CHAPTER ONE

INTRODUCTION TO SIWES

1.1 THE STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME

The Student Work Experience Scheme (SIWES) is a worldwide program practiced in countries

like Japan, Australia, USA, Europe, and in African countries too. It is popularly known as co-

operative education and referred to as sandwich in Europe.

It is a six (6) months students industrial work experience scheme (SIWES) taken in the third year

of the degree program, where the students go to various establishments related to their course of

study.

The students Industrial Work Experience Scheme (SIWES) is a skill Training program designed

to expose and prepare students for the Industrial work situation which they are likely to meet after

graduation. Participation in SIWES has become a necessary pre-condition for the award of diploma

and degree certificate in specific disciplines in most institutions of higher learning in the country

in accordance with the education policy of government

1.1.1 BRIEF HISTORY OF SIWES

The program was initially introduced in Nigeria by the Industrial Training Fund (I.T.F.) which was

established under Decree 47 of 1972 by the Supreme Military Council, headed by General Yakubu

Gowon. The Decree was billed to take effect from 31st March, 1974 and had as its core objective,

the gradual reduction of the percentage of foreign participation in most of Nigeria’s economic

activities, accompanied by a systematic cooperation of locally oriented skilled manpower into the

vast economic sector. One of the key functions of the I.T.F is to work as cooperative body with

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industry and commerce where students in institutions of higher learning can undertake mid-career

work experience attachment in industries which are compatible with student’s area of study.

SIWES (Student Industrial Work Experience Scheme) was introduce by the federal government

in the year 1973 to develop the technological, physical and social skill of our nation, through this,

adequate and intelligent student are provide the department involved the actual challenge various

discipline before they can be awarded Degree in their field of study.

1.1.2 AIMS AND OBJECTIVES OF SIWES

The aims and objectives of the Student Industrial Work Experience Scheme are:

a) Provide an avenue for students in institutions of higher learning to acquire industrial skills

and experience in their approved course of study and also by interacting with people with

more experience in the field under consideration.

b) Prepare students for the industrial work situation which they are likely to meet after

graduation.

c) Expose students to work methods and techniques in handling equipment and machinery

that are mostly not available in their various institutions.

d) Provide students with an opportunity to apply their knowledge in real world situation

thereby reducing the gap between theoretical knowledge and practical work.

e) Enlist and strengthen employers’ involvement in the entire educational process and prepare

students for employment in Industry and Commerce.

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1.1.3 THE ROLE OF THE INDUSTRIAL TRAINING FUND
The roles of the Industrial Training Fund are:

a) Encouraging greater involvement of employers, particularly small employers, in the

organization and development of training programmes and facilities including the

establishment of Group Training Schemes and Centres in certain areas of economic

activity.

b) Building of training facilities of its own, in identified areas of national need;

c) Organizing research and studies into training as a support to other activities of the Fund;

d) Establishing uniform National Vocational Apprenticeship Training Scheme in the country;

e) Seeking to harmonize I.T.F.’s non-formal training programmes with the curricula of formal

educational institutions;

f) Bearing a proportion of the direct cost of on-the-job and off-the-job training of Nigerian

employees (Talabi, 2012)

1.1.4 THE ROLES OF THE STUDENT

The roles of the student are:

a) Attend SIWES orientation programme before going on attachment.

a) Comply with the establishment’s rule and regulation.

b) Arrange living accommodation during the period of attachment.

c) Record all training activity done and other assignment in the log book.

d) Complete the SPEI FORM from I.T.F, and FORM 8 and get it endorsed by the employer

for submission to the I.T.F

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1.1.5 OBJECTIVES OF THE SIWES REPORT
The objectives of the SIWES report are:

a) To make through explanation of the work done during my six month industrial training.

b) To fulfill the requirements carrying out Industrial Training in Computer Science.

c) To contribute to the body of knowledge and to enhance the understanding of the writer

about a similar or same job

1.1.6 THE SIWES LOGBOOK

The logbook issued to student on attachment by the institution was used to record all daily activities

that took place during the period of attachment, and it was checked and endorse by the industry

based/institution based supervisors and I.T.F during supervision. (Abraham, 2016)

1.2 PLACE OF ATTACHMENT

My application to gain practical knowledge through the SIWES Platform was accepted by the

Petroleum Products Marketing Company (PPMC), a subsidiary of NNPC. The Company buys

crude oil from the Crude Oil Marketing Department (COMD), another subsidiary of NNPC, and

sells and markets the refined petroleum products to marketers and companies that retail these

products to relative consumers.

