TECHNICAL REPORT

ON
STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

AT

SKAAP CONSULT

SUITE 202, ALONG ISHERI ROAD, BESIDE FRSC, BERGER LAGOS

STATE.

PREPARED BY:

OBEMBE OLAYEMI EMMANUEL

MATRICULATION NUMBER:

2022233020019

SUBMITTED TO:

SWIES COORDINATOR IN PARTIAL FUFILMENT TO REQUIREMENTS

FOR THE AWARD OF NATIONAL DIPLOMA.

IN BUILDING TECHNOLOGY

THE POLYTHENIC, IBADAN, IBADAN, OYO STATE.

NOVEMBER, 2023
 Table Of Contents
CERTIFICATION..........................................................................................3

APPROVAL PAGE ........................................................................................4

ABSTRACT.................................................................................................5

CHAPTER ONE............................................................................................7

1.0 INTRODUCTION....................................................................................7

1.1 Student Industrial Work Experience Scheme (SIWES): A Global Overview. . .10

1.2 Student Industrial Work Experience Scheme (SIWES): A National Overview 12

1.3 Bodies Involve In The Management of SWIES..........................................14

1.4 Synthesis of SIWES.............................................................................17

1.5 Background Of Establishment................................................................22

CHAPTER 2..............................................................................................23

2.0 WORK EXPERIENCE DURING ATTACHMENT.............................................23

CHAPTER THREE.......................................................................................24

3.0 INTRODUCTION TO SITE MATERIALS EQUIPMENTS AND MACHINERIES......24

CHAPTER FOUR........................................................................................34

4.0 PROBLEMS ENCOUNTERED DURING ATTACHMENT..................................34

Summary and Concluding Remarks.............................................................34

REFERENCES............................................................................................36
 CERTIFICATION

This is to clarify that the work during the four months industrial

training was carried out by Obembe Olayemi Emmanuel of the

department of Building Technology at The Polytechnic Ibadan,

Ibadan Oyo State. Held at SKAAP CONSULT, Suite 202, Along Isheri

Riad, Beside FRSC, Berger, Lagos State. And that this report is

written by me in the best of the practical knowledge I gained during

the course of the training.

Supervisor Signature and Date.

[Departmental]
 APPROVAL PAGE

This is to certify that the research work, SIWES technical report,

on student industrial work experience by OBEMBE OLAYEMI
EMMANUEL submitted in partial fulfillment of the requirement
award of a National Diploma has been approved.
 ABSTRACT

SIWES has attracted studies from scholars in higher educational

systems in Nigeria due to the deficiency or lack of proficiency of

many graduates, mostly in the natural sciences. This shows that the

scheme has not been effective in ensuring impartation of practical

knowledge on students. Consequently, many employers of labour

view this challenge as one of the causes of unemployment, an

obstacle to achieving corporate goals and a serious obstacle to

national development. Although SIWES stakeholders have been

primarily indicted for its dysfunction, most especially, the

Government, and the management of tertiary institutions, but none

of such studies have compared SIWES in countries with a

developing society like Nigeria with the aim of identifying the

missing gap that needs to be filled to ensure students proficiency at

work after graduation. These include poor quality of education from

the elementary school to higher educational systems; short duration

apportioned to SIWES in the curriculum of tertiary institutions;

insufficient industries and closure of some of the few existing ones

due to unfavourable environmental factors; inadequate facilities in

existing few industries for effective practical training and poor

leadership of SIWES stakeholders. The study concluded that SIWES

in Nigeria can improve if these flaws could be effectively addressed.

Keyword: Review, SIWES.

 CHAPTER ONE

1.0 INTRODUCTION

Studies have shown the importance of quality education in

developed and developing countries (Coleman, 1990; Zamiralova,

Molchanov, Karpunina, Kvitkovskaya, Akhtyan & Bereza, 2019;

Serpa & Sa, 2019; Sota, 2019). One of such significances is hinged

on students’ proficiency or competency or employability in work

organisations after graduation (Kyunghwa & Heyjin, 2019; Kim,

2019; Sergeeva, 2019). Employability or proficiency has to do with

students’ subjective assessment of work-related preparation or self-

conception of securing work and its preservation (Cuyper, et al.,

2008; OkaySomerville and Scholarios, 2017, cited in Kim, 2019).

