A TECHNICAL REPORT

ON

STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

HELD AT

LAUTECH ICT
LAUTECH, P.M.B. 40000, OGBOMOSHO, OYO STATE, NIGERIA
BY

IGE PAUL ADEKUNLE

(MATRIC NO: 201943)

SUBMITTED TO

DEPARTMENT OF CYBER SECURITY SCIENCE

FACULTY OF COMPUTING AND INFORMATICS
LADOKE AKINTOLA UNIVERSITY OF TECHNOLOGY,
OGBOMOSO, NIGERIA
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD
OF THE DEGREE OF BACHELOR OF TECHNOLOGY (B. TECH) IN CYBER
SECURITY SCIENCE
 DECLARATION
I, IGE PAUL ADEKUNLE, with matriculation number 201943 hereby declare that I undergo five 19
weeks of Industrial Training Programme at ICT LADOKE AKINTOLA UNIVERSITY OF
TECHNOLOGY, OGBOMOSHO, OYO STATE and that this report is written by me to the

best of the practical knowledge I gained during the course of the training programme.

------------------------------------------------- ---------------------------------------
SIGNATURE DATE

------------------------------------------------- ---------------------------------------
SUPERVISOR SIGNATURE DATE
 DEDICATION
I dedicate this report to God who gave me the grace and strength to finish my SIWES program
successfully and also for providing all the necessary resources.
 ACKNOWLEDGEMENT
With the right motivation, inspiration, encouragement and guidance anything and anyone can be
successful. I gratefully acknowledge the understanding, guidance and love from my

supervisor Mr Ajibade. I pay my deep sense of gratitude to Professor Olabiyisi, and also Mr. James

for their help, support and grace concerning my internshipplacement. God bless you all exceedingly.
 TABLE OF CONTENT
DECLARATION
DEDICATION
ACKNOWLEDGEMENT
CHAPTER ONE: Brief History of Students Industrial Work Experience Scheme
1:1 About Students Industrial Work Experience Scheme
1:2 Objectives of SIWES
1.3 Duration Of Attachment For SIWES
CHAPTER TWO: Description of the establishment of attachment.
2.0 Location and brief history of establishment
2.1 Objectives of establishment
2.2 Departments/units in the establishment and their functions
CHAPTER THREE: Work Experience
3.0 Department I Worked In
3.1 Networking
3.2 Network Topology
3.3 Transmission Media
3.4 Network Equipment
3.5 IP Addressing
3.6 Troubleshooting skills
CHAPTER FOUR: Summary Of Attachment Activities
4.1 Feedbacks On The Program
4.2 Suggestions For Improvement Of The Scheme
CONCLUSION
REFERENCES
 CHAPTER ONE
1.0 BRIEF HISTORY OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME
(SIWES)
At the early stages of the development of education in Nigeria, there was a problem of the gap between
theory and practical skills of students. Therefore, there was a need to give students the opportunity to
get real work experience. The Student Industrial WorkExperience Scheme (SIWES) introduction,
initiation and design was done by the Industrial Training Fund (I.T.F.) in 1973 to acquaint students
with the skills of handling employer's equipment and machinery. The Industrial Training Fund (I.T.F)
solely funded the scheme during its formative years. However, due to financial constraints, the fund
withdrew from the scheme in 1978. The Federal Government, noting the significance of the skills
training handed the management of the scheme to both the National Universities Commission (N.U.C)
and the National Board for Technical Education (N.B.T.E) in 1979. The management and
implementation of the scheme was however reverted to the I.T.F by the Federal Government in
November, 1984 and the administration was effectively taken over by the Industrial Training Fund in
July 1985, with the funding solely borne by the Federal Government.

1.1 ABOUT STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME

The Students Industrial Work Experience Scheme (SIWES) is a skills training programme designed to
expose and prepare students of universities and other tertiary institutions for the Industrial Work
situation they are likely to meet after graduation. Consequently, the SIWES programme is a
compulsory graduation requirement for all Nigerian university students offering certain courses.

The scheme is aimed at bridging the existing gap between theory and practice of Sciences,
Agriculture, Medical Sciences (including Nursing), Engineering and Technology, Management, and
Information and Communication Technology and other professional educational programmes in the
Nigerian tertiary institutions.

