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A survey of the role of modern office equipment in modern offices in enugu urban

 

Table Of Contents

<p> </p><p>Title page- &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>Approval page – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>Dedication &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>Acknowledgement &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>Table of content &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>

Chapter ONE

:<br>INTRODUCTION</p><p>1.1 &nbsp; Background of the study – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>1.2 &nbsp; Statement of the problems &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>1.3 &nbsp; Purpose of the study &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>1.4 &nbsp; Significance of the study – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>1.5 &nbsp; Research Questions- &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>1.6 &nbsp; Scope and limitation of the study &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>

Chapter TWO

</p><p>2.1 &nbsp; A brief origin of Industrial Training- &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>2.2 &nbsp; Aim and Objective of the programme &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>2.3 &nbsp; The Impact of SIWES &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp;</p><p>2.4 &nbsp; &nbsp; Role of the Bodies Involved in the scheme &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>2.5 &nbsp; &nbsp; Benefits of the probramme &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>2.6 &nbsp; &nbsp; Providing manpower through SIWES &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>2.7 &nbsp; &nbsp; Summary of Related Lecture &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>

Chapter THREE

</p><p>3.1 &nbsp; Population Sample – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp;</p><p>3.2 &nbsp; Source of Data- &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>3.3 &nbsp; Sample and Sapling Size- &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>3.4 &nbsp; Instrument for Data Collection &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>3.5 &nbsp; Validity of the Instrument &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>3.6 &nbsp; Administration of the Instrument &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>3.7 &nbsp; Data Presentation and Analysis &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>

Chapter FOUR

</p><p>4.1 &nbsp; Data presentation and Analysis &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>

Chapter FIVE

</p><p>5.1 &nbsp; Summary of Findings &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp;</p><p>5.2 &nbsp; Conclusion &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>5.3 &nbsp; Recommendations &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>5.4 &nbsp; Limitation of the study &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; –</p><p>&nbsp; &nbsp; &nbsp; &nbsp; Bibliography</p><p>&nbsp; &nbsp; &nbsp; &nbsp; Appendix</p> <br><p></p>

Thesis Abstract

<p> </p><p>The study reported herein was carried out to identify the impart of industrial training to the training of students secretarial with particular reference to the institute of management and Technology Enugu, Enugu State.</p><p>The study treated the background, statement of problems, purpose and objectives, scope and delimitation, significance and general research question parting to the study.</p><p>Matters related to the study were review and questionnaires were used collection of data. Tables and simple percentages were used in the presentation and analysis of data. Finally, the findings were discussed, summarized and conclusion and recommendation made so.</p><p>From the study, it has proved from available the following</p><p>1. &nbsp; &nbsp; &nbsp; &nbsp; Students were given practical training during SIWES</p><p>2. &nbsp; &nbsp; &nbsp; &nbsp; The student could perform better after graduating if their receive adequate work experience from the industries during their one year industrial training.</p><p>3. &nbsp; &nbsp; &nbsp; &nbsp; if employers will accept and provide students with any available machines and equipment, the students will be able to carry out their duties effectively.</p><p>4. &nbsp; &nbsp; &nbsp; &nbsp; It was discovered that students are not adequately supervised during their industrial training.</p><p>5. &nbsp; &nbsp; &nbsp; &nbsp; Some students drop t work after their I T than going back to school.</p><p>To solve the problems identified in this study, the following recommendation were made.</p><p>1. &nbsp; &nbsp; &nbsp; &nbsp; The ITF should make the students to understand the concepts of SIWES.</p><p>2. &nbsp; &nbsp; &nbsp; &nbsp; Employers should accept and provide students with facilities necessary for meaningful industrial experiences</p><p>3. &nbsp; &nbsp; &nbsp; &nbsp; Institution should organization proper supervision and assign every supervisor to a number of students who are under going the training in one state or town.</p><p>4. &nbsp; &nbsp; &nbsp; &nbsp; Effects should be made to study carefully the objectives and relevance of SIWES in conjunction in with the students needs interest and aspiration (socially and academically as future builders the nation and nation’s manpower requirements. In order to come up with a mere meaningful education plan)</p><p>Conclusively, student industrial work experience scheme creates a great impact on students performance in the labour market.</p> <br><p></p>

Thesis Overview

<p> </p><p><strong>1.1 &nbsp; &nbsp; &nbsp;</strong><strong>BACKGROUND OF THE STUDY</strong></p><p>It has been observed that despite, the need and impact of Industrial Training, some students still have negative attitudes towards part taking in the programme. This negative attitude is highly reflected in the number of students secretaries who prefers to stay table than to engage in period on provided in the programme as a prerequisite for doing the Higher National Diploma.</p><p>However in contras to attitudes towards the industrial training, few governments prepared to accept direct responsibility for the trainee, such responsibility is usually left to employers, although some assistance may be given towards it cost the result of this, is that training provision is often determined by certain requirements of the employers at the expense of what may be desirable to meet the needs in the long term future.</p><p>Most modern countries, accept some degree of direct responsibility for the provision of Education. They may leave the detail effect of policies in the hands of responsible bodies-enjoying varying degrees of independence. This approach has been a growing belief in the economic importance of education. Many governments also acknowledge the significance of training and re-training facilities, recognizing the productive benefits of a work-force with up to date skill.</p><p>In recent years, some organisation are facing an increasing shortage of trained young women in various field. The record of men in some other profession who identify and work as a trainee to greater than female counter part in the country. One questions that can arise from this in balance is-Does this suggest a kind of stock towards the working force or is there some other reasons for the love of interest in the programme?.</p> <br><p></p>

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