The ability to secure work in societies that lay much emphasis on

merit depends largely on skills and knowledge acquired in the

course of studentship. Skills and knowledge are considered essential

by employers of labour because it could impact positively on

production of goods and services, corporate goals, well-being of the

populace and societal development. The foregoing must have been

the main reasons why several rigorous stages of recruitment are

put in place for selecting applicants for employment in many

organisations. However, it may not be ideal to restrict the

discussion on this subject to the rigorous stages of workers

recruitment, ensuring impartation of quality education on students`

right from the elementary level to higher citadels of learning should

also be considered imperative. The quality of theoretical knowledge

imparted on students and practical training exposed to them in

industries, mostly those in the natural sciences, could equally

determine their employability (Bradley, 2012; Fitzgerald, 1992,

cited in Ming, et al., 2019). While theoretical knowledge is acquired

in academia, practical training is acquired in industries through

partnership between the industry and academia. Knowledge could

be regarded as the awareness of valuable information on a

particular subject of interest obtained by subscribing to teaching,

engaging private reading or study, observing how things are been

done as a lifestyle. It could equally be attained by engaging in

active practice either by the use of hands or tools, or observing the

routine of work mechanism under experienced tutors. So, in order

to achieve students employability after graduation, the combining

theoretical knowledge with practical training for students becomes

essential. Previous studies have shown that such combination has

become the priority of leadership in many developed nations

(Atchoarena, 1995), and it could be responsible for the high

proficiency and employability of their graduates in work

organisations. In such countries, imparting knowledge on students

in classroom may not be cumbersome due to the availability of well-

paid, competent, effective and efficient tutors (Sapril, et al.,2018),

up-to-date facilities or state-of-the-art-facilities. While the process

of imparting practical training in industries might not be intricate,

judging from the availability of industries, well remunerated

manpower, conducive environments, adequate equipment etc. In

many developing societies, studies have shown the contrary due to

several problems in educational and industrial sectors. In academia,

the prevailing poor remuneration and conditions of service for

faculty and staff, poor state-of-the-art facilities, poor funding of

education could hinders quality education (Nwafor, et al., 2008;

Adeyemi, 2011; Adewuyi & Okemkinde 2013; Omonijo,

Anyaegbunam, Nnatu, Uche, Adeleke & Okunlola, 2019). While in

industries, the poor level of economic development seemed to have

hindered industrial development, which is not only crucial for

students practical training but for employment of a life time (Onuba

& Okon, 2016). Besides, the poor conditions of service in most

industries, underemployment, out-sourcing of workers,

underpayment, lack of standard equipment, insufficient industries

etc. impartation of practical knowledge on students has become

difficult (Ejiogu-Okereke & Onu, 2007; Rasool, & Botha, 2011;

Omonijo, Oludayo, Eche, Uche & Ohunakin, 2015). In Nigeria, the

situation is not different but the importance of combining theoretical

knowledge with practical training in natural, social and behavioural

sciences is emphasized in the nation’s school curriculum and other

educational policies (Uyah, 2004; Ani, et al., 2006; Asikogu &

Okopu, 2008). This informed the introduction of the Students

Industrial Work Experience Scheme (SIWES) in tertiary institutions

(Uyah, 2004). Nevertheless, the successful implementation of

SIWES in producing proficient or employable graduates to bail the

nation out of its economic underdevelopment has been a major

challenge (Ifejika, et al.,2008; Wodi & Dokubo, 2009; Ukwueze,

2011; Akanmu, 2011; Sodipo, 2014; Adetiba, et al., 2012;

Mofesola, 2012; Ukwueze, 2011; Ojokuku, et al., 2015). The

contributions of these authors to the body of knowledge are

commended but it could be observed that none of them

endeavoured to compare SIWES in developed societies with

developing societies in order to identify the missing gaps that needs

to be filled. It is on this note that this study was conceived. Its

importance at this crucial stage of the Nigerian economy, where

innovative and competent manpower is needed for the attainment

of sustainable development cannot be disaffirmed. The study is

divided into three parts which include introduction; literature

review; summary and concluding remarks.

