A

A Technical Report on
Student Industrial Work Experience Scheme (SIWES)

At

Work and Service unit

(Mechatronics Lab.)

Federal University Otuoke

By

Name: Sampson Hekagemkosiem Ojum

Mat.No.: FUO /MCE/ 16/ 2748
Dept.: Mechatronics Engineering
Faculty: Engineering
Level: 400

SUBMITTED TO:

Faculty of Engineering
Federal University Otuoke,
Bayelsa State.

In Partial Fulfillment for the Award of Bachelor of Engineering (B.Eng)

Degree in Mechatronics Engineering

Date:
 A Technical Report on

Student Industrial Work Experience Scheme (SIWES)

DEDICATION
I dedicated this report to God almighty who saw me through my industrial training, and to
my parents Mr and Mrs Saturday Ojum, also to the faculty of engineering federal university
otuoke. My friends for all their inspiration

I also dedicate this work to the staffs and the director of Works and Services Unit, who
willingly accepted me and bestowed morals and knowledge on me; they taught me that he
who seeks knowledge earnestly usually finds it in abundance.
ACKNOWLEDGEMENT
All the knowledge and experience I acquire during the course of my training could not
have been possible without the help of these wonderful people, the Director Works and
Service unit Engr. Tarila, the Technologist Mechatronics laboratory Mr Kenneth and Mr
Tayo, their guidance and lectures throughout my stay at Works and Service
Unit(Mechatronics lab) made the aim of the SIWES program feasible.

My noble recognition and appreciation goes to my lecturers in the department of

Mechatronics for their active knowledge imparted on me before I left for my industrial
training.
ABSTRACT
This report covers a review of work undertaken during the students industrial work
experience scheme (SIWES) at Works and Service Unit (Mechatronics lab) Federal
University Otuoke. The nature of the work is on Mechatronics systems, auto-tronics,
electronics and robotics. It entails all experiments conducted and skills acquired during the
period of the industrial training. It concludes with recommendations.
TABLE OF CONTENTS
 CHAPTER ONE

Introduction
The student industrial work experience (SIWES), is a skill training program designed to
expose students of the university to industrial work-situation they are likely to meet after
graduation. It is a program designed to compliment classroom teaching in the converse of
study. It is a planned and supervised training exercise based on stated and specific learning
and career objectives geared towards developing the occupational competencies of the
participants. It is required to be taken by all students of tertiary institutions in Nigeria
pursuing courses in specialized engineering, technical, business, applied sciences and applied
arts. It is aimed at exposing students to machines, equipment, and professional work" ethics
thereby bridging the gap between theoretical and practical works involved "in various fields
like sciences, agriculture, medical management, and other professional educational programs
in Nigerian tertiary institutions. The training program is jointly coordinated by the industrial
training fund (ITF) and national university commission (NUC).

1.1 HISTORY OF SIWES

The SIWES program was established in 1973, the scheme is a scheme involving students, the
university and the industry (employer).

SIWES is founded by the Federal Government of Nigeria and jointly coordinated by the
Industrial Training Fund (ITF) and the National Universities Commission (NUC). This
training scheme is also an effort to bridge the gap existing between theory and practice of
Engineers, Science, Agriculture, Medical, Management and other professional education
program in the Nigerian Tertiary Institution.

1.2 OBJECTIVES OF SIWES

SIWES is strategized for skill acquisition. It is designed to prepare and expose Indents of all
institutions to the real life work situation they would encounter after graduation. Specifically
the objectives of SIWES are to:

i. Provide an avenue for students in Nigeria universities to acquire industrial skill and
experiences in their course of study.

ii. Prepare students for the real work situation they are likely to face after graduation

iii. Expose students to work methods and techniques in handling equipment and machinery that
may not be available in the universities.

iv. Make the transition from the university to the world easier and thus enhance students contact
for later job placement.

v. Provide students with an opportunity to apply their theoretical knowledge in real

work situation thereby bridging the gap between university work and actual practice.

vi. Enlist and strengthen the employer's involvement .in the entire educational process
preparing university graduates for employments in the industry.
 1.3 BENEFITS OF WORK EXPERIENCE FOR STUDENTS
INCLUDE
a. Gives you that edge in seeking employment when you graduate! Turning theory into practice
helps you apply learning from your degree program into a real working environment.

b. An exposure to workplace culture and increased career insights

c. Experience of other countries, cultures and languages; there are opportunities for students to
work abroad.

d. The majority of placements are paid!

e. Start to develop your own networks and contacts, get acquainted with experts in your field.