Prior to establishing the Scheme, industrialists and other employers of labour felt concerned
that graduates of Nigeria Universities were deficient in practical background studies preparatory for
employment in Industries and other organizations. The employers thus concluded that the theoretical
education being received in our higher institutions was not responsive to the needs of the employers of
labour. The scheme is a tripartite programme involving the students, the universities and the employers
of labour. It is funded by the Federal Government and jointly coordinated by the Industrial Training
Fund (ITF)and the National Universities Commission (NUC).

1.2 OBJECTIVES OF SIWES

1. To provide students with relevant practical experience.

2. To satisfy accreditation requirements set by the Nigerian Universities Commission (NUC)

3. To familiarize students with typical environments in which they are likely to function professionally
after graduation.

4. To provide student an opportunity to see the real world of their discipline and consequently bridge
the gap between the University work and actual practice.

5. To enhance students contact for future employment

6. To provide access to equipment and other facilities that would not normally be available in the
University workshop

7. To solve, the problem of inadequate practical skills, preparatory for employment in industries by
Nigerian graduates of tertiary institution.

8. To promote and encourage the acquisition of skills in industry and commerce, with a view of
generating a pool of indigenous trained manpower sufficient to meet the needs of the economy.

1.3 DURATION OF ATTACHMENT FOR SIWES

The minimum duration for SIWES should normally be 24 weeks (6 months) at a stretch. The period is
longer for engineering and technology programmes. The ITF will not pay for any attachment period

that is less than 24 weeks. In most institutions, SIWES is done at the end of the 2nd semester

examination of either 300, 400 or 500 level. The time and duration will have to be worked out jointly
by each school and the directorate and the ITF.
 CHAPTER TWO

DESCRIPTION OF THE ESTABLISHMENT OF ATTACHMENT

2.0 LOCATION AND BRIEF HISTORY OF ESTABLISHMENT

ICT centre at LAUTECH was established to support the teaching, learning, research and administrative
activities of the university through the use of technology. The centre was established in 2001 under the

university's central administration.

The initial focus of the ICT centre was to provide basic computer training and internet connectivity to
the university communities. However, over the years, the centre has grown and added to it's services to
include the provision of advanced computing faculties, software developments, networking services,
eLearning and other ICT related services. ICT centre is equipped with modern computing facilities,
including highspeed internet connectivity , computer laboratories, multimedia facilities, and a data
centre. The centre has also developed several software applications like the Lautech CBT platform and
the student portal, to support the academic and the administrative activities of the university.

The centre was renamed the LAUTECH ICT Centre of Excellence in recognition of its solutions to the
development of ICT in the university and the wider community. The centre has continued to maintain a

pivotal role in the development of ICT in the university and has been fundamental in advancing
research, innovation and entrepreneurship in the field of technology.

2.1 OBJECTIVES OF ESTABLISHMENT

The following are the objectives of the establishment:

1. To provide quality internet service to both members of staff and students of the institution.

2. To make research easy for members of staff and students.

3. To ensure adequate interaction between lecturers and students through online teaching and forums.

4. To also provide wireless dimension to ensure location flexibility to all the university community.

5. To provide security through installation and monitoring of surveillance cameras.

2.2 UNITS IN THE ESTABLISHMENT AND THEIR FUNCTIONS

Following units exist in NOC:

 Network Administration Department

This department is saddled with the responsibility of designing the entire network; provide network
service to clients of data, voice and video. Staff in this unit includes network engineers and system
analysts.

 Programming Department

The programming department is tasked with the development and maintenance of software
applications, ensuring their functionality and efficiency. This department plays a crucial role in creating
solutions tailored to meet the organization's needs and requirements. Staff in this unit includes software
engineers, programmers, and quality assurance analysts.

 Technical Department

The technical department carries out all forms of technical activities which include amongst other
things; uninterrupted power supply to the unit, mounting of radios on mast and site inspection of where

installations can be carried out. Staff in this unit includes technical officers, riggers and students on IT.
 CHAPTER THREE

WORK EXPERIENCE

3.0 DEPARTMENT I WORKED IN

I worked with the Networking Department during my 19 weeks of Industrial training. Working in the
Networking Department has been an enriching experience that has allowed me to delve deep into the

intricacies of network design and administration. From configuring routers and switches to
troubleshooting connectivity issues, every day presents new challenges and opportunities for learning.
I've had the privilege of collaborating with skilled network engineers and system analysts, honing my
technical skills while contributing to the seamless functioning of the organization's network
infrastructure. Whether it's ensuring data, voice, and video services are delivered efficiently or

implementing security measures to safeguard against potential threats, my role in the Networking
Department has been both fulfilling and enlightening.

