Abstract
Education makes no boundaries and is acquired beyond the confines of the classrooms. The study delved into industrial tour relevancies in professional development and the encountered problems of students along educational, sociological, financial, geographical, occupational and psychological components, and also solicited recommendations for tour improvement. It employed debate in obtaining primary qualitative data from logical propositions and arguments of the debating teams. The results disclosed that students enhanced their learning of various machines, tools, and equipment not found in the College. They disliked being brought to industries outside of their specializations and worried about missing the requirements of other classes. They improved interpersonal relationships among students and teachers, gained insights for employment opportunities, and discovered hidden personalities. They suffered immeasurable pressure caused by their desires joining the tour and the needed money that resulted to an abrupt financial constraints of the family. They developed confidence to explore additional places, but emotionally arrested of the amount necessary for the tour plus the pressure of beating deadlines of other class requirements, notwithstanding immeasurable censures from those who refused from joining. In conclusion, the tour was relevant to professional development but a serious psychological arrester on financial and academic concerns. They recommended making the tour part of the curriculum with fund assistance of the College.
Highlights
Education is a process of creating changes
Purposive sampling of participants were made based on the criteria: 1) they have engaged the industrial tour, and 2) must represent each of the technology specialization
With the control and redirection made, the following were the findings along relevancies of industrial tour to professional development and problems of students, and the recommendations for program improvement
Summary
Education is a process of creating changes. These changes do not exist in a vacuum but a result of the interplay between and among the internal and external forces of the growing individuals. Educational process, is not confined to the four-wall arena of learning It can be from the environment external of school milieus. The design shall be in a way that the socio-economic, cultural, and psychological conditions are set within the limits and capabilities of the learners This present study is cognizant to the claim of Alexander et al (2012) that tertiary students are experiencing serious worries about getting employment after graduation. They believe in their insufficient practical skills necessary in the industrial world of work, and that cannot be acquired alone in schools. Relevancies to professional development, problems encountered, and recommendations in industrial tours: A student debate International Journal of Social Sciences and Education Research, 5(2), 112-121
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