CHAPTER ONE

1.1 Introduction to SIWES

The Student Industrial Work Experience Scheme (SIWES) is a program established in
Nigeria to bridge the gap between theoretical knowledge acquired in higher education
institutions and practical industry experience. SIWES serves as an avenue for students to gain
hands-on training and exposure to real-world work environments related to their field of
study. This chapter provides an introduction to SIWES, its objectives, and its significance in
the Nigerian educational system.

1.2 Background of SIWES

SIWES was built up by the Industrial Training Fund (ITF) in 1973 to tackle the issue of
absence of satisfactory down to earth abilities preliminary for work in businesses by Nigerian
alumni of tertiary organizations. The student industrial training is the training programme
which forms part of the academic standards in the various degree programmes for all Nigeria
Tertiary Institutions. It seeks to bridge the gap existing between technology and other
professional education programmes in Nigerian Tertiary Institutions.

The student industrial work experience scheme (SIWES) is the skills training program,
which form part of the approved minimum academic standard in the various degree program
for all tertiary institution in Nigeria. It is the gap between practical aspect and theory aspect
of either engineering and science technology and other professional educational programs in
Nigerian tertiary institution.

The Scheme opens students to industry-based abilities important for a smooth progress
from the classroom to the work world. It bears students of tertiary organizations the chance to
acquaint with and open them to the required involvement in taking care of hardware and gear
which are generally not accessible in the instructive establishments.

Investment in SIWES has turned into a vital pre-condition for the honour of Diploma and
Degree declarations in particular trains in many foundations of higher learning in the nation,
as per the instruction approach of government. The administrators incorporate the ITF, the
planning offices (NUC, NCCE, and NBTE), bosses of work and the foundations. It is
intended to manage word related experience program including handy exercises directed
outside of the general classroom and in a genuine mechanical setup.

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 Understanding the vital part of specialized training, the Federal Government inspected
the activity and subsidizing of the plan and made it obligatory for students studying
specialized, instructive, building and connected science programs in organizations of higher
learning.

Under the Scheme, students on Degree program embrace a four months' modern work
understanding. As indicated by Evens (1971), one of the genuine favourable position of
administered encounter program is its flexibility to change through preparing; students can
know about the change technique, market and gear vital for a fruitful mechanical work
understanding.

1.3 Purpose of SIWES

The objective of student industrial work experience scheme (SIWES) is to enable every
student who passed through university or other institution to acquire a practical knowledge of
what he/she has learnt. Therefore, it is compulsory for every student to satisfy the
requirement in his/her academic pursuit.

1.4 Aims and Objective of SIWES

 To give a road to students in the college to get modern expertise and involvement in
their course of study.
 To get students ready for the work circumstance they are probably going to meet after
graduation.
 To open students to work strategies and methods in dealing with equipment and tools
that may not be accessible in the college/Institute.
 Give student a chance to apply their crossing over any barrier between Higher
Training and real practice.
 Make change from the college to the universe of work simpler and in this manner
upgrade students contact for later employment arrangement after graduation.
 Enrol and fortify employer' contribution in the whole instructive procedure of
planning college graduates for work in industry.

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 CHAPTER TWO

2.1 Brief History and Location of Establishment

SQI College of ICT is a technical community of the brightest young people in

Engineering and ICT. SQI is Soft Quest Incorporated and it has a training arm and a Solution
arm, where varieties of solutions (Software, Artificial Intelligence and Engineering solutions
are been built for various clients and interest persons). The training arm started from the quest
to make Africa a pool of tech talents and improve the lives of as many as SQI can reach. SQI
has [seen] provided a chance for as many people to take technical trainings in various field of
ICT and Engineering to become technically equipped for their future in work and leadership.
SQI have trained 5000+ offering 3000+ ranges of scholarships benefits in 12 years and
currently has its Alumni offering their expertise in top service organizations globally.

SQI College of ICT offers both National Diploma and Professional Certificate
programmes. Our campus is a living centre for innovation and creativity for sustainability.
We love showing students our campus and allowing them to see, hear and feel the excitement
that comes with being part of the Central community which is an atmosphere that is open-
minded, always exciting, and filled with academic excellence.

