CHAPTER ONE

INTRODUCTION
1.1: Background of SIWES
The students’ Industrial Work Experience Scheme (SIWES) was established
in 1973/1974 session. Prior to the establishment of the scheme, there was a
growing concern among our industrialists that graduates of our institutions of
higher learning lacked adequate practical background studies preparatory for
employment in the Industries. It is against this background that the rationale for
initiating and designing the scheme was hinged. Consequently, the scheme affords
students the opportunity of familiarizing and exposing themselves to the needed
experience in handling equipment and machinery that are usually not available in
their institutions.
The growing concern among our industrialists that graduates of our
institutions of Higher learning lack adequate practical background studies
preparatory for employment in industries, led to the formation of Students
Industrial Work Experience Scheme (SIWES) by ITF in 1993/1994. (Information
and Guideline for SIWES 2002) ITF has as one of its key functions; (1) to work as
cooperative entity with industry and commerce where students in institutions of
higher learning can undertake mid-career work experience attachment in industries
which are compatible with students area of study (Okorie 2002, in Asikadi 2003).
The scheme was designed to expose students to industrial environment and enable
them to development and enable them develop occupational competencies so that
they can readily contribute their quota to national economic and technological
development after graduation. The Scheme also enables students to acquire
knowledge, skill and experience to perform jobs in their respected fields.

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1.2 Aims and objectives of SIWES
The objective of SIWES among others include to: provide an avenue for
students in institutions of higher learning to acquire industrial skills and experience
in their approved course of study; Prepare students for the industrial work s
situation which they are likely to meet after graduation. Expose students to work
methods and techniques in handling equipment and machinery in their institutions.
Provide students with an opportunity to apply their knowledge in real work
situation thereby bridging the gap between theory and practices.
Enlist and strengthen employers’ involvement in the entire education process
and prepare students for employment in industry and commerce (Information and
Guideline for SIWES 2002).
1.3 Importance of SIWES
1. It provides students with an opportunity to apply their theoretical knowledge
in real life situations.
2. It exposes students to more practical work methods and techniques.
3. It strengthens links between the employers, universities and industrial
training fund (ITF)
4. It also prepares the students for the labour market after graduation
1.4 Benefits of the SIWES
Numerous benefits that the students acquired. This includes:
1. It helps students to have quick ideas, Concept over training.
2. It makes students focus their future prosperity on a certain item on their
practical.
3. Practical are enforced and gives application on industrial assignment and
student are increasing the productivity and motivation.
1.5 History and Development of ITF (Place of attachment)

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 Established in 1971, the Industrial Training Fund has operated consistently
and painstakingly within the context of its enabling laws, i.e. Decree 47 of 1971.
The objective for which the Fund was established has been pursued vigorously and
efficaciously. In the three decades of its existence, the ITF has not only raised
training consciousness in the economy, but has also helped in generating a corps of
skilled indigenous manpower which has been manning and managing various
sectors of the national economy.
Over the years, pursuant to its statutory responsibility, the ITF has expanded
its structures, developed training programme, reviewed its strategies, operations
and services in order to meet the expanding, and changing demands for skilled
manpower in the economy. Beginning as a Parastatal “B” in 1971, headed by a
Director, the ITF became a Parastatal “A” in 1981, with a Director-General as the
Chief Executive under the aegis of the Ministry of Industry. The Fund has a 13
member Governing Council and operates with 6 Departments and 3 Units at the
Headquarters, 27 Area Offices, 2 Skills Training Centres, and a Centre for
Industrial Training Excellence.
1.6 Mission Statement of the ITF
The provision of Decree 47 of 8th October, 1971 empowers the ITF to "promote
and encourage the acquisition of skills in industry and commerce with a view to
generating a pool of indigenous trained manpower sufficient to meet the needs of
the Nigerian economy".

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 CHAPTER TWO
2.1 BRIEF HISTORY OF YOLA SOUTH LOCAL GOVERNMENT AREA
YOLA SOUTH is a town and Local Government Area of Adamawa State,
Nigeria.
Yola South LGA is a town and also the administrative centre of the local
government area, and the area council is made up of several. Adamawa Local
Government Area has a postal code of 640 and it comprises of the incumbent
Executive Chairman and the Councilors that represents the 11 wards in the LGA.
The towns, villages and clans are under the jurisdiction of the administrative
council which is the Chairman and his elects and they are responsible for the
economic and social development in the towns at the lowest level.