The Petroleum Products Marketing Company (PPMC) is headquartered in Abuja, Nigeria and has

depots around the country. I carried out my SIWES training at the headquarters

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1.3 ORGANIZATIONAL CHART OF PETROLEUM PRODUCTS

MARKETING COMPANY

MANAGING
DIRECTOR, PPMC

EXECUTIVE EXECUTIVE
DIRECTOR, DIRECTOR,
COMMERCIAL SUPPORT SERVICES

MANAGER,
MANAGER, SALES
PLANNING & DEVT.

MANAGER,
MANAGER,
LIQUIFIED
BILLINGS
PETROLEUM GAS

MANAGER,
FINANCE &
ACCOUNTS

MANAGER, ADMIN
& HUMAN
RESOURCES

MANAGER,
INFORMATION
TECHNOLOGY

MANAGER,
TREASURY

MANAGER, SCMD

Organizational chart for Petroleum Products Marketing Company (PPMC)

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 CHAPTER TWO
INDUSTRIAL EXPERIENCE

At the Executive Director, Support Services’ Office, where I was posted to by the Human

Resources Department, I met with the IT supervisor for the office, alongside other IT students.

We were given orientation, howbeit brief, on the workings of the Executive Director’s Office.

Some days of the week were given to seminars and workshops, where we had hands-on and

practical experience handling tools and equipment related to our field.

Shown around, I got to see the models of equipment used – computers, photocopiers, network

printers, USB printers, etc. as well as the network hub points.

The next day, at 8:00am, all Computer, Science students gathered at a conference hall, where we

learnt of Microsoft’s Virtual Academy, an online learning suite with materials with which to

update and aid one’s knowledge of basic programming, networking, Windows Server systems, etc.

2.1 WINDOWS COMMAND PROMPT

We then learnt of the Window’s Command Prompt, and it’s essentiality in emergency cases, and

a few commands used in it, such as: help, cls, netsh wlan, arp-a, ipconfig, network bssid, quit, etc.

The next day, I went with some colleagues to reinstall a networked printer gone wrong in a desktop

computer for an employee, with little success at first, until I reconfigured the system.

Most of the next day was dedicated to dispatching internal memoranda, documents and mail treated

and generated by the Executive Director. This dispatch was a turn system, so everyone had a duty

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per day. Hence, every week everyone had to dispatch documents to one office or the other, so I

won’t repeat the activity continuously in this experience report.

On the first day of the next week, I dispatched documents and internal memo to respective offices

to which they were treated to.

2.2 BIOS AND UEFI

I learnt of the BIOS (Basic Input Output System) in the seminar, as well as its upgrade: UEFI

(Unified Extensible Firmware Interface). The main differences were majorly the fact that moving

through options was no longer limited to the ‘Tab’ and ‘Arrow’ keys, but the mouse was added to

the interface.

UEFI is an organized collection of hardware drivers used to configure and customize computers,

servers etc.

The next day, I went along with colleagues to check on a non-functional telephone port (RJ11)

Dispatching of memoranda was carried out the next day.

2.3 NETWORKING & PXE

The next week, focus was on Networking and its importance to everyday computing.

I learnt about Network boot, a form of booting that involves installing an OS on a different/multiple

systems on a network from one server instead of going to each system and installing via a

traditional DVD/USB Device.

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Computer programs that assisted in network boot included Serva and AIO (All-In-One) boot;

amongst others.

Networking booting is based on the PXE technology known as Preboot eXecutable Environment.

Other offshoots of the technology were: gPXE and iPXE.

Practical application of the theory knowledge gained was also carried out: Software used in

network booting was AIO boot (Serva wasn’t freeware, though is recommended for IT

administrators who intend to boot multiple systems at a time) which was free and also available

for use, along with its inbuilt system integration.

I assisted in dispatching documents the next day to the respective offices.

2.4 VIRTUAL MACHINES

Virtual machines was the focus of the next week. We learnt of the concept of virtualization, as

well as its importance: more efficient use of the underlying hardware, multiple installations of

operating systems occupying an individual system.

All this made possible with the aid of the hypervisor – this controls the virtual machines; it

allocates resources to the installed virtual machines and is itself installed on the host machine.

I dispatched documents with colleagues.

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2.5 CLOUD COMPUTING
Learnt of cloud computing, which was the next week’s subject of focus.