1.1 Student Industrial Work Experience Scheme (SIWES): A

Global Overview
The origin of industrial training could be traced to the advent of

industrial revolution which ushered in steam engines, power-driven

machines and a new system of production in Europe (Eurich 1985,

cited in Mafe, 2010). To function satisfactorily then, workers needed

to depart from their craft capabilities and embrace knowledge and

understanding which the new technologies offered in work-settings

via practical training. Therefore, the need prompted higher citadels

of learning to commence application of practical and technical

affairs (Eurich 1985, cited in Mafe, 2010) The concept thrived

between 1824 and 1830 extensively to warrant the creation of

technical and engineering courses. These courses were established

first at the Rensselaer Polytechnic Institute, USA, secondly at

Colombia University based on the new scientific curriculum that

necessitated the Greek or Latin, language inclusion (Mafe, 2010).

The effect of this concept as argued by Mafe, (2010) successfully

led to the spread or escalation of science, engineering and technical

education in several tertiary institutions in America and Europe,

towards the end of 19th century. The products of these institutions

were trained through systematic instruction with a body of

knowledge in engineering and science which was theoretical and

universal. Hence, they had broad ideas on fundamental knowledge

to the work-ability of various engineering systems but lacked an in

depth foundation on practical knowledge needed for effective

production in certain jobs. The gap between theoretical knowledge

and practical training was therefore noticed for bridging and it

necessitated science and engineering students complementing their

theoretical knowledge with practical training in industries so as to

become productive in their career after graduation. This prompted

the innovation that later took place in the 20th century with the

introduction of cooperative education through Herman Schneider,

the Dean, College of Engineering, University of Cincinnati (Eurich

1985, cited in Mafe 2010). Therefore, engineering students started

attending classes to acquire theoretical knowledge and also

engaged in trainings with the same duration in companies for

practical experiences. Although studies have shown some variations

in cooperative education in work-settings across the globe till date,

but it is still a striking fact that Schneider’s innovation of 1906

serves as the foundation for all training in science, engineering and

technology in developed nations such as North America and

Western Europe, with little impact in some developing countries

(Mafe, 2010).

1.2 Student Industrial Work Experience Scheme (SIWES): A

National Overview

In Nigeria, SIWES was introduced in 1973 to enable undergraduate

students in Science and engineering acquire practical skills needed

to function satisfactorily in work-settings. According to Mafe (2010),

industrial training commenced in the country due to the reliance of

companies or industries on technical proficiencies, for production

process and preservation of company resources. In practice, it

originated from the then Yaba Technical Institute, now Yaba College

of Technology. At that point, students were being sponsored by

various government owned institutions and other private firms. The

practice permitted students to return to work with their employers

during long vacations. Through this, students were having work-

related experience which they usually integrated with their learning

in classes (Uvah, 2004). The quality of education and the training

available in companies then must have been responsible for the

quality of graduates in organizations in those early days. However,

it could be observed that the quality of the Nigerian graduates

began to diminish afterwards due to the dearth of faculties to

impart quality education on students in tertiary institutions. As

military imperialists began to unleash terror on social critics, most

of which were faculty members, they decided to find greener

pastures abroad (Mahmood, 2017). To fill the vacuum, unqualified

faculty members’ were recruited into the academics (Ojedokun &

Aladejana, 2012). To worsen the situation, most of the expatriates

left Nigeria for their countries of origin; the vacuum created could

not be filled satisfactorily with the skills of fresh graduates from the

nation’s educational systems. Given this, multinational companies in

Nigeria such as Flour Mill Nigeria Plc, Bagco Plc, Nigerite, Nigerian
Breweries Plc, Unilever Nigeria Plc, Texaco Overseas (TO), Chevron