2.2 Organization Objectives and Scope

SQI objective is to widen access to vocational education and offer a credible alternative
to higher education, through the provision of relevant industry-specific employable skills.
SQI give competence-based skills that are driven by demands from industries and employers.
SQI principal responsibility is to the demands of the economy for technical knowledge and
skills in the field of Information & Communication Technology (ICT). SQI also envisage to
fulfil the following specific objectives:

1. Increase access to education at Post-Basic levels for all ages thus addressing the
‘JAMB bottleneck’ by increasing options and absorbing more youths into Higher
Education (HE), who may have otherwise been unable to secure admissions.
2. Be principally private sector driven, and readily responsive to labor market
demands.
3. Provide the necessary link between education, science, technology, innovation and
the labor market.

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 4. Use 21st Century technology to deliver up-to-date curricula and skills relevant to
the needs of employers in the labor market.
5. Develop learners’ capacity to think creatively, critically and transform knowledge
and skills into wealth and a broader economic base.
6. Train and ensure that students understand how their expertise fits into a
framework for improving the society and fulfilling national goals.
7. Economically empower the individual and community by increasing
employability.
8. Set new standards in design and delivery of competency and skills-based
Education and Training.
9. Contribute technology, capital, and industrial expertise through training, network,
and access to production equipment and know how.
10. Provide job opportunities through established linkages to industries and
recruitment agencies.

2.3 Organizational Structure

Fig. 2.1 SQI college of ICT organogram

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2.4 Units in the Establishment

There are various Courses/Units namely;

2.4.1 Digital Literacy

Digital literacy refers to an individual’s ability to find, evaluate and
compose clear information through writing and other media on various digital
platforms.
2.4.2 Software Engineering
Software engineering is a discipline that combines engineering and
computer science concepts in the development and maintenance of reliable,
usable and dependable software.
2.4.3 Hardware Engineering
Computer engineering is a branch of engineering that integrates several
fields of computer science and electronic engineering required to develop
computer hardware and software.
2.4.4 Accounting Applications
This course is designed to introduce learners to computerized
accounting. The course is primarily for those who would like to understand
more about the day-to-day inputting of their accounts on the computer.
2.4.5 Ethical Hacking
Just like a saying “To beat a hacker, you need to think like a hacker”.
The certified Ethnical Hacker program is the most desired information
security training program any information security professional will ever
want to be in.
2.4.6 AutoCAD
Computer-aided design (CAD) or computer-aided design and drafting
(CADD) is the use of computers (or workstation) to facilitate and accelerate
the design of engineering products.
2.4.7 UI/UX Design
The course focused on taking ideas and inspiration and transforming
them into usable designs that make a big impression. The “UI” stands for
“User interface.”

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 2.4.8 Digital Video Production
Video production is the process of producing video content for TV,
home video or the internet. In a world that leverages multimedia to effectively
communicate different messages to target audiences, video production stands
out as a major tool.
2.4.9 Motion Graphics & Animation
3D animation as the name explains is the process of generating three-
dimensional (X, Y, Z) moving images in a digital environment.
2.4.10 Networking
Computer Networking is the study of how computers can be connected
together to share data and other resources.
2.4.11 Digital Marketing
Digital marketing or internet marketing is the component of marketing
that utilizes the internet and online-based digital technologies such as desktop
computers, mobile phones and other digital media and platforms to promote
products and services.
2.4.12 Oracle Database Management
There is a high demand for professionals in the information technology
(IT) industry and oracle certifications are the hottest credentials in the
database world.
2.4.13 Python Programming
Python is one of the most successful programming languages of recent
years.
2.4.14 Android Programming
The course provides an introduction to android programming and
allows someone with a basic or no knowledge of programming to start
creating Android Applications.
2.5 Organization Target Groups

SQI provide credible alternative forms of education that will cater to the needs of:

i. School leavers who wish to acquire demonstrable practical skills to secure

employment or generate employment.
ii. Persons seeking career paths that do not need university degrees.
iii. Persons who have not studied for some time and desire to do so.
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 iv. Persons without time for full-time study but want to enhance their skills.
v. Persons wishing to go into self-employment.
vi. University graduates seeking employable skills and
vii. Adults seeking opportunities to re-skill themselves

2.6 Organization Mission

Making Africa a Tech Continent.

2.7 Organization Vision

Making Africa a Tech Continent.