Cloud computing refers to computing done in a physically different location from where a user

access the computing resource.

Concepts of cloud computing are such that

i. It is a self-service;

ii. It can be accessed by multiple platforms e.g. Mobile, desktop, server, etc.

iii. Use of the service can be measured;

iv. The service can be expanded quickly if needed;

Models of Cloud Deployment are more developed now and they include:

a) Private-Services: provided and used by a single organization;

b) Public-Services: provided and used by the general public;

c) Community-Services: provided and used by a specific community with shared interests;

d) Hybrid-Services: composition of two or more cloud infrastructures

While there are different methods of deploying cloud services, they are also models of cloud

services itself:

a) Software as a Service (SaaS)

b) Platform as a Service (PaaS)

c) Infrastructure as a Service (IaaS)

I learnt of the characteristics of the cloud, which are numerated thus:

a) On-demand self-service

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 b) Broad network access

c) Resource pooling

d) Rapid elasticity

e) Metered services i.e. the use of the service was measured

I then went the next day with some colleagues to rectify network issues with a staff’s computer.

2.6 NETWORK BANDWIDTHS

Being through with Cloud Computing, we looked into bandwidths used by devices when

connecting to a network: 802.11b, 802.11g, 802.11n and 802.11ac; we also looked at the

differences: 802.11b, 802.11g and Bluetooth used the 2.4 GHz frequency in networking, which

had become crowded. Another network frequency was created: 5 GHz and 802.11n used both the

2.4 GHz and 5 GHz frequencies, while 802.11ac used the 5 GHz frequencies only, making it the

fastest bandwidth.

2.7 VIRTUAL MACHINES – INTRODUCTION TO UBUNTU

The next week, we had a hands-on approach in creating virtual machines: using Oracle VM

software. Microsoft’s Hyper V was another choice but we didn’t use that.

We followed a step-by-step procedure that enabled us to run the Windows 7 operating system on

a computer still running Windows 10.

I went with colleagues to repair a network RJ45 port gone bad in a staff’s office. Then we went to

trace a non-working network cable to its source.

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The next day, we created and ran the Linux Operating System – Ubuntu Flavour on the same

system running Windows 10 simultaneously. We checked out the basics the virtual operating

system – the graphical user interface and all.

Next, we learnt more about the terminal in the Ubuntu operating system, including some

commands in it:

touch file.file (Creates a file, with name [file] and extension [.file]);

pwd (Short for present working directory, shows the current directory you’re in);

ls (Lists out folders and files in the present directory or folder);

cd Downloads (Enters the folder [Downloads] if it’s located in that directory);

cat file.txt (Opens the text file specified [file.txt]);

ifconfig (Counterpart of ipconfig in Windows’ Command Prompt, it produces network values such

as mtu, ipv6 address, ipv4 address etc.);

cd .. (Goes back to the previous folder in the directory);

ping 8.8.8.8 (For internet rate access values);

iwconfig (Gives the same values as ifconfig but for wireless networks [ifconfig gives information

on the Ethernet network]);

ps (Shows the list of process running on the system for the current user);

ps–aux (Shows the entire list process running on the system, including that of the current user);

ps –aux | grep (A regular expression processor: this produces a result containing the next set of

expressions given it)

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N.B. The terminal in the Ubuntu Operating System is case sensitive.

I went with colleagues to correct an issue with a staff’s computer printing over the network. Then

we checked with another staff whose computer had trouble communicating with the domain in

order to log in.

2.8 BIOS – BASIC INPUT OUTPUT SYSTEM

The BIOS, being the focus the next week was iterated as the component of the computer that

enables it power on or off, enables the user to select an operating system, etc.

I learnt how to flash/update the computer’s BIOS, and physically identified it as a chip on the

motherboard. Once firmware is loaded unto the BIOS (in order to flash/update it), it is permanent.

I also learnt the easiest way to locate the BIOS: finding the CMOS (Complementary Metal-Oxide

Semiconductor) battery – this provides constant power to CMOS memory, which works in

conjunction with the BIOS itself. Changes made to the BIOS are stored in the CMOS memory.

The BIOS also displays various information on the components of the computer system: Random

Access Memory, Hard Disk Drive, and Optical Drive etc. Pressing the [F2] or [F10] key on the

keyboard prompts the BIOS to display this information.

The BIOS gives the user the ability to change/configure the components of the computer, along

with the boot configurations, disabling/enabling IO devices, changing the date/time,

enabling/disabling virtualization etc.