Nigeria Limited (CNL) established training schools: Also, Shell

Petroleum Intensive Training Programme was established in 1998

for technical skill acquisition through hands-on experience

1.3 Bodies Involve In The Management of SWIES

To ensure the success of SIWES, the following bodies were

mandated to oversee its activities by performing specific

functions stated under them (Folarin, 2012):

The Industrial Training Fund (ITF)

Industrial training fund is the agency created by the government to

provide logistics and resources necessary for the success of SIWES,

gather the list of companies and identify training available for

industrial attachment and circulate the same to tertiary institutions.

The ITF is also saddled with the responsibility of supervising SIWES

students, vetting and processing their log books and the returned

ITF form 8 for prompt payment of the students and staff

supervisory allowance. The agency is also in charge of organizing

orientation programmes for prospective I.T students, seminars and

biennial conference for SIWES personnel and the head of tertiary

institutions, and others (Folarin, 2012)

The Supervising Agencies

There are three SIWES supervising agencies in Nigeria, namely: the

NUC, NBTE and NCE. The NUC is in charge of universities while

NBTE and NCE are in charge of polytechnics and colleges of

education respectively. They are to ensure the establishment and

functioning of SIWES unit in all tertiary institutions, support the

appointment of engineers or scientists as coordinators or directors

of SIWES in tertiary institutions, vet and approve Master and

Placement Lists for onward transmission to the ITF. Moreover, they

are expected to monitor and review programmes of study eligible

for SIWES and ensure adequate funding of SIWES unit in each

tertiary institution (Folarin, 2012).

The Industries

The major function of the industries is to provide students with

opportunity to observe their industrial training and assign them to

relevant areas of on-the-job training with competent supervisors.

The Chief Executive Officers of industries are to ensure prompt

payment of student allowances, they also allow supervisors from

tertiary institutions and ITF to visit students on regular intervals. In

addition to the above, they are to make medical and transportation

facilities available for staff to students. They are expected to equally

ensure grading of students at the end of their industrial training as

indicated in the ITF form 8 and form C and apply the same

disciplinary measures available for staff to students (Folarin, 2012).

The Federal Government

Federal government is to ensure sufficient provision of funds for the

ITF to implement SIWES activities through the Ministry of

Commerce and Industry and to mandate government parastatals

and ministries, as well as private companies and commercial

ventures to provide placement for students to carry out their

industrial training. Moreover, Nigerian Government is saddled with

the responsibility of providing policies for SIWES activities and to

also guide and regulate those policies within the country (Folarin,

2012).

The Tertiary Institutions

Tertiary institutions ensure that a well-designed SIWES unit is

available, organization of orientation programmes for prospective

SIWES students through the ITF nearest to the institution, ensuring

that students who participated in SIWES defend their report at the

end of the scheme, supervising students on industrial attachment

thrice before the expiring of the six-month duration and signing

their logbooks, engaging a full-time coordinator to oversee SIWES

activities (Folarin, 2012).

Assessing the performance of students at the end of IT, ensuring

placement of students on industrial training, ensuring preparation

and submission of Master and Placement Lists to the appropriate

supervising agency, allocating credit loads to SIWES as directed by

the ITF and maintaining a separate account for SIWES activities

(Folarin, 2012).

The Students

Compulsory participation in orientation programmes organized by

his or her institution in conjunction with the IT before proceeding on

IT, be frequent at work all though the period of IT, except on

permission from the company’s supervisor and the SIWES

institution of learning, protection of employers property throughout

the duration, provision of self-accommodation throughout the IT

(Folarin, 2012).

Ensuring proper record of activities via their logbooks during the IT,

submission of the ITF form to the nearest ITF office to the company

where the student is observing the IT, ensuring full compliance with

the industries rules and regulations and submission of necessary

documents SIWES office at the end of IT (Folarin, 2012).