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 CHAPTER THREE

3.1 Teaching Experience and Technology Demonstrations

My experience as a tutor during my SIWES and highlights the technologies I taught,

including React, Next, GraphQL, cPanel, Docker, Cloud Hosting, and DSA. As a student of
Pure and Applied Physics, I had the opportunity to bridge the gap between theory and
practical application by imparting industry-relevant skills to the students I mentored.

3.2 Teaching Methodology and Approach

As a tutor, my primary focus was on providing a hands-on and interactive learning

experience for the students. I firmly believed that practical exercises and demonstrations were
crucial in helping them grasp the concepts effectively. Through a combination of lectures,
coding sessions, and project assignments, I fostered an environment where students could
actively engage with the technologies and deepen their understanding.

3.3 Technologies Taught: React, Next, GraphQL, cPanel, Docker, Cloud Hosting, DSA

During the SIWES program, I had the privilege of teaching several cutting-edge
technologies to the students under my guidance. Let's explore each technology in detail:

3.3.1 React: Building Dynamic User Interfaces

React is a popular JavaScript library for building user interfaces. I introduced React's
core concepts, such as components, state management, and the virtual DOM, through
practical examples. Here's a code snippet that demonstrates the creation of a simple React
component:

Fig. 3.3.1 Code snippert of A React.js Component

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Through exercises and mini-projects, students learned to develop dynamic and responsive
user interfaces using React.

3.3.2 Next: Server-Side Rendering and Routing

Next.js, a framework built on top of React, provides server-side rendering and

powerful routing capabilities. I explained the benefits of server-side rendering and
demonstrated how to create routes using Next.js.

By teaching students to utilize Next.js, they gained hands-on experience in developing server-
rendered React applications with efficient routing.

3.3.3 GraphQL: Query Language for APIs

GraphQL, a modern query language for APIs, offers a flexible and efficient approach
to data fetching. To introduce GraphQL, I presented code examples and schema designs.
Here's a GraphQL query example:

Fig. 3.3.2 Code snippert of A GraphQl Query

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3.3.4 cPanel: Web Hosting Control Panel

cPanel is a widely used web hosting control panel that simplifies website
management. I familiarized students with cPanel's interface, showcasing its features such as
domain management, database administration, and file management.

Fig. 3.3.3 Interface Screenshot cPanel Dashboard

By guiding students through tasks like domain setup and database creation, they gained
proficiency in utilizing cPanel to deploy and manage web applications.

3.3.5 Docker: Containerization and Deployment

Docker, a containerization platform, revolutionizes application deployment by

providing a consistent and isolated environment. I introduced Dockerfile and docker-
compose examples to demonstrate container creation and orchestration.

Fig. 3.3.4 Code Snippert of a Doccker file

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Through practical exercises, students learned how to containerize their applications using
Docker and deploy them consistently across different environments.

3.3.6 Cloud Hosting: Scalable and Reliable Infrastructure

Cloud hosting offers scalable and reliable infrastructure for hosting applications. I
introduced students to popular cloud platforms such as AWS or Azure, showcasing their
features and services. Here's a sketch illustrating the architecture of a cloud-hosted
application:

Fig. 3.3.5 Sketch:Cloud Hosting Architecture

By guiding students through tasks like provisioning virtual machines, configuring load
balancers, and deploying applications, they gained a solid understanding of cloud hosting
principles and its benefits.

3.3.7 React Native

React Native is a popular JavaScript framework for building mobile applications that
can run on both iOS and Android platforms. It allows developers to write code once and
deploy it on multiple platforms, saving time and effort in the development process. React
Native utilizes the same principles and syntax as React, a widely-used JavaScript library for
building user interfaces. It enables developers to create native mobile apps using JavaScript,

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providing a bridge between JavaScript and the native platform APIs. This allows for the
creation of truly native experiences while leveraging the benefits of web development.

3.4 Personal Projects

I will highlight the personal projects I undertook during my SIWES program. These
projects provided an opportunity for me to apply the knowledge and skills acquired
throughout my training and demonstrate my proficiency in various technologies. Each project
showcased my ability to independently develop practical solutions and explore new areas of
interest.