BACKGROUND OF COMPANY/ORGANIZATION
Federal university Otuoke(FUO) is one of the nine new university established of
Nigeria in February 2011.it is located in the heart of the oil-rich Niger-Delta region of
Bayelsa State, the university is 21km south of the state capital Yenagoa, occupies and
expands of 200 hectares(494 acre) Otuoke, Ogbia local government.
It consists of the following faculties:-
a. Faculty of education
b. Faculty of engineering
c. Faculty of humanities and social science
d. Faculty of management science
e. Faculty of science.

And twenty nine (29) department with a functional system and management which
include the following;
1. The visitor:-president of the Nigeria.
2. The chancellor:-head of the university
3. The vice chancellor:-chief administrative and chief academic officer of the
university.
4. The academic officer of the university.
5. The registrar-chief administrative officer of the university and the chief scribe
to the university also as the secretary to council, senate, congregation and
convocation. Department within the office of the registrar may include;
a. Academic affairs
b. Exams and records
c. Establishment and training unit
d. Filing position
e. Appointments
f. Promotions
g. Non-teaching staff
h. Discipline
i. Welfare
j. Staff records

6. The bursar:-chief financial officer of the university.

7. The university librarian:-coordinator of the library services.
8. The provost
9. The Deans of faculties :-being in charge of faculties
10. The head of department/units:-being in charge of branches of the faculties.
11. Course advisor:-in charge of a particular level/year within a department.
12. Class coordinator/governor.
Under the institution we have ‘’Department of Works’’ which is
responsible for the following:-
 Maintenance of the institutions
 Renders technical planning design of infrastructure environment and
constructing management.
 Coordination of public work programme.
 Renders technical maintenance of plants, air condition, and piping system.
 ORGANISATION CHART

VICE-CHANCELLOR

COORDINATOR, WORKS AND

SERVICES DEPARTMENT ENGR.
TARIKLA PATTERSON MNSE

HEAD, OF ADMIN
MR. CHUKWUEMEKA
CHRISTAIN

ELECTRICAL UNIT HEAD: TRANSPORTATION UNIT

BUILDING/CIVIL
MR. KEMKA A. CHARLES HEAD: ENGR. TECH.
ENGINEERING UNIT HEAD:
OSHUSANWO SOLOMON
ENGR.ADIKE OBEBEROR
O.

RESEARCH DEVELOPMENT
MECHANICAL UNIT HEAD: SANITATION UNIT HEAD:
HEAD: ENGR. ALARIMA
ENGR: AKPALU ELEAZER ODADI EASTER MARK
AKINWUMI MNSE
MNSE

GENERATOR PLUMBING UNIT HEAD:

OPERATOR/MECHNIC UNIT EGBEPERE EBITIMI
HEAD: ENGR. TECH. AMAUKWU BLANKSON
MARK ANTHONY

A/C UNIT HEAD: UDUAKOBONG

OKON
CHAPTER TWO

THE PROCESS, COMPONENTS & DESCRIPTION

INTRODUCTION

Mechatronics Engineering entails the synergistic integration of mechanical, electrical/electronic

and computer Engineering, serving at Mechatronics lab I explored all the discipline that
encompasses Mechatronic Engineering (i.e. Mechanical, electrical/electronic and computer). This
sector entails works and experience carried out during the SIWES period.

Projects carried out

Pneumatics system
In a world where robots, computers and machines are becoming an integral part of our lives,
the automation technology evolved and became a major and important part in most of the
different industries all over the world.

A main part of the automation field is the pneumatics. The meaning of the word comes from
Greek – 'pneuma' means air.

This is the idea behind the pneumatics technology, using compressed air to execute different
automatic actions.

The pneumatics systems are divided into three types:

1. Pure pneumatics systems – these systems include only pneumatic components such as:
cylinders, valves, pneumatic control components, pneumatic motors etc.