1.4 Synthesis of SIWES

Dwelling on the above analysis of SIWES in four selected countries,

it could be reasoned that the level of development in each country

has strongly affected SIWES. Apart from possessing the status of

the most developed nation globally, SIWES had been in existence

for a long period in America before its introduction in tertiary

institutions in other countries (American Department of Labour,

2012). Moreover, SIWES in the U.S places more emphasis on

students observing the real workers for a short time while the

normal time that ought to have been spent in classes are spent in

work-settings with normal remunerations, which has never been in

existence in Nigeria.

Furthermore, the hour spent on training by the student apprentice

is between 37 and 40 hours per week in addition to six hours

training per week in the class room. This as well is not comparable

with other nations, especially Nigeria, and it gives SIWES in

America an edge over SIWES in other countries sampled.

SIWES in Turkey is in three stages: (i) ‘Cirak’; (ii) ‘Kalfa’; and (iii)

‘Usta’, with specific guidelines for quality training in each of these

stages. This gives SIWES in Turkey an edge over SIWES in other

countries in this study, mostly in Nigeria where such stages do not

exist, but the German dual model has an edge over the Turkish

model in the following ways:

i. It offers efficient ways of producing graduates of value to be

engaged in high technological professions;

ii. It considers students as employees from the beginning and also

grant such students an opportunity to develop their abilities and be

integrated into the work force;

iii. It offers a strong collaboration between companies and

institutions of learning. As such various institutions have access to

the requirements of the companies, and

iv. It enables companies to get employees who are skillful not only

in the theoretical aspect but also in practical training. The practice

of pairing practical training with academic activities in class rooms

in Germany is also similar to that of America and it gives youths a

leg-up in industrial settings. Moreover, the engagement of students

in 3 to 4 days in a week and 1 or 2 days conversation at vocational

schools in a week is also very similar to the American style, but it

seems to be better than that of America. However, it should be

noted that the German system is very distinct in the sense that

students graduate with degrees, job experiences and profound

knowledge of their careers. Although, it could be observed that

SIWES has elaborate structures and agencies in Nigeria but it

appears ineffective and inefficient and may not be compared with

that of the USA, Turkey and Germany because developed countries

are highly industrialized hence, there are several industries for

students to undertake their industrial training. Also, studies have

shown that sophisticated machines are in existence in these

countries to practically train interns by highly competent and

well remunerated workers (Gillaspy, 2018; International Labour

Organization, 2019) but Nigeria is one of the under-developed

nations in the world (Adedeji, 2014) with low level of

industrialization. Besides, studies have shown that some of the

nation’s industries, most especially manufacturing companies have

closed down while some other companies have relocated to the

neighbouring countries due to several problems confronting national

development (Onuba & Okon, 2016). To make the situation worse

for students seeking places for their industrial training, most of the

existing companies have downsized (Onuba & Okon, (2016). It

therefore becomes difficult for many students to get placement for

industrial training.

The point of difference in SIWES between the above mentioned

countries and Nigeria could further be identified in the leadership.

While the leaders in the USA, Turkey and Germany seem to be

committed in empowering their youth for sustainable development,

Nigerian leaders are not innovative in their approach and actions

(Curristine, et al., 2007; Gberevbie, et al., 2017 cited in Omonijo,

Anyaegbunam, Nnatu, Uche, Adeleke & Okunlola, 2019; Yu-Hsia, et

al., 2019) towards youth empowerment and sustainable

development. Thus, it could be difficult to exonerate the leadership

of SIWES stakeholders from its ineffectiveness in producing

competent students for employment after graduation.

