Engineering Students on SIWES Lament Poor Pay Despite Long Working Hours

 Engineering Students on SIWES Lament Poor Pay Despite Long Working Hours

For many engineering students, the transition from the classroom to the workplace through the Students Industrial Work Experience Scheme (SIWES) is an important part of their academic and professional development. It provides an opportunity to gain practical knowledge, understand workplace culture and apply classroom theories to real-world engineering problems.

But beneath the promise of valuable experience, many students are increasingly raising concerns about the financial realities of industrial training, particularly the long working hours and little or no financial support provided by some organisations.

Imagine reporting to work every day, sometimes from 9 a.m. to 5 p.m. or beyond, taking instructions, assisting with operations, carrying out assigned tasks and gradually becoming part of the daily workflow. Then, at the end of the month, the compensation is a token amount that barely covers transportation for a few days.

At that point, one may reasonably ask: Are we gaining experience, or are we helping to sponsor the company’s workforce? 

There is no doubt that experience matters. SIWES can expose students to industrial processes, professional ethics, teamwork, safety procedures and technical skills that cannot be fully acquired in the classroom. Those experiences can strengthen a CV and potentially open doors to future employment.

However, the importance of experience should not become an excuse to undervalue students.

Students on industrial training may still be learners, but they invest their time, energy, transportation costs and intellectual effort in the process. Where organisations cannot offer substantial financial compensation, they can still create a meaningful and supportive learning environment.

This could include proper supervision, structured mentorship, transportation assistance, if possible, feeding allowances, access to relevant equipment and practical exposure, or even a modest stipend that recognises the student's commitment.

The conversation around SIWES should therefore go beyond simply telling students to "get the experience." Experience is valuable, but so are the people gaining it.

Industrial training should be a mutually beneficial arrangement: students gain knowledge and professional exposure, while organisations contribute to developing the next generation of engineers.