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I also learnt of diagnostics the BIOS performs when powering up the system – the Power-On Self-

Test (POST) diagnostics which is a set of instructions the BIOS goes through to check different

components of the computer and its carried out in a sequential order.

There are beeps and error codes the BIOS gives off when there are problems with the POST

diagnostics. The beeps are given off with the aid of a device on the motherboard, and the error

codes are displayed on the screen.

A device called POST card, is used for determining errors with the POST diagnostics. It is only

needed and plugged in when we cannot determine the errors in diagnostics.

There are security measures that can be put in place with the aid of the BIOS to deter theft or

interference with BIOS configurations – Supervisor/Admin passwords and User passwords; TPM

(Trusted Platform Module) & the Persistence Module.

I went with colleagues to replace a faulty CPU belonging to the Billings department. Then we

reinstalled the OS of a faulty staff’s computer using iPXE i.e. Preboot eXecutable Environment

(network boot).

2.9 MOTHERBOARDS
I then got introduced formally to the motherboard, which is the base of the computer and provides

the connections for all other components; they include ports for the CPU, RAM slots, PCI slots,

and IO ports at the edge.

I learnt of several types motherboards, referred to as Form Factors, and of their differences: ATX

(Advanced Technology eXtend), micro-ATX, ATX-Extend, Mini-ITX, amongst others.

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I also learnt of the objectives behind the location of component slots on the motherboard:

 The RAM is located very close to the CPU because they interact a lot and information

should travel fast between them, hence the shorter the distance between the two, the faster

information can travel;

 The PCI is located parallel and closer to the bottom of the board, and closer to the edge, so

that the PCI interface is easily accessible.

I then learnt of ports for components connecting to the ATX motherboard:

 Input Output ports: USB ports, Serial connectors, Parallel connectors, Ethernet adapter,

PS/2 connectors, Digital audio ports, VGA ports and DVI ports.

 CPU Slots: where the CPU is placed to interface with the motherboard. The types include

 The CPU has pins on it, and the motherboard has receiving holes.

 The motherboard has pins on it, and the CPU has the receiving holes.

 In some older models, the CPU slides down into the slot.

2.10 EXPANSION SLOTS

The next week, I learnt more about expansion slots and their types:

a) PCI slots (Peripheral Component Input/Interconnection): Generic PCI slots, PCI-X, PCI-E

– for additional input devices if more are needed.

b) AGP slots (Accelerated Graphic Ports): AGP 1.5V, AGP Pro – for improved graphics

c) CNR slots (Communications Network Riser): allows for better audio support

d) Memory slots: contains RAM cards placement i.e. it receives Random Access Memory

cards. It has restrictions on the size of RAM that can be placed on the slot.

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2.11 BUSES
The next week, I was introduced to buses, which are pathways through which information passes

from one component to the other on the motherboard. These pathways can only handle a certain

amount of information at a time, which could be 32bit or 64bit.

I then learnt of the three typical buses on a computer:

a) Address Bus: this transmits memory addresses between the CPU and the RAM;

b) Data Bus: transmits data between the CPU and the RAM;

c) Expansion Bus: this receives additional adapter cards along with the I/O ports

I went with colleagues to troubleshoot a staff’s computer having trouble logging in to the domain.

2.12 CPU SOCKETS

The next week, I was introduced to CPUs and CPU Sockets; and how CPUs fit into them. The

types of CPU I learnt of were:

a. Single-edge contact cartridge

b. Plastic Dual In-line Package (PDIP)

c. Pin Grid Array (PGA)

d. Land Grid Array (LGA)

This week, we cloned a working desktop computer, using independent components.

Cloning is the process of using parts and components produced by different manufacturers to build

a working computer, as opposed to one store-bought from a Computer shopping market.

We then went to troubleshoot a staff’s computer having problems printing to the network printer.

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2.13 CHIPSETS: NORTH BRIDGE, SOUTH BRIDGE AND CMOS
The next week we learnt of the main chipsets on the motherboard:

a. The North Bridge

b. The South Bridge

c. CMOS

The North and South Bridges are essentially key communication points for the CPU talking to

different parts of the computer.

The North Bridge usually handles memory, graphics and communication to the South Bridge

The South Bridge, on the other hand, controls the input and output controller hub

An effective way to easily identify the chipsets on the motherboard is to note their locations in

respect to other components on the motherboard and the motherboard itself.

The North Bridge is closer to the top of the motherboard and closer to the CPU, and also has a heat

zinc, the only other component on the motherboard that has a heat zinc, apart from the CPU itself.