3.1 NETWORKING

Network are component involve in connecting computer and application across small and large
distance. Each computer on the network has access to the files and peripheral

device (such as printers or modems) on all the other computers on the network.

3.2 NETWORK TOPOLOGY

Common topology found in networking includes mesh topology star topology, bus topology, ring
topology, and others. Network topology refers to the layout of the transmission medium and

devices on a network. Topologies use either a point to point or multipoint connection scheme.

A connection scheme indicates how many devices are connected to a transmission media segment or an
individual cable. An example of point-to-point connection scheme is a modem/ printer

connected to computer, direct cable connection between two computers. An example of a multi point
connection scheme is a star or bus topology network.
Star Topology

This is a local area network topology where all the nodes are connected individually to a central
connecting device called a hub or switch. Signals travel from the nodes to the hub which then sends
signals to other nodes on the network. A star topology network is scale able –i.e. it can

be design and redesign easily.

Bus Topology

A LAN topology where each node is connected to a single main bus cable, is transmits data to all the
nodes on the network. The bus is actually a series of cable segments running from one node to the
other. Break or faulty piece of cable anywhere on the segment prevents all the computers on the
segment from being able to communicate.

Mesh Topology

This is a network topology where every node on the network has a separate wire connecting it to every
other node on the network. It provides each device with a point-to-point connection to every other
device in the network. This type of network has a high fault tolerance because failure of one node does
not affect data transmission between other nodes.

At NOC the topology adopted is the mesh topology.

3.3 TRANSMISSION MEDIA

• Wired media

• Wireless media

Wired Media

These are media which require the use of wires, lines and cables to transmit communication signals.
During my industrial training at NOC, I encountered majorly three different types of wired network
media namely:

Coaxial cable

A coaxial cable is an alternative for protecting data from noise. Coaxial cables do not produce external
electric and magnetic fields and are not affected by them. This makes them ideally suited, although
more expensive, for transmitting signals.
Wireless Media

To fully explore the wireless added dimension, Communication system designers have sought to use
wireless media to reduce infrastructure cost and complexity, when compared to wired communication
systems. There is no need to construct miles of telephone line poles or cable

trenches. During my stay at NOC I was able to interact with the following devices:

3.4 NETWORK EQUIPMENT

Ethernet Radio

Is a device that sends and receive packets from one network to the other.
Router

A router is a device that forwards data packets between computer networks, creating an overlay
internetwork. A router is connected to two or more data lines from different networks. When a data
packet comes in one of the lines, the router reads the address information in the packet to determine its
ultimate destination. Then, using information in its routing table or routing policy, it directs the packet
to the next network on its journey.

Switch

A network switch is a computer networking device that connects network segments or network devices.
It serves mainly for extension.

Antenna

It’s a device that aid and enhances the signal strength and quality. Antennas are not used alone; it is
always attached to something mostly to an antennas. An antenna is of two types in terms of direction

Directional and Omni-directional. Directional beams signal in one direction while Omni- directional
beams signals in all direction. Antennas are better propagated horizontally.

3.5 IP ADDRESSING

An IP address is a unique identifier that is assigned to a host on a network. It is also a unique identifier
for a host or a node on a network.

We have IPv4 and IPv6. The most used being IPv4 (with 32bits).
Functions of IP Addressing

• For location of a device on the network

• It is assigned to allow hosts on one network to communicate tohosts on another network

• IPv4 address is 32 bits divided in to four octets or bytes using dot ’.’

Classes of IPv4 Addresses

IPv4 which is 32bits has class ranges from class A-E

Class A

This Class address can only be between 0 and 127. All 0’s reserved for default route and ‘127’ is
reserved for trouble shooting –loop back, therefore in reality Class A valid address range that can be
assigned to host on a network is 10-126

Class B

Class B address can only be between 172 – 191

Class C

Class address can only be between 192 – 223

Class A-C is used for uncast.

Class D and E

Class D (224-239) used for multicasting

Class E (240-255) for research purposes

Broadcast Address

This is the address used to send data to all hosts on a broadcast domain. When all the host bits are on
(‘1’) this is a broadcast address for all hosts 255 are reserved for sending broadcast message.

Sub-netting

The basic function of sub-netting is to define the class boundary. To create subnets you take bits from
the host portion of the IP address and reserve them to define the subnet address.
Subnet Mask

The subnet mask for class A ranges from 255.0.0.0

The subnet mask for class B ranges from 255.255.0.0

The subnet mask for class C ranges from 255.255.255.0

The first octet determines the class.