2. Electro-pneumatic systems – these systems, in addition to their pneumatic components,

also combine electric components such as: solenoids valves, limit switches, switches,
pushbuttons and relays.

3. Computerized pneumatics systems – these electro-pneumatic systems also include

computerized control units such as: switches, sensors and solenoid valves. These systems are
controlled by a PLC (Programmable logic controller). The PLC program turns the system to a
computerized one.

Using air to operate mechanical actuators is simple and easy. Compressed air can be supplied
anywhere in a factory. Air is available everywhere and the compressors which compress it
are simple and inexpensive machines.
The equipments that aided the study of pneumatic systems are:
TPS-3810/B – Pneumatics Metal Base:
TPS-3810/B is a metal frame including metal panel with special hole for installing the small
pneumatic component panels.

TPS-3810/1 – Basic Pneumatics Components:

PNE-381A – Double acting cylinder 100mm + flow control valves module
PNE-381B – Single acting cylinder 80mm + flow control valve module
PNE-381C – 3/2 way valve with pushbutton switch
PNE-381D – 5/2 way valve with selector switch
PNE-381E – 5/2 way valve, pneumatically actuated, spring return
PNE-381F – 5/2 way double valve, pneumatically actuated, both sides
PNE-381P – 2 x 3/2 way valve with handle module
PNE-381G – 2 x 3/2 way roller lever valve module
PNE-381H – Air pressure filter regulator

TPS-3810/3 – Basic Electro-Pneumatics Components:

PNL-3810 – Electronic board including: 3 pushbuttons, 3 switches, 4 relays
PNE-381X – Two limit switch module
PNE-381Y – 5/2 way double solenoid valve
PNE-381Z – 3/2 way solenoid valve, normally closed, spring return
12V power supply

TPS-3810/E – Pneumatics Accessories:

4 x PNE-382J – Pneumatic T-branch
Pneumatics color pipes

Robotics Training systems with TPS-3734, TPS-3732, TPS-2095

A robot is a computerised controlled system, for studying robotics we used a 3d robot of

FisherTechnik.

A computerized control system allows us to use a computer and computer software to

supervise the operation of a control system. These operations can be easily and cheaply
change by making software modifications, without making any complicated modifications to
circuitry or apparatus.

The computer serves as a relatively cheap and reliable control device. Its main advantage is in
the ease with which we can change the operating conditions of the control system.

It is not necessary to make any changes in the electric circuitry. It is not necessary to design
new electronic circuits. All that is required is to adapt the computer program to the new
operating conditions and to run the system.

Computers generally used for data processing are made up of three basic units:
Input Unit – Such as a keyboard or disk drive, which we use to feed information into the
computer.

CPU (Central Processing Unit) – the "BRAIN" of the computer which receives, deciphers
and performs the program instructions and processes the data. Sometimes simply called The
Computer.

Output Unit – Such as a display, printer or disk drive, through which the computer "reports
back" to the outside world. Note that the disk drive serves both input and output functions.

Input and output devices cannot be connected directly into the computer's CPU. We need
some kind of intermediary device. An electronic circuit, which arbitrates between the CPU
and the various input and output devices, is called an INTERFACE. The interface may be
seen as an electronic box, which is connected to various devices at one end, and to the
computer at the other end.

Some units may also be bi-directional, i.e. input/output. They may feed data into the
computer or extract data from the computer. We used the APPLIC-37 module of SES as an
input/output interface.

The APPLIC-37 interface is used to connect the control devices we practice with to the
computer. It has 8 digital input channels, 8 digital output channels, 2 analog inputs and one
analog output.

There are many ways of programming: LOGO, BASIC, PASCAL, C and others.

There are also special programming methods for controlling – flow charts, ladder diagrams or
control diagrams.

We used programming methods with the help of a program called SESLOGO. The
programming language is similar in it principles to the LOGO language, but uses icons as
instructions.

The robot is a three dimensions robot (it has 3 movement axes) and that is why it is called a
3D robot.

This robot is also called a cylindrical robot because of its zone of action. Each degree of
movement is controlled by a motor. Besides the three dimensions of movements the robot has
a gripper that is also controlled by a motor. In total, this robot has 4 motors.