3.4.1 Image Generator with React, Node.js, and OpenAI

The Image Generator project aimed to leverage the power of artificial intelligence to
dynamically generate realistic images based on user input. By utilizing React for the
frontend, Node.js for the backend, and OpenAI for image generation, I created an interactive
application that provided users with personalized and visually appealing images. This project
allowed me to showcase my skills in frontend development, backend integration, and
working with external APIs.

Fig. 3.4.1 Screenshot interface of Image generator (https://image-s.vercel.app)

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3.4.2 Fake API (JSON-Server) With Svelte and Node

The Fake API project involved the creation of a mock API using JSON-Server. This
project allowed me to simulate a backend server and develop frontend applications without
relying on a real backend. By defining endpoints, data structures, and API responses using
JSON, I was able to mimic the behavior of a real API. This project demonstrated my
understanding of RESTful APIs, data manipulation, and frontend-backend communication.

Fig. 3.4.2 Screenshot Interface of the JsonForge Site(https://jsonforge.vercel.app)

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 Fig. 3.4.3 Node Code snippert For creating Random Files

Fig. 3.4.4 Svelte Code snippert for Route config

3.4.3 Uni Converter with JavaScript

The Uni Converter project focused on developing a versatile tool for converting various
units of measurement. Implemented using JavaScript, this application provided users with the
ability to convert units such as length, weight, temperature, and more. By leveraging
JavaScript's mathematical operations and user input handling, I created an intuitive and

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flexible unit conversion solution. This project highlighted my proficiency in JavaScript and
problem-solving skills.

Fig. 3.4.5 Interface of a Javascript unit converter(https://seyiconverter.vercel.app)

3.4.4 Note App with React Native

The Note App project involved the development of a mobile application using React
Native. This application allowed users to create, edit, and organize notes, providing a
convenient platform for capturing and managing information. By leveraging React Native's
cross-platform capabilities, I created an app that seamlessly ran on both iOS and Android
devices. This project showcased my ability to develop mobile applications with a focus on
user experience and interface design.

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 Fig. 3.4.6 Code snippert and Interface of the Note App

3.4.5 Calculator with JavaScript

The Calculator project aimed to create a functional calculator using JavaScript. By

implementing the necessary mathematical operations, user interface components, and event
handling, I developed a calculator that could perform basic arithmetic calculations. This
project showcased my understanding of JavaScript's core concepts and ability to create
interactive applications.

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 Fig. 3.4.7 Interface of a calculator (https://seyical.vercel.app)

3.4.6 Word Counter with React Native

The Word Counter project involved the development of a word counting tool using
React Native. This application allowed users to input text and receive real-time word and
character counts. By leveraging React Native's text handling capabilities and state
management, I created an efficient and user-friendly word counter. This project demonstrated
my proficiency in React Native and my ability to create practical utility tools.

I have presented the personal projects I undertook during my SIWES program. These
projects allowed me to showcase my individual contributions, technical skills, and problem-
solving abilities. By working on these projects, I gained hands-on experience and further
solidified my passion for IT and software development.

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 Fig. 3.4.8 Code snippert and Interface(https://wordcount-eight.vercel.app)

Fig. 3.4.9 Logic code snippert of the word Counter(https://wordcount-eight.vercel.app)

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 CHAPTER FOUR

CONCLUSION

The training I achieved during my 6 months internship program cannot be over

emphasized. The training exposed me to industry-based skills necessary for a smooth
transition from classroom to the world of work.

This industrial training has afforded me the basic practical and theoretical knowledge
that I may not have gotten from the lecture room. It also gave me the opportunity to undergo
industrial work processes that will ensure I will be easily absorbed into the corporate world
on graduation.
RECOMMENDATIONS
1. Students should be allowed a few days off during their SIWES training programme.
2. There should be an Insurance Scheme for the Student undertaking Industrial Training
Program in case of accident at work this will encourage their employers to fully expose
the students to all Section of their organization and make them participate fully in the
organizational activities just like their fully employed counterparts.
3. Students should be encouraged to undertake the SIWES programme in company that is
related to their course of study.

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 REFERENCES
 https://edu.sqi.ng/
 https://www.aziza.com.ng/industrial-training-fund-itf-nigeria/ MARCH 6, 2017, ITF
NIGERIA
 quora.com/What-are-the-top-10-websites-that-a-physics-student-must-visit
 https://www.allaboutcircuits.com/
 https://physicsclassroom.com/
 https://react.dev/

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