The South Bridge is closer to the PCI slots, the better to easily and quickly obtain information

from them, communicate back to the North Bridge and to the CPU, and does not have a heat zinc

on.

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2.14 JUMPERS AND POWER CONNECTORS
The next week, we learnt of jumpers and their role on the motherboard.

Jumpers are small pins around the mother board are usually in sets and change different settings

about the computer. It’s a small plastic block with metal inserted inside of it, connecting the two

jumper pins together, completing a circuit, and making a change to the system’s configuration.

They can provide power to the power buttons, front panel displays etc.

The jumper near the CMOS allows you to reset your password if there is one set unto the BIOS.

To do that, the jumper block is removed, and the computer is restarted, or the jumper block &

CMOS battery are removed in order to reset the password.

While a pair of jumper pins activates/deactivates a component, having three or more of them give

different settings for that component when any two jumper pins are connected.

Next, I learnt of power connectors and their types.

Power connectors give the motherboard and the components connected to it power, and they

disseminate this power to the different parts of the motherboard.

The power box distributes power from the main power cable connected to the CPU to the

motherboard, as well as other components like the Hard Disk Drive, CD/DVD drive, etc.

PCI slots may need additional power for the additional cards being plugged into the motherboard.

The same applies to graphic cards.

The types of power connectors include:

a. Block connectors

b. 4-Pin (Molex) connectors

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 c. SATA-Power connectors.

Block connectors look like several holes with metals inside them put together to form a single

block. The largest on the specimen is a 20-pin main power connector, which is what is used to

power up the motherboard itself.

4-Pin connectors only look like 4 holes with metals inside them put together – they are used to

power the components connected to the motherboard. They can also be generally used to power

fans, e.g. the fan that would sit on the CPU to reduce overheating

SATA-Power connectors are used as converters connecting a Molex power connector to a SATA

port. For instances where the component, e.g. the Hard Disk Drive uses SATA, and the power box

uses the traditional Molex connector, a converter is used to connect power to the Hard Disk Drive,

using a Molex-to-SATA converter.

2.15 FANS
Fans were the focus during the next week. I learnt of their importance to the motherboard – keeping

it from becoming too hot.

Motherboards can grow hot. From the electricity running through it, to the CPU process data and

sending to different parts of the computer. Computers do not like heat or extreme temperature

changes. Hence the need for fans to keep it cool.

There are several fans on the motherboard:

 The main fan cooling the motherboard itself

 The fan sitting directly on the CPU

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  An extra fan sitting on the graphics card (some have a cooling plate)

The main fan draws cool air from the front, blows air across all connections on the motherboard,

and blows it out through the back of the computer. Hence nothing blocking the outward vents

should be there.

For computers that overheat, clean up the inside and make sure all fans running properly; ensure

the computer is kept in an airy place, not where it’s going to be clogged with unnecessary objects

surrounding it.

Another thing to check for in the case of overheating is the thermal paste on the CPU, which

provides convection. If it’s dried up, purchase a new one and reapply it on the CPU.

2.16 RANDOM ACCESS MEMORY: COMPARISON AND CONTRAST

Learnt about Random Access Memory, abbreviated as (RAM), the next week.

Their important function is to allow the CPU interact and store information temporarily for

processing and making logical decisions.

It is volatile – when the computer is turned off, anything stored on it goes away.

The two major types of RAM are:

a) SRAM (Static Random Access Memory)

b) DRAM (Dynamic Random Access Memory)

The CPU stores bits of information in SRAM. This is because it is a lot faster than the basic RAM

and remains static, i.e. it does not have to be refreshed as long as there is a charge to it

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It is usually located on the L1, L2, and L3 caches; and it is expensive

Dynamic RAM (DRAM) on the other hand, is the general computer RAM that can be upgraded.

It has to be frequently recharged by the computer and hence has to be refreshed time and time

again.

Another RAM type is the SDRAM (Synchronous Dynamic Random Access Memory). It’s called

synchronous because it stays in sync with the system’s clock cycle; this helps the memory to be

stable and updated.

The other RAM type is the RAMBUS. It’s a bit more expensive than SDRAM, and was designed

by RAMBUS Inc.

That same week I went with colleagues to repair an Ethernet connectivity issue in an office in the

block, had to crimp another cable to fix it.