The robot motors are connected to the controller interface in a way that enables us to control
their speed and the direction of their rotation.
Besides the motors, the robot comprises 8 pushbutton switches.

Four switches are attached to a certain tooth wheels located on the motor transmission shafts.
When a motor rotates, its switch is closed and opened and creates pulses that enables
counting the motor steps.

The other four switches are used as limit switches that enable the software to move the robot
to a certain place in space and from there, to any place by counting steps. SES offers two
robots – a built 3D robot and a kit of robot.

The picture describes a 3D robot.

The robot motors are marked with the letters M1-M4.
The counting switches are marked with the letters S1-S4.
The limit switches are marked with the letters L1-L4.
The Built robot is connected to the controller interface APPLIC-37 by multi-wire flat cable.
The robot kit (called Industrial Robots) enables building different types of robots.
One of them is the 3D-robot, similar to the robot described in the picture.
The motors and the switches are connected separately to the controller interface
APPLIC-37by pairs of wires.
Autotronics

We explored Auto-tronics technologies behind modern car. These technologies are based on
many electrical components such as: Sensors, Actuators and Electronic circuits. Control units
control these components.

The circuits and components, which are demonstrated by the various trainers, do not resemble any
specific model or car manufacturer. Their purposes were to demonstrate the function and performance
of the various vehicle electric and electronic components, and the interaction between stimulated
systems, in order to be able to diagnose them.

The trainers comprises of real automotive components and electrical circuits. They
demonstrate(according to the demonstrator type) the function of components and circuits in various
conditions of the vehicle, by enabling the trainee to stimulate these conditions by means of the
demonstrator controllers.

Each demonstrator includes a real time controller that stimulates a real automotive controller such as
ECU (the engine Electronic Control Unit).

This real time controller enables simulating different types of control units and their
behaviour under various conditions. Each demonstrator includes a STATE display and keys
in order to set up the required demonstration.

Besides the real time controller and the STATE display the demonstrator includes the
following components:

 Power ON switch.
 2 channel digital oscilloscope.
 LCD graphic display for displaying the scope signals and the measured and
simulating values.
 12 keys monitor keyboard.
 RPM display.
 Fault insertion module with display and keys.
 Simulating switches and potentiometers.
 PC communication interface.
 CAN-BUS communication interface.

Each demonstrator can be used as a standalone system with or without a PC. Every course
starts with a general experiment that demonstrates the subject, the system and it components.
The various training boards (demonstrator) used are as follows;

1) Lighting & Signal Demonstrator

2) Electronic ignition Demonstrator
3) Suspension Simulator
4) Multiple injection Demonstrator
5) Engine control and Sensor Demonstrator
6) ABS 4 Channel System Simulator
7) Car Air Condition and Climate Control Simulator
8) Transmission simulator

ELECTRONICS

We explored digital electronics using the TPS -3371 digital electronics trainer.
The trainer is divided to modules, which cover the following subjects:

 Logic gates.
 Decoders.
 Multiplexer.
 Adders.
 Flip-flops.
 Counters.
 Registers.
 DAC and ADC
 Components technology

The experiment area includes test points and plug-in inlets. The experiment are performed by
connecting components by banana wires and using oscilloscope and millimetre for measurements.

TPS-3371 includes:
 2 plug-in boards.
 A logic probe.
 A continuity tester.
 2 oscillators.
 4 pushbuttons.
 8switches.
 LEDS
 TWO 7-SEG display with decoders.
 2 potentiometers.
 1 variable voltage.
 1 buzzer.
 1 relay.
 1 audio amplifier.
Logic components

The logic components are the building blocks of the digital system and constitute their basis.
Digital systems are systems required to perform an operation or sequence of operations
according to signals delivered at their inputs. A nearly unlimited number of digital systems
are in existence, starting with a switch lighting a light up to a sophisticated computer
executing an infinite number of operations. These components are called logic components
because their operations resemble a kind of thinking and decision making. The logic
component is looked upon as a "Black Box" having a number of inputs (one, two, or more)
and a single output.