The ‘255’ above represent the network portion and the zeros represent the host portion.

Private IP address ranges

The ranges and the amount of usable IP's are as follows:

10.0.0.0 - 10.255.255.255

Addresses: 16,777,216

172.16.0.0 - 172.31.255.255

Addresses: 1, 048, 5

3.6 TROUBLESHOOTING SKILLS

Troubleshooting is the process of finding problems and solving them. Should a client unable to browse
or unable to make calls via the IP phone, the check begins with the cable being used if client is
connected via LAN cable, this is done using the LAN-cable tester, check the face

plates to know if it is working, check the patched panel and switches on the distribution rack where
they are kept. Ping the systems Ethernet port, ping the server etc.
 CHAPTER FOUR

4.0 SUMMARY OF ATTACHMENT ACTIVITIES

The gains of this exercise are immense; that it was worth the while is grossly an understatement. Being
accorded another opportunity in life to be exposed to the rudiments of work places outside the class
room teaching is an experience of a life time.

Furthermore, the exposure to practical tools, software and hardware had engendered better
understanding of lessons thought in the class room and charted a course for career development in
networking.

4.1 FEEDBACKS ON THE PROGRAM

During my internship, I observed both positive aspects and areas for improvement in the program:

Positive

1. The program was eventful and productive, providing interns with valuable learning opportunities.

2. It was easy to locate the ITF office, facilitating administrative processes.

Negative

1. Some interns faced challenges in securing placements, suggesting a need for improved assistance in
this regard.

2. There were instances where interns were deployed to departments unrelated to their discipline,
indicating a need for better alignment between interns' skills and departmental requirements.

3. While there is sufficient awareness about the program, there may be room for enhancing support
mechanisms for interns.

4.2 SUGGESTIONS FOR IMPROVEMENT OF THE SCHEME

Based on the feedback received and my personal observations, I recommend the following
enhancements to the internship program:

1. Strengthen efforts to assist students in securing placements by providing resources and guidance on
available companies for internships.
2. Ensure better alignment between interns' skills and departmental requirements to optimize learning
outcomes.

3. Encourage regular visits from school supervisors to monitor intern’s progress and provide guidance
and support as needed.

4. Maintain and enhance existing support systems to empower students and facilitate their professional
growth.
 CONCLUSION

Undertaking my internship at ICT Lautech Ogbomosho has been a transformative experience that has
enriched my knowledge and skills in the field of networking and information technology. Over the
course of five months, I have gained invaluable insights and practical experience that have not only
enhanced my academic pursuits but also my personal and professional development.

Working at ICT Lautech Ogbomosho has provided me with a platform to apply theoretical knowledge
to real-world scenarios, particularly in areas such as optic fiber technology, crimpling tools, and IP
addresses. Through hands-on experience and mentorship from industry professionals, I have deepened
my understanding of networking principles and their applications in various settings. Academically,
this internship has propelled my growth in programming and technical proficiency. Socially, it has
honed my communication skills and taught me the importance of effective collaboration and teamwork.

Financially, it has instilled in me a sense of responsibility and budgeting, contributing to my overall

financial literacy. I am grateful for the opportunities and challenges presented during this internship,
which have shaped me into a more competent and adaptable individual. It has been a privilege to work
alongside dedicated professionals and to contribute to meaningful projects within the organization.
 REFERENCE

Textbooks

Goleniewski, L. (2006) Telecommunications Essentials, Addison Wesley Professional.

Kurose, J.F. and K.W. Ross (2003) Computer Networking: A Top Down Approach Featuring
the Internet, Addison Wesley.

Mir, N.F. (2006) Computer and Communication Networks, Prentice Hall.

Ogletree, T.W. and M.E. Soper (2006) Upgrading and Repairing Networks, Que.

Spurgeon, Charles E. (2000) Ethernet: The Definitive Guide, O'Reilly Media, Inc.

Tanenbaum, A.S. (2002) Computer Networks, Prentice Hall.

Online Articles

 Aims and Objectives of SIWES in Nigeria

legit.ng/1143857-aims-objectives-siwes-nigeria.html

 SIWES Introduction

siwesbeginner.com/siwes-introduction/

 About Lautech ICT

https://lict.lautech.edu.ng/about

 Linux Networking Cookbook (2007) C. Schroder

https://proquestcombo.safaribooksonline.com/book/networking/linu

x/9780596102487

 Advanced Linux Networking (2002) R. Smith

https://proquestcombo.safaribooksonline.com/book/networking/linu

x/0201774232