Moreover, the period set apart for industrial training in tertiary

institutions in Nigeria is too short as observed by Olugbenga,

(2009). Thus, among the countries sampled, the SIWES duration

in Nigeria is the shortest. Apart from the Covenant University that

engages her students in compulsory industrial training, irrespective

of discipline, for a period of two months during summer holiday, the

period attached to industrial training in other tertiary institutions

across Nigeria is not adequate to secure practical training needed to

function satisfactorily. In the case of Covenant University, students

on five-year programmes have the opportunity of embarking on two

months training for three years while students in four years

programmes have the opportunity of engaging in industrial training

for three years. However, it should be noted that Covenant

University’s Industrial Training Scheme (CUITS) is quite different

from the 6 weeks Students Work Experience Programme (SWEP)

and six months Students Industrial Work Experience Scheme

(SIWES) and it does not affect any of them. The time frame for

each of them in the academic calendar of the University has been

clearly specified. The duration, which is clearly different from other

institutions might have helped students in acquiring training before

graduation more than students from other institutions. This might

have been responsible for the ranking of Covenant University as the

first in her studies on employment in Nigeria and Nigerian

Universities by the Stutern, a Lagos-based startup and an online

platform that connects interns with employers with available

internship positions (Jones, 2016). And it may not be unconnected

with the poor raking of other tertiary institutions in the study

(Sodipo & Agboola, 2014).

1.5 Background Of Establishment

Golden Stone Limited was established in Unit to advice on capital

projects and liaise with external consultants, where necessary,

within the frame work of an approve master plan, the Unit prepares

development programs, and monitor and co-ordinates physical

development activities .

With its professional staff , the company reviews building stock and

infrastructural facilities to determine performance. For future

purpose and development, the company had adopted two types of

building. They are the Arts-type of building and the Science and

Technology type of buildings. The former accommodates facilities

such as Arts, Social Science, Business Administration, etc., while

the latter is structured to meet the needs of facilities such as

Science, Environmental Sciences. Engineering etc.

 CHAPTER 2

2.0 WORK EXPERIENCE DURING ATTACHMENT

I was introduced to my industrial based supervisor, and started with

a proposed buildings from the scratch which includes: site clearing,

setting out, excavation, laying of concrete foundation, setting of

blocks, the over-site concrete, plumbing works, and also the precast

slab cover for septic tank, rendering of the the building, and also

conducting Non-Destructive Testing using Pundit, Profoscope and

Smidth Hammer, learning Architectural Design using AutoCad,

Revit, and Lumion. My duty was to observe and report the weekly

construction and activities and work progress carried out on site,

and also to execute a brief inspection of the complaint with respect

to the building, from each department and report to the office for

further actions.
 CHAPTER THREE

3.0 INTRODUCTION TO SITE MATERIALS EQUIPMENTS AND

MACHINERIES.

In the process of my work experience program I was introduced to

various materials, equipment and machinery used in the

construction and development of a building.

MATERIALS

Example of materials used in the building construction are as

follows ;

Cement: This is a powdered substance that develops strong

adhesive properties when mixed with water. It is used in Block

Work, Plastering, Rendering and Concreting. The establishment of

Cement is achieved by burning a mixture of clay and chalk or

limestone in a kiln. A proportion of the raw materials in a definite

proportion are converted into a liquid state by grinding, mixing and

watering, termed Slurry. The slurry is then conveyed through a set

of pipes to rotary kiln which dry and burn the constituent in higher

temperature to form hard lumps.

This process changes the slurry to hard lumps called clinker, which

afterwards pass on through a conveyor belt to the grinding, small

quantity of gypsum of between 2 and 5% of the whole materials is

added to retard the setting time. Tests are usually carried out on

the finished product occasionally to ensure higher quality.

This process is mainly on Ordinary Portland Cement (OPC) used for

general purposes. There are other types of cement made for special

purposes, including Rapid Hardening Portland Cement (RHPC),

Sulphate Resisting Portland Cement And Low Heat Portland Cement,

Water Repellent Portland Cement, White Cement and so on.

Reinforcement: Reinforcement is provided in concrete structures

to enhance its tensile strength. Therefore in all structural elements,

the reinforcement is provided in the region of the element that will

be subjected to tension. Standard bar diameters~

6,8,10,12,16,20,25,32 and 40 mm.

Aggregates: This consist of sand, ground crushed stone, pebbles,

broken blocks and similar such materials. Aggregates may either be

light or heavy weight and also All-in-Aggregates. Aggregates must

be clean and inert in the presence of water.