Logic gate with three inputs and one output

Logic components with several outputs are also found, but they may be regarded as a number
of separate components constructed with the same inputs and different outputs.

Logic components with several outputs and the same inputs

In every logic component, the signal at the output is a function of the signals at the inputs.
We are dealing with logic systems; hence, the inputs and the outputs can acquire one of two
values ('0' or '1'). A digital system is not necessarily only a computer system where the digits
represent different voltage levels. The digital system may be a mechanical system, an electro-
mechanical system, or an electrical one. If the inputs are switches, then a closed switch may
be defined as logic '1', and an open switch may be defined as logic '0'. In the realm of systems
in which we deal, logic '1' state shall be defined as one voltage level (usually +5V), and the
logic '0' state may be defined as another voltage level (usually 0V).
There are six basic logic gates namely; AND, OR, NOT, NAND, NOR and XOR.

1. “AND” gate

Symbol of “AND” logic gate

The symbol above represents the symbol for the AND logic gate, its operation is likened to
two switches connected in series, expect two input are logically “HIGH” the output remains
“LOW”

The truth table for AND gates is shown below

2. “OR” gate

Symbol of “OR” logic gate

The symbol above represents the symbol for the OR logic gate, its operation is likened to two
switches connected in parallel, expect two input are logically “LOW” the output remains
“HIGH”

The truth table for “OR” gates is shown below;

 3. “NOT” gate – Inverting gate

Symbol for “NOT” gate

The symbol above represents the symbol for the NOT logic gate, its inverts the output is the
an inversion of the input.

The truth table for NOT gates is shown below;

4. “NAND” gate
This gate can be constructed as an AND gate with an appended inverter at its output.

Symbol for “NAND” gate

The truth table for NAND gates is shown below;

The truth table implies that the Output remains “HIGH’ for all inputs except where both inputs are
“HIGH” it then becomes “lOW”
“NOR” gate
This gate, too can be constructed by two gates – an “OR” gate and an appended inverter at its output

Symbol for “NOR” gate

Truth table for NOR gate

From the truth table above it is evident that the output remains “LOW” for all input except from
when both inputs are “LOW”

"XOR" (exclusive OR) gate

This gate is symbolized as follows:

We can understand its operation by studying its truth table, which is:

From the truth table when both inputs are the same the output is “LOW” and its “HIGH” only when
both inputs are different.

CNC MACHINE ( Lathe and Milling machine)

The TPS-3920 and TPS-3910 are computerized lathe and milling machine system for sliver
processing of plastic and aluminium products. The system enables us to manufacture
products from these materials. The system for lathe includes a spindle motor operated by a
DC motor. The processed material is tightened into the spindle bore while for milling it
includes a rotating mill cutting operated by a spindle DC motor, the mill motor is located
above a table, which is operated by a dc motor which raises and lower it.

The turning tool for lathe is installed on a table, which moves on two axes (X and Z).The
processed material is a round rod that rotates and the turning tool movement on X direction
cuts it on its perimeter, the turning tool movement on Z direction is along the rod.

While for milling the process material is installed on a table, which moves on two axes (X
and Y). In this way the processed material moves on X-Y plane and the miller moves up and
down on axis Z.

The movement of each axis is done by a DC step motor. Limit switches are located on each
axis for home positioning and end range identify. The system is located inside a metal
structure with a transparent door in the front. The door operates two limit switches when it is
closed. The system includes a computerized control unit. The control unit operates the
motors, reads the limit switches status and operates the DC motor of the spindle. The system
stops each time the front door is opened. A computerized system for sliver processing is
called CNC (Computerized Numeric Control). The system's controller receives data, which
determine the movement of the turning tool (location and speed) and moves it accordingly in
a controlled manner. A special language was created for CNC machines called G&M-Code.
This language is a universal language and despite this, each machine has its own unique
commands. The programming language enables us to create programming files, where each
file is designated to manufacture a certain product (or part). The files are saved in the
computer's disk. In this way, we can manufacture a certain part in the same level of accuracy
and unity at each manufacturing, even if the first manufacturing was a long time ago. The
CNC system enables us to manufacture the exact amount of products we need. All it takes is
to load the computer with the appropriate file and run the program. This process turned the
manufacturing significantly flexible. Flexibility means an easy transfer from one product to
another. These machines are called FMS (Flexible Manufacturing Systems). The TPS-3920
system is accompanied with the LATHE software. This software enables us to create and edit
a G&M-Code file and run it. Running the file can be done in two ways – by simulation or by
operating the machine. In the simulation method, the software draws the turning tool
movement on the screen. In the machine operation method, the computer sends a movement
commands to the system's control unit and the control unit executes the processing.
CHAPTER THREE

