THE ROLE OF INDUSTRIAL TRAINING TOWARDS THE DEVELOPMENT OF 6 -3-3-4 SYSTEM OF EDUCATION IN NIGERIA.


PREAMBLE
Education is an investment that pays off any time anywhere. And in a world of crumbling economies and turbulent times, where investors spend sleepless nights trying to figure out how their stocks are doing, investing in education becomes even more paramount. By investing in education, governments, corporations, communities, NGOs and individuals can help prepare the youths for the challenges ahead. If children are really the leaders of tomorrow, then it is time we started investing in them!
INTRODUCTION
Industrial Training refers to a program which aims to provide supervised practical training within a specified timeframe. This training can be carried out either in government organizations or in the private sector. Industrial training can also be refers to work experience that is relevant to professional development prior to graduation. Industrial training is normally accumulated during the semester break at the end of the third of fourth year and one year experience for the polytechnics. Industrial Training refers to a program which aims to provide supervised practical training within a specified timeframe. This training can be carried out either in government organisations or in the private sector

Aims
The main aim of the Industrial Training program is to produce graduates who are ready to face the working world. The program also aims to produce the knowledgeable, skilled and experienced graduates, demanded by employers, who are able to apply the knowledge acquired at university to the working world. The Industrial Training program provides opportunities for exposure to the working world, which will make graduates more aware of the hopes and expectations that industry has of them. The program will also equip students with real work experience. Placing students in industry also increases their chances of employment after graduation, as there is a strong possibility that they will be offered a job in the same place where they do their training. Apart from this, the training experience will further solidify the on-campus learning process and activities, while also providing students with relevant work experience

Objectives

Briefly, the Industrial Training program has six (6) main objectives:

To give students the opportunity to apply the knowledge and skills they have acquired in a real-life work situation.
To provide students with opportunities for practical, hands-on learning from practitioners in the students’ field of study.
To give students work experience while they are studying their chosen subject.
To expose students to the work environment, common practices, employment opportunities and work ethics in the relevant field.
To inculcate soft skills relevant to the needs of employers.
To provide opportunities for students to be offered jobs in the same organisations where they undergo Industrial Training

THE ROLE OF INDUSTRIAL TRAINING TO 6-3-3-4 EDUCATIONAL SYSTEM IN NIGERIA.

The main role of the Industrial Training to the 6-3-3-4 educational system in Nigeria is to experience and understand real life situations in industrial organizations and their related environments and accelerating the learning process of how student’s knowledge could be used in a realistic way. In addition o that, industrial training also makes one understand the formal and informal relationships in an industrial organization so as to promote favorable human relations and teamwork. Besides, it provides the exposure to practice and apply the acquired knowledge “hands – on” in the working environment. Industrial training also provides a systematic introduction to the ways of industry and developing talent and attitudes, so that one can understand how Human Resource Development works. Moreover, students can gain hands-on experience that is related to the students majoring so that the student can relate to and widen the skills that have been learnt while being in university. Industrial training also exposes the students to the real career world and accustoms them to an organizational structure, business operation and administrative functions. Furthermore, students implement what they have learned and learn more throughout this training. Besides, students can also gain experience to select the optimal solution in handling a situation. During industrial training students can learn the accepted safety practices in the industry. Students can also develop a sense of responsibility towards society
THE NATIONAL EDUCATION SYSTEM IN NIGERIA
The Nigerian educational system has traditionally been called the 6-3-3-4 system. Each number represents the number of years spent at each level of education. The first 6 years are the numbers of years spent in Primary school; the next 3 years are spent in the Junior Secondary School (JSS); the next 3 years represent the Senior Secondary School (SSS); the last 4 years are the University years.
The years spent at the university vary from four to six years, depending on the course of study. Most of the courses in the Humanities take four years, while the courses in the Medical Sciences and Technology take over four years. Recently, an amendment was made to the 6-3-3-4 system of education. The new educational system is the 9-3-4 system, which merges the 6 primary school years and the 3 Junior Secondary School years.

INDUSTRIAL TRAINING AND THE 6-3-3-4 EDUCATIONAL SYSTEM
The official launch of the Nigeria Industrial Revolution Plan (NIRP) by President Goodluck Jonathan on February 11, 2014 was a monumental achievement for Nigeria. If there is any one particular factor for sustainable national economic development that Nigeria needs it is massive industrialization. The beginning of genuine organised industrialization of Nigeria will undoubtedly herald the new dawn of the era of Nigeria’s much desired and well-deserved real growth, development and greatness. That is reason for this thumb up for government’s launch of an industrial revolution plan.
The nitty-gritty of the plan is not the primary interest of this discourse. One is bothered with the availability or not of the necessary human capital for driving real industrialization. Also agitating one is Nigeria’s capability and capacity for providing the manpower that will be required for effective industrialization. That invariably brings us to the domain of education.
Unarguably, education remains the all-important, most crucial instrument of global modern civilization. And it is simply unthinkable to conceptualise modern civilization without modern civilization. To that extent there is an inevitable chain connection that links education and industrialization and ultimately to modern civilization. It has been said that what we have are developed citizens and not developed nations. In other words, the extent of national development significantly depends on the extent of human capital development. This has become urgent if government’s industrial revolution plan will be successful.
However, it is possible to reason that Nigeria has the required manpower. No doubt with hundreds of universities, polytechnics, and colleges that produce hundreds of thousands of graduates, it should be expected that Nigeria should not lack the appropriate basic manpower to service the industrialization project in Nigeria.

CONCLUSION
Industrial training refers to work experience that is relevant to professional development prior to graduation. It provides pre-professional work experience with specific assignments and responsibilities. An industrial training should be relevant to a student’s personal career interests and academic courses of study. Productive industrial trainings helps students make informed decisions and improve their marketability after graduation.

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REFERENCES
1. UBEC. “About UBEC. Universal Basic Education Commission”. Retrieved 30 August 2012.
2. “Nigeria Education Profile”. U.S. Diplomatic Mission to Nigeria. This article incorporates text from this source, which is in the public domain.
3. “World data on Education”. UNESCO-IBE. 2011. Retrieved 24 July 2014.
4. “Vocational education in Nigeria”. UNESCO-UNEVOC. 2012. Retrieved 24 July 2014.
5. http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/EXTWDR2012/0,,contentMDK:23004468~pagePK:64167689~piPK:64167673~theSitePK:7778063,00.html
6. Schultz, T.P. (2002). “Why Governments should Invest More to Educate Girls” World Development, Vol. 30 No.2 Pp 207 – 225.
7. Nussbaum, Martha (2003) “Women’s Education: A Global Challenge” Sign:: Journal of Women in Culture and Society 2003, vol. 29, no. 2 Pp 325 – 355.
8. Aliu, S, (2001). “The Competitive Drive, New Technologies and Employment: The Human Capital Link”. A Paper presented at the Second Tripartite Conference of Manpower Planners. Chelsea Hotel, Abuja.

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