It was just like; you are going to do training today, you are not going to do training tomorrow.You are doing this, you are doing that. So, it was a lot basically, it was,” he added.

Olarewaju shared with IndyPress that at times, the experience felt more like unpaid labor than a learning opportunity. The tasks, especially those at Ile Ogbo, were physically demanding, leading him to question whether they were truly acquiring knowledge from the experience. This highlighted the demanding nature of the work. Despite the tough conditions, Olarewaju acknowledged the department’s efforts in providing logistical support, including transportation to Ile Ogbo and security personnel to ensure their safety.

“When we went to Ile Ogbo, they made arrangements for our transportation, although we were the ones that made the arrangement for the transportation of loads and property. So, we had to contribute money; two thousand naira each. We paid about one hundred and twenty thousand naira to transport our load to Ile Ogbo,” he added.

Olarewaju also confirmed that the department regularly checked in on students during the practical training. These visits ensured that students were being monitored and supported throughout their training. When asked about areas for improvement, Olarewaju emphasized the need for a well-structured timetable of activities. He pointed out that the Ile Ogbo activities were poorly planned, leaving students in a difficult position. They had to pack their belongings and determine how many people would share each room in the provided accommodations.

This lack of clear planning led to discomfort among the students. Olarewaju suggested that proper estimates of the living arrangements should be made well in advance, before students are sent for practical training. During the program, minor challenges arose, but these were effectively managed by the association of class representatives.

However, a discrepancy arose between the students and the department’s leadership, largely due to poor planning for the practical experience. Nevertheless, through teamwork and solidarity, the students overcame these hurdles. Olarewaju urged PYTP students who had yet to begin their training to follow their example and tackle upcoming challenges with unity and determination.

Olarewaju suggested that the hands-on experience should be tailored to students’ disciplines, allowing for a more relevant and effective learning experience.

“What I could advise the management to do is proper detailed planning. And Ile Ogbo should not be the only place students should be assigned to. They should be allowed places that are relevant to their field because it feels like in PYTP, we don’t do so much that is relevant to individual fields or departmental fields. It tends to cater for only the planting aspect and the animal aspect,” Olarewaju concluded.

Accommodation Challenges During the Training Period

Some students embark on their practical training program while the school is still in session, while others wait until the session concludes. However, teaching practice students from the Faculty of Education and SWEP students from the Faculty of Technology typically observe their professional development at the end of every session.

A shared challenge among these students is the issue of accommodation. A particularly telling incident occurred last session when female students were relocated from one hostel to another, an unbearable experience that negatively affected some of them.

One female student told Indypress’ correspondent last session that the uncomfortable living conditions left her with a difficult choice: staying with a male student in Agbowo. She acknowledged the risks of this decision, especially given the complications of living with someone of the opposite gender.

Similarly, Excel, a student from the Department of Adult Education, faced her own accommodation dilemma. While on her teaching practice assignment, she was compelled to leave her school placement to resolve accommodation issues, which happened before her supervisor’s evaluation.

It is crucial that the accommodation issues for students participating in upcoming practical programs be resolved promptly. Furthermore, practical training experiences should align with students’ disciplines. Some students have expressed concerns that practical training programs are not relevant to their fields of study.

For instance, Taofeek Aderinto, an Electrical Engineering student, was posted to the UI Mechanics venture, where he underwent training unrelated to his discipline. Additionally, teaching practice students often find themselves at a disadvantage due to the commencement of lectures in their teaching subjects before they complete their program.

This issue requires urgent attention to prevent these students from falling behind. Moreover, as Kingsley suggested, the school management should consider providing transportation arrangements for students, who often incur significant commuting costs to their assigned schools.

Given their responsibility for overseeing student welfare, it is essential for the Dean of Students, Professor Fakeye Abiona, other principal officers, and the Students’ Union to prioritize students’ well-being during practical training.

Practical training is a fundamental aspect of their education, serving as a crucial bridge to the workforce. By rectifying these issues, students will be empowered to make impactful contributions to the labor market and effectively address societal challenges