CHALLENGES AND RELEVANCE OF THE SIWES PROGRAMME

3.1 CHALLENGES
During the period of my training, despite the excitements offered by the programme as well
as well as the vast experience gained, I was exposed to some problems even before I started
the training and in the course of the training.

They include:

1. Challenges of securing an I.T placement: It was not easy getting a placement for the
I.T to commence proper. After application is been given to the firm, they never
responded so it gave me a lot of concern because I was eager to start training.
2. Adapting to the work environment: This involves one getting acquainted to the place
of work
3. Operating and handling of some machines: Some training equipment relevance to
my course Mechatronics were difficult to operate at first, but it sunk to my
understanding eventually.
4. Payment of Allowance: No society can achieve meaningful progress without
encouraging its youth to acquire necessary practical skills. Such skills enable them to
harness available resources such as funds to meet the needs of society. Amount given to
students under this program should be of serious concern, considering the prevailing
economic situation, no allowance was been paid neither from the organization nor form
the organizers of this program (Federal Government) to at least take care the
transportation. Moreover, the Government should mandate that all firms should pay
some allowance, and see this as part of nation building

3.2 RELEVANCE OF THE SIWES PROGRAMME

The new skills and technical experience gained can be summarized as follows;

1. Troubleshooting: from the simulation training I was enlighten on how to

troubleshoot fault autotronics system and proffer possible solutions to them.
2. Control: Many aspect of the training emphasized on control which is the core of
Mechatronics these aspects were;
i. Embedded systems
ii. Robotics
iii. Hydraulics
iv. Pneumatics
v. CNC machines
vi. Autotronics
vii. Electronics

Knowledge gotten from the above training broaden my horizon on the control
aspect of Mechatronics.

3. Social: it has helped to build social relationship with workers, and individual
due to active participation and dedication the program
4. Team work skills: having to work with my fellow colleagues help build the
team spirit in me like the cliché “Two heads are better than one” also “Team
work makes a dream work”. By working together ideas were shared, and the
work was easier and faster.
5. Entrepreneur spirit: Haven participated in the program my horizon has been
broaden I began to see opportunities in my field of study and how one could set
up a firm from the knowledge and experience gotten.
6. Safety: Every machine and power device had an emergency shut-down button,
this was to ensure safety of the machine and the operator. Before turning on any
machine we ensure we checked the standard of operation(S.O.P), this
enlightened me to be safety conscious.
7. Maintenance : involves preserving equipment or machine from further damage,
this involved the preventive, the predictive and corrective maintenance. It also
 involved knowledge ranging from how to use equipments in the laboratory and
how to manage them.
8. Self development: Accomplishing one task to another ignited the hunger for
more knowledge and experience, so I was lured to engage in personal research
which aided better understanding.
9. Decision making: The training helped me to be intuitive, as there were situation
where we had to find alternative means of accomplishing a task, we had to think
outside the box and we ended up with a solution.
10. Self management: This has to do with the way I managed my personal life from
my work life, setting out things that needs to be done on time before leaving the
house so as not to be late for work.