2.2 BRIEF HISTORY OF SHAGARI DIVISIONAL POLICE STATION

Shagari Divisional Police Station was commissioned on April 1987 by the by Boni
Haruna through Lamido of Adamawa Dr. Barkindo Aliyu Mustafa. Before the
commissioning of the police station, police officers were posted into the station in
August 15, 1987 the police station was made for the local government and it was
called Shagari Divisional Police Headquarters, Yola South Local Government
Area.
The Police division in Yola South local government area is one of the oldest Police
station in Adamawa State since 1976 when GONGOLA state was created.

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2.3 ORGANIZATIONAL CHART OF SHAGARI POLICE STATION

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 CHAPTER THREE

MAJOR WORK EXPERIENCE

3.1 SOME EXPERIENCE GAINED DURING SIWES

We were taught that when someone arrived to the police station with a suspect,
first of all you are to ask the complaint to explain what happened in details, after
hearing the complaint now the suspect what happened. Then the investigator will
find the result.

Homicide: homicide can be defined as a killing of person by another person and it

may be lawful or unlawful, felonies or non-felonies. So if the offender intended to
cause the death of the person killed or that or some other person he committed
homicide.

Mischief and Deformation of Character: this is a harm or damage especially

disarrangement or order, mischief or damage of property and property which are
not you know which you damage a property to someone, you have committed a
mischief.

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Assault: in a simple words assault s a physical wrong doing to someone which will
disturb his attention. If you commit a wrong doing to somebody without his
consent is called assault.

Pistol A-K 47 Riffle

Case diary: case diary is a file or is a content for preservation of fault and
document relating to a case for treating reference by an investigator. After
investigating all case, any information taking from both parties (complaint and
suspect) will be written down into the case diary for further needs.

Tyre burning

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3.2 MAJOR EXPERIENCE GAINED DURING SIWES

HANDCUFFS

Handcuffs are restraint devices designed to secure an individual's wrists in

proximity to each other after being arrested or detained by police. They comprise
two parts, linked together by a chain, a hinge, or rigid bar. Each half has a rotating
arm which engages with a ratchet that prevents it from being opened once closed
around a person's wrist. Without the key, the handcuffs cannot be removed, and the
handcuffed person cannot move his or her wrists more than a few centimetres or
inches apart, making many tasks difficult or impossible. They are frequently used
worldwide to prevent suspected criminals from escaping from police custody.

Metal handcuffs

There are three main types of contemporary metal handcuffs: chain (cuffs are held
together by a short chain), hinged (since hinged handcuffs permit less movement
than a chain cuff, they are generally considered to be more secure), and rigid solid
bar handcuffs. While bulkier to carry, rigid handcuffs permit several variations in
cuffing. Hiatts Speedcuffs are rigid handcuffs used by most police forces in the
United Kingdom. In the United States, ASP, Inc. is one of the largest suppliers
of rigid handcuffs to police forces. Both rigid and hinged cuffs can be used one-

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handed to apply pain-compliance/control techniques that are not workable with the
chain type of cuff. Various accessories are available to improve the security or
increase the rigidity of handcuffs, including boxes that fit over the chain or hinge
and can themselves be locked with a padlock.

Scissors

In 1933 the Royal Canadian Mounted Police used a type called "Mitten Handcuffs"
to prevent criminals from being able to grab an object like the officer's gun. While
used by some in law enforcement it was never popular.

Ruler

Handcuffs may be manufactured from various metals, including carbon

steel, stainless steel and aluminium, or from synthetic polymers.

Sometimes two pairs of handcuffs are needed to restrain a person with an

exceptionally large waistline because the hands cannot be brought close enough
together; in this case, one cuff on one pair of handcuffs is handcuffed to one of the

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cuffs on the other pair, and then the remaining open handcuff on each pair is
applied to the person's wrists. Oversized handcuffs are available from a number of
manufacturers.