At later times, I learnt, there were improvements on SDRAM. This brought in the Double Data

Rate system. They include:

a) DDR (Double Data Rate)

b) DDR2 (Double Data Rate 2)

c) DDR3 (Double Data Rate 3)

The above are all considered SDRAM because they are all synchronous with the computer’s clock

rate cycle.

I learnt of RAM sizes:

a. DIMM – Dual In-line Memory Module

b. SODIMM – Small Outline Dual In-line Memory Module

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Out of the two, SODIMM is the smaller. This is because SODIMM is the memory type used for

laptops and DIMM is used for desktop computers.

There is also a comparison between the double data rate memories in terms of DIMM:

 DDR & SDRAM – 184 Pin DIMM

 DDR2 – 240 Pin DIMM

 DDR3 – 240 Pin DIMM

The notches however, placed in the different types of RAM prevents the others from being placed

in that type of slot for that one i.e. you couldn’t place a DDR2 RAM in a DDR3 RAM slot.

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 CHAPTER THREE
RELATING ACADEMIC WORK TO INDUSTRIAL
EXPERIENCE

At the Petroleum Products Marketing Company, my theoretical academic work became

practical… I learnt more about networking during my industrial attachment, more than what I

learned at school. However, theoretical knowledge was my bedrock, for without it, I would have

been simply set back.

I learnt how to boot computers connected to a network through PXE with the aid of computer

software such as Serva and AIO Boot.

I also learnt of virtual machines and how to install them on a host server; I also learnt of the

Ubuntu flavour of the Linux operating system and experimented on it as a virtual machine.

I learnt mostly of Computer hardware components – the CPU, Random Access Memory, the

motherboard, expansion slots, buses etc.

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 CHAPTER FOUR
CHALLENGES AND CONTRIBUTIONS

4.1 CHALLENGES ENCOUNTERED

I faced several difficulties and challenges while carrying out my Industrial Training

 Difficulty in seeking for IT attachment

 Lack of transportation fees, transporting me from home to the place of industrial training

 Poor facilities in place for training SIWES students

 Payments by the organization were poor and couldn’t take care of essential needs. Most

goods sold within were costly and obtaining them externally was difficult.

 There are no standard equipment for learning and practical, the equipment already in

place are all old and worn out.

 The company lacked proper SIWES orientation and guidance systems on how to

effectively train students.

 ITF didn’t come to visit, hence I remained in an office that didn’t apply to my course of

study (Ndifereke, 2016)

4.2 CONTRIBUTIONS PROVIDED BY ME

I was able to solve a network connection problem, in which a staff’s computer, due to a

bad/worn out CMOS battery, couldn’t join the domain and log in. Disconnecting the computer

from the network, and logging in proved to be the only alternative to successfully logging in to

the domain. This is because once previously connected, details of the domain was already saved

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on the system, hence, it logs in to an instance of the domain. Reconnection to the network

ensured one could carry out usual network activities.

At another time, I successfully restored a faulty computer to working state by just reinstalling the

operating system. I then located and provided the work files for the department to which the

computer system belonged to, putting out all concern.

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 CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY
I gained a lot of industrial experience in relation to my course of study during the Student

Industrial Work Experience Scheme. I also learnt communication skills in the course of my

industrial attachment: this helped me communicate well with others, being an introvert.

5.2 CONCLUSION
This initiative introduced by the government is one that will always support the society through

all shortcomings, and aid the country’s economy. It will also give youths a sense of belonging to

work in industries before they are even graduates.

5.3 RECOMMENDATIONS
ITF should work closely with companies, and refer companies closer to them to work with,

hence reducing stress and tension when looking for a place for industrial attachment

Where necessary, free transport should be provided for SIWES students to ease the stress of

work off of them.

ITF officials should try and visit the students on Industrial Training and see the facilities they’re

in, so they can make changes their modus operandi.

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 REFERENCES

Abraham, I. (2016, January 30). IT-SIWES SAMPLE Report for Computer Science. Retrieved

from Academia: http://www.academia.edu/34838861/IT-SIWES_SAMPLE_Report-

for_Computer_Science_Student

Ndifereke, E. E. (2016, September 20). SIWES I.T REPORT ON WEB DESIGN. Retrieved from

LinkedIn - SlideShare: https://www.slideshare.net/mobile/EjiroEjedafeta/siwes-it-report-

on-web-design

Talabi, A. S. (2012). Employee's Training and Development for Optimum Productivity: The

Role of Industrial Training Fund (ITF), Nigeria. Developing Country Studies, 53.

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