CHAPTER FOUR

CONCLUSION

4.1 Ways of improving the program:

During this period, every student is expected to acquire all necessary practical skill and
orientation, as well as technical knowledge needed to adequately develop national
man-power and human resources.
Based on these facts, I proffer the following suggestion to boost the SIWES program:
a. Partnership with the Government: The universities can partner with the
government by having an agreement with them that they would accept a certain
number of students to intern with the Ministries, Agencies and Research Institutes
owned by the government. This would afford the student the opportunity to learn
new things, practice what they have learnt over the years and get exposure. They
could also engage in ongoing projects and be help to the facilities.
b. Partnership with Privately Owned Industries: Most times, student battle with
getting placement in companies and industries to carry out their internship. Some
even spend as much as three to four months out of six months before getting a
placement. Another set of students, even go ahead to work in places having little or
no relation to their field of study. Considering these fact, the university can partner
 with industries and companies privately owned to take in the student during the
SIWES program as part of their Corporate Social Responsibility.
c. Payment of Monthly Stipend: In Nigeria, a stipend of about fifteen thousand naira
is paid after the entire six months. Arrangement should be made to make sure it is
paid and can be reviewed that something is paid monthly rather than at the end of
the whole program.
d. Proper Documentation of Activities: The Universities should take in proper and
well detailed reports of the program. Their report can be a base for further research
work or re-modeling of existing industrial practices and research work.
The industrial sector in Nigeria can have sustainable development when young
men and Women coming out of the tertiary institutions have the required skills
and knowledge to work with when they leave the four walls of the universities.
If these suggestions can be implemented I believe there would be considerable
advancement in the students’ industrial work experience scheme.

4.2 Advice for future participants: Depending on your institute and course of study, it
could take place in your 3 year, 4year or what have you. The reasons why you should
take you “I.T” seriously even if it is a zero unit course:
a. Adds up to your CV: The government’s intention is to expose students to the
labour market. If you doubt this, just enquire from ex-corps members presently in
the labour market. The constant question interviewers ask pertains to where you
have worked before, your experience etc.? Frustrated job seekers wonder, “Where
do I get this experience from?” With the government pronouncement to post a lot
of corps members to schools in recent times, such placements during service do not
help matters. So, learn from the mistakes of your IT. You may want to reconsider
not filling in your book properly- your daily experience could serve as items to
make us of in drafting your CV.
b. Adds to your contacts (Networking): These days, some job seekers have this mind-
set that you cannot get a job except you are ‘connected’. Whilst this is true for
some organizations (professional), some do not publicly advertise or would rather
make use of those who have worked with them or had contact with them. Your
SIWES program serves as an opportunity to network with staff and the
employer(s). Make sure you perform your duties like (or/and even better than) a
normal staff will so they can take note of you, show keen interest in learning
processes and the structure of the organization. After the completion of the
program, keep in touch with the organization.
c. Employment Opportunities: I mentioned keeping in touch in the last point. Well,
that is necessary. We do have our plans and dream places where we wish to work
however, circumstances change and external factors can alter our plans.
Nevertheless, where you had your SIWES sometimes could be a place where you
start your first job service. I have seen people who did this and the companies were
willing to take them in based on past experience(s). Even if the company is not
willing to pay or pays less than expected salary, it still serves as a template to be
busy whilst looking for another job after service year. Based on the relationship
you develop with them, assimilation can be easy in the future. Brings theory into
reality: well, this is another objective of the government. A major concern for
 analysts is the rate at which (under) graduates embrace rote-learning. We have a lot
of students who simply cram study materials and ‘pour it down’ during exams only
to forget it shortly afterwards.
d. Adds to your exposure: Similar to previous points above, your IT exposes you to
the industry. It all depends on yours curiosity or inquisitiveness. There are
graduates who still don’t have an idea of where or what industries they can fit in
after service. In today’s world, information is precious and not only keeps you
ahead in the game; it aids in mapping out your plan accordingly.
4.3 Advice for the SIWES managers: A panacea to Acquisition of Relevant Production
Skill and Quality Assurance in SIWES Supervision, proper involvement and
supervision are essential for students to maximally benefit from the scheme. Apart from
ensuring that ensuring that students get placement into industries that are relevant to
their fields of study, SIWES managers are tasked to properly supervise students on
industrial attachments by signing their log books ‘assess students’ performance and
award grades in conjunction with their academic Departments.

Also I would advocated for institutions to have Placement Desk Officers that will be
charged with the sole responsibility of searching for job placement for trainees and
maintain s data base for the organization that would be update regularly while officials of
the Industrial Training Fund (ITF) and Departmental Heads could also be of immense
assistance. I recommended that industries should be invited to establish micro-schemes of
their production procedures on campuses as their contribution towards ensuring students’
training and development.
REFERENCE