The National Museum of Australia has a number of handcuffs in its collection

dating from the late 19th and early 20th centuries. These include'T'-type 'Come
Along', 'D'-type and 'Figure-8' handcuffs.

batton

Plastic handcuffs

Plastic restraints, known as wrist ties, riot cuffs, plasticuffs, flexicuffs, flex-cuffs,
tri-fold cuffs, zapstraps, zipcuffs, or zip-strips, are lightweight, disposable plastic
strips resembling electrical cable ties. They can be carried in large quantities
by soldiers and police and are therefore well-suited for situations where many may
be needed, such as during large-scale protests and riots. In recent
years, airlines have begun to carry plastic handcuffs as a way to restrain disruptive
passengers. Disposable restraints could be considered to be cost-inefficient; they
cannot be loosened, and must be cut off to permit a restrained subject to be
fingerprinted, or to attend to bodily functions. It is not unheard of for a single

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subject to receive five or more sets of disposable restraints in his or her first few
hours in custody.

However, aforementioned usage means that cheap handcuffs are available in

situations where steel ones would normally lie unused for long times. Recent
products have been introduced that serve to address this concern, including
disposable plastic restraints that can be opened or loosened with a key; more
expensive than conventional plastic restraints, they can only be used a very limited
number of times, and are not as strong as conventional disposable restraints, let
alone modern metal handcuffs. In addition, plastic restraints are believed by many
to be more likely to inflict nerve or soft-tissue damage to the wearer than metal
handcuffs.

A SUSPECT BEING ARRESTED

3.3 TAKING STATEMENT

A statement is a written or in certain circumstances a video-recorded account of

what happened. A statement can be used as evidence in court.

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 Before making any statement, the officer will ask questions to find out exactly
what happened.

Contacting the police to make a statement

When police are investigating a crime, they will record statements made by
witnesses. If you're aware of a crime and want to make a statement, you can
contact police:

 in an emergency, by telephoning 999. It's an emergency where a serious injury was

caused or a crime is happening and the suspects are at or near the scene
 when it isn't an emergency, by telephoning 101
 by going to the local police station during opening hours

Information needed in statement

When making a statement you should tell the police as much information about the
offence as you can. This includes:

 descriptions or names of anyone involved or witnesses to the crime

 the registration number of any vehicles that were at the place when the crime
happened, even if they were not involved the driver may have seen something
 descriptions, identifying marks or serial numbers of any stolen or damaged
property

Giving a written statement

If you give a written statement, the police will normally ask to come to your home
or ask you to visit the police station.

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The police realise that talking about what you have witnessed can be a difficult
experience. If you find making your statement distressing, you can ask for a break
at any time.

Once the statement has been written, the police officer will ask you to read it to
check it's accurate. You can ask the police officer to read your statement to you.

You will be asked to sign the statement to say that it is an accurate account of what
you think happened. If something is not right, tell the police officer so that they can
change it. It is very important to do this, even if you feel nervous about doing it, as
it could affect the investigation.

POLICEMEN GONG TO THE SCENE OF CRIME

Sometimes the police may need to speak to you more than once, for example, if
they need to check information.

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Giving a video recorded statement

In some cases, if the police believe you to be ‘vulnerable’ or ‘intimidated’ as

defined by law, you can make a video recorded statement instead of a written
statement.

Video recording is mostly used if you are under the age of 17 (soon to be 18) or are
the victim in a sensitive case, for example a sex crime. You will usually be asked
to go to a specially equipped video suite, which is situated in certain police
stations. In some cases the police may bring recording equipment to your home or
other venue that you have agreed.

The police officer who is carrying out the interview will explain how it’s done
before the recording begins. If you are a young person making a video recorded
statement, a supporter will be with you during the interview.

The police officer will not discuss the evidence that you are going to give before
the interview is recorded. This is to make sure that you give the most accurate
description of what you saw or know.

RADIO DIGITAL MOBILE

Police radio is a communications radio system used by law enforcement agencies

all over the world. Many such systems are encrypted to prevent eavesdroppers
from listening in.

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BULLET PROOF VEST

A ballistic vest or bullet-resistant vest, often called a bulletproof vest, is an item

of personal armor that helps absorb the impact and reduce or stop penetration to
the body from firearm-fired projectiles and shrapnel from explosions, and is worn
on the torso. Soft vests are made of many layers of woven or laminated fibres and
can protect the wearer from small-calibre handgun and shotgun projectiles, and
small fragments from explosives such as hand grenades.