Aggregates are of two types:

Fine aggregate; this should be clean, sharp and passes through the

sieve size of 4.5mm.

Coarse aggregates: aggregates which consist of largely of particles

over 5mm in diameter. This is usually gravel or crushed stones.

Mineral Fibre Felt: a waterproofing membrane consisting of a thin

fibrous mat of polyester or glass fibre saturated with bitumen or a

bitumen-polymer, it lies between the actual roof and the house and

the layer of protection from the element. It is always 36” wide and

they come in a rectangular shape, the mineral fibre felt was used

during the repair of roof slabs leakages, it was applied after the roof

slab has been primed, this was carried out by heating the primed

surface and the felt together with the aid of glass.

EQUIPMENT'S

The following are examples of various tools used in construction;

1. Tape

It consists of a flexible ribbon of plastic, fiber glass, or metal strip

with linear-measurement markings. This is used to measure

length, size, or distance.

2. Masonry Trowel

It is a hand tool used in brickwork, stonework, or plastering for

placing, leveling, shaping, and smoothing mortar or concrete.

They are available in various shapes and sizes depending upon

the work.

Floating Slab – Construction, Advantages, & Disadvantages

3. Head Pan

It is a round container, like a bowl used to transport construction

Materials

4. Plumb Bob

Plumb bob is a small weight with a pointed tip, hangs from a

string. This is one of the most important construction tools used

to check vertical alignment for civil works.

5. Hoe

It is a long-handled tool with a sharp metal blade used for

digging, mixing concrete ingredients, placing mortar/concrete in

head pan etc.

6. Wooden Float

This tool has a plane surface used to make concrete surface

smooth during plastering and finishing.

7. Spade

A long-handled tool consisting of a blade, stunted and less

curved than that of a shovel mainly used for digging purposes.

8. Concrete Mixer

This is a construction tool used to mix cement, sand, aggregates

and water manually and produce concrete.

9. Sand Screening Machine

It is used to sieve sand for use in construction work. Sand is

poured on the sieve or mesh which vibrates and separate fine

grain sand easily.

10. Drill

Drill machine is used to make a hole of circular cross-section in

solid materials like wood, steel, concrete, etc.

CONCRETING

This is generally referred to as casting. It is a process of working

with freshly mixed concrete especially the placing of concrete.

Before the establishment of the ground floor some procedures

where undertaken. Such procedures includes:

1. Material supply and storage: this is the receiving on site of the

basic materials namely cement, the fine and coarse aggregates and

storing them under satisfactory condition.

Cement is supplied in bags from and stored on racks to prevent

moisture penetration from the ground in a dry store free from

draught which can introduce moist air and cause air set of the

material. Cement should not be stored on the site for long period of

time on site; therefore provision should be made for rational use so

that the materials being used comes from older stocks.

Aggregates were stored in bays on a clean firm base to ensure that

foreign matter is not included when extracting materials from the

base of the stock pile.

Batching: Batching is the process of measuring concrete mix

ingredients either by volume or by mass and introducing them into

the mixture. Traditionally batching is done by volume but most

specifications require that batching be done by mass rather than

volume. Percentage of accuracy for measurement of concrete

materials as follows.
Mixing: The purpose of mixing is to coat the surfaces of Aggregate

particles with cement paste and to make it a uniform mass. The

quality of mixture depends on the accuracy of proportioning of the

materials and the method of mixing. The method of mixing was

carried out mechanically through the use of a Tilting Drum Concrete

mixer

Transportation: This involves the means of conveying concrete

from the point of mixing to the point of placement. The choice of

transportation depends on the size and complexity of the site,

weather condition and the height of the placement of the concrete.

The mode of transportation used was the manual method with the

use of head pans and labour. A mason`s ladder made of both

bamboo and timber was constructed to enhance vertical/inclined

movements.

Placing: Before the concrete was placed in the form-work, the

inside of the form-work is thoroughly cleaned and a release agent

(lubricant) was applied after the form-work was blown off of dust.