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These vests often have a ballistic plate inserted into the vest. Metal or ceramic
plates can be used with a soft vest, providing additional protection
against rifle rounds, and metallic components or tightly woven fibre layers can
give soft armour resistance to stab and slash attacks from knives and similar close-
quarter weapons. Soft vests are commonly worn by police forces, private citizens
who are at risk of being shot (e.g., national leaders), security guards,
and bodyguards, whereas hard-plate reinforced vests are mainly worn by combat
soldiers, police tactical units, and hostage rescue teams.

Body armor may combine a ballistic vest with other items of protective clothing,
such as a combat helmet. Vests intended for police and military use may also
include ballistic shoulder and side protection armor components, and bomb
disposal officers wear heavy armor and helmets with face visors and spine
protection.

Ballistic vests use layers of very strong fibers to "catch" and deform a bullet,
mushrooming it into a dish shape, and spreading its force over a larger portion of
the vest fiber. The vest absorbs the energy from the deforming bullet, bringing it to
a stop before it can completely penetrate the textile matrix. Some layers may be
penetrated but as the bullet deforms, the energy is absorbed by a larger and larger
fiber area.

While a vest can prevent bullet penetration, the vest and wearer still absorb the
bullet's impulse. Even without penetration, heavy bullets deal enough force to
cause blunt force trauma under the impact point. Vest specifications will typically
include both penetration resistance requirements and limits on the amount of
impact force that is delivered to the body.

On the other hand, some bullets can penetrate the vest, but still deal low damage to
its wearer because of speed loss or their small mass/form.
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Vests designed for bullets offer less protection against blows from sharp
implements, such as knives, arrows or ice picks, or from bullets manufactured with
hardened materials, e.g., those containing a steel core instead of lead. This is
because the impact force of these objects stays concentrated in a relatively small
area, allowing them a better likelihood of puncturing the fiber layers of most
bullet-resistant fabrics used in soft armor. By contrast, stab vests provide better
protection against sharp implements, but are generally less effective against
bullets. However, it is a fallacy ] that soft armor will still protect against most
slashing attacks. In reality, there is a greater risk of harm due to a defined optimism
bias.

Textile vests may be augmented with metal (steel or titanium), ceramic or

polyethylene plates that provide extra protection to vital areas. These hard armor
plates have proven effective against all handgun bullets and a range of rifles. These
upgraded ballistic vests have become standard in military use, as soft body armor
vests are ineffective against military rifle rounds. Prison guards and police often
wear vests which are designed specifically against bladed weapons and sharp
objects. These vests may incorporate coated and laminated para-aramid textiles or
metallic components

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 CHAPTER FOUR

CHALLENGES ENCOUNTERED DURING SIWES

4.1 Lack of Team Work

The students don’t know the power of team work, some student do their
work alone without involving others and it makes others to be left behind. Two
head are better than one, so I will advise that students should work together as a
team not individually.

4.2 Relevance of SIWES Programmed

 It provides opportunity for participating students to gain supervised

experience of working in an industry as the complement of their study.
 It exposes students to experience manual scheme and public relation.
 It helps the students to be familiar with the machines, equipment’s in
educational institutions.
 It promotes the relationship between the employer and the institution.

4.3 Advice for the Future Participant

Advice for the future participant that are going for the industrial training that
should remain focus to Acquire more skill and knowledge in area of discipline and
also have interest in the career which they chosen.

4.4 Advice for SIWES Manager

My advice for SIWES manage every organization has challenge in one or the other
during my industrial training (IT) the challenge I notice before during industrial

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training the institution should organize orientation programmer for the studies so
that it will be easy for them in industrial programmer.

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 CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.0 Conclusion

In conclusion of my four months industrial work experience scheme (SIWES) it is

of great significance to me, this is true because it enables me to get practical
knowledge on my academic field of study.

1. The establishment of a National Commission for Student Industrial Training or a

National Board for Cooperative Education was proposed to oversee the
implementation of SIWES at the national level.

2. Funds earmarked for SIWES should be appropriated directly by the National

Assembly in the same way as for the National Youth Service Corps scheme in
order to remove the bottlenecks associated with release of funds for the operation
of the scheme.

5.1 Recommendation

i. I personally recommend that government should consider those that are

going to practical attachment by assisting them with the means of transportation
ii. The government should also provide incentive to motivate staff for higher
performance during training the students for SIWES attachment.
iii. The government should pay adequate attention by regarding SIWES students
in order to have higher productivity when putting down practically.

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