The concrete was placed at a reasonable height of not more than

1m so as to avoid the segregation of its component materials.

Compacting: The Compacting of freshly placed concrete is to make

it a unit mass by eliminating voids within it. The method and type of

compaction given to concrete depend on the nature of work. Poker

was used for the compacting of concrete during the pouring of

concrete.
Curing: After the placing and compacting of the concrete it is

allowed to sufficiently harden for a day then the curing process

come in which involves the prevention of the evaporation of

moisture in the concrete. The concrete was watered 7days with use

of a hose pipe connected to a tank. This was done to avoid

shrinkage of the concrete and cause a more permanent and durable

material produced. After 21 days the form-work are removed

completely to enhance the full setting of the reinforced concrete

floor. Hence, concreting was carried out on almost all the

construction work during my period of attachment

SETTING OUT

Refers to the act of measuring and marking out a full size plan of a

building or element of a building on a site. This is accomplished by

transferring the architectural details from paper to the ground.

 FOUNDATION WORKS

Foundation consist of firm strata to prevent differential settlement

of the structure and it provides stability to the structure. It transfers

the weight of the structure (live,dead and other loads) to the earth.

BLOCKWORK

The walling system was mostly carried out using sand-crete hollow

blocks. The sizes of blocks were used in respect to their functions.

The 6 inches blocks were used mostly for internal walls while the

9inches blocks were used in load bearing areas and external

walling. The bonding process used in the union of these block is

Stretcher Bond; which is when the stretcher faces of the blocks

appear on the front or rear elevation of the wall

LINTELS

Lintel is referred to as the beam above an opening in a building,

which supports the weight above it and transmits such weight of the

imposed materials to the vertical sides of the wall opening. The

lintel used for the opening in construction of fence was Precast

Reinforced Concrete Lintel that was constructed on site by using a

wooden mould while the cast in-situ lintel was used for the

construction of the new university hostel. The precast lintel was

transported and placed manually. One of the advantages of precast

lintel is that it quickens production.

GROUND BEAM

Ground beam is a beam of reinforced concrete at or near ground

level supporting a wall, and either resting directly on the ground or

transferring its load to piles or piers in the manner of a lintel.

 CHAPTER FOUR

4.0 PROBLEMS ENCOUNTERED DURING ATTACHMENT.

1. Access Road: The access road to the site is extremely poor

due to lack of drainage and constant passage of heavy vehicles such

as lorries and trailer.

2. Land Pollution: The soil and water of the land is polluted as

a result of oil spillage from trailers that were formerly abandoned on

the land.

3. Nature of soil: The area of the site appears to be water

logged thereby providing ponds of water in excavated trenches.

4. Site Accommodation: The site is a bit not conducive,

because of the non availability of lack of bed, mosquito nets, for

laborers to use, instead they sleep on plywood and cover

themselves with unhealthy cloths from harmful insects.

Summary and Concluding Remarks

Studies have shown a major concern for poor employability of the

Nigerian graduates, mostly in natural and social sciences. The

concern brought about the introduction of SIWES in tertiary

institutions to bridge the gap between theoretical and practical

training. In spite of this, the question of employability of Nigeria

graduates has not improved (Hind & Moss, 2011, cited in Asuquo &
Agboola, 2014). Most studies have traced the root of its inability to

improve to poor implementation of SIWES, among other things.

Upon this background, the study analyzed SIWES activities in four

selected countries, which include the United States of America,

Turkey, Germany and Nigeria, and also synthesized SIWES activities

and concluded that SIWES in Nigeria could improve if the issue of:

(i) poor quality of education; (ii) short duration of industrial

training; (iii) insufficient industries and closure of some of the few

existing ones; (iv) poor leadership of SIWES stakeholders could be

properly addressed.

My four months Industrial training at SKAAP Consult has been one

of the interesting, productive and educative experience of my life.

Through the training I gained insight and more comprehensive

understanding about the real industrial working condition and has

greatly improved my inter-personal skill. As a result of the

programme, I am more confident to build my future career which I

have already started at SKAAP Consult.

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