CHAPTER ONE

INTRODUCTION

1.1 Background

The Student's Industrial Work Experience Scheme (SIWES) stands as a cornerstone of the Nigerian

educational system, offering students an invaluable opportunity to bridge the gap between

theoretical classroom learning and practical industry experience (Omonijo et al., 2019). Envisioned

as a pivotal component of academic curricula, SIWES equips students with hands-on skills and

industry insights that are essential for their professional development and future careers. It emerged

against the backdrop of a pressing need to address the disconnect between academic training and

the demands of the labor market (Osoka, 2018). Recognizing that traditional classroom instruction

alone was insufficient to prepare graduates for the complex ities of modern workplaces, the

Nigerian government, through the Industrial Training Fund (ITF) Act No. 47 of 1971, instituted

SIWES in 1973. Since then, the program has evolved into a vital mechanism for nurturing a skilled

workforce and fostering national development (ITF, 2011).

1.2 Industrial Training Fund (ITF)

At the helm of SIWES administration is the Industrial Training Fund (ITF), a government agency

mandated to oversee the planning, implementation, and coordination of industrial training activities.

The Industrial Training Fund (ITF), established in1971under Decree 47 of 1971 and later amended

in the 2011 ITF Act, has diligently pursued its objective of raising training consciousness and

developing skilled man power for the national economy. Initially a Parastatal "B" in 1971, it

evolved into a Parastatal "A" in 1981, headed by a Director-General under the Ministry of Industry.

Operating with a 13-member Governing Council and 14 Departments, 2 Units at Headquarters, 40

Area Offices, and 4 Skills Training Centers, plus Center for Industrial Training Excellence, the ITF

provides various services including Direct Training, Vocational and Apprentice Training,
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Research, Consultancy, and administration of the Students Industrial Work Experience Scheme

(SIWES) (ITF, 2011). The focus of ITF is on enhancing human performance, improving

productivity, and fostering value- added production in industry and commerce. Programs like

SIWES and Vocational Training aim to build capacity for self-employment and small-scale

industrialization. The ITF, a grade 'A' Parastatal under the Federal Ministry of Industry, Trade, and

Investment, has operated for 50 years as a specialist agency promoting industrial and commercial

skills for national economic development (ITF, 2024).

1.3 Scope of SIWES

SIWES encompasses a broad spectrum of disciplines, ranging from engineering, science, and

technology to agriculture, management, and the arts. Students enrolled in polytechnics, colleges of

technology, and universities actively participate in the program, leveraging it as a platform to gain

practical exposure and refine their skills in diverse fields. The scope of SIWES transcends

geographical boundaries, encompassing placements in both urban and rural settings across Nigeria

(ITF, 2024).

1.4 Bodies Involved in the Management of SIWES

The management of SIWES entails collaborative efforts among multiple stake holders, each with

distinct roles and responsibilities (ITF, 2011). These stakeholders include:

i. Academic institutions (Universities and Polytechnics)

ii. National Board for Technical Education (NBTE)

iii. National Universities Commission (NUC)

iv. Industrial Training Fund (ITF)

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Academic institutions serve as the primary conduits for student engagement, liaising with industry

partners to facilitate internship placements and monitor students' progress. Meanwhile, industries

open their doors to aspiring professionals, offering them mentorship, training opportunities, and

firsthand experience in their respective fields. Government agencies, including the ITF, National

Board for Technical Education (NBTE) and National Universities Commission (NUC) assume

regulatory oversight, ensuring compliance with program guidelines and standards (Omonijo, et al.,

2019).

1.5 Function of the Agencies/Bodies

Within the SIWES ecosystem, each agency or body performs crucial functions to uphold the

integrity and efficacy of the program. Academic institutions spearhead the identification and

allocation of suitable training placements, ensuring alignment with students' academic pursuits and

career aspirations. Industries, in turn, provide a fertile ground for practical learning, exposing

students to real-world challenges, innovations, and industry practices .Government agencies like the

ITF play a pivotal role in policy formulation, program administration, and quality assurance,

safeguarding the interests of students and stakeholders alike. By working collaboratively, these

stakeholders contribute to the holistic management and execution of SIWES, thereby enriching

students' educational experiences and preparing them for successful careers in their chosen fields.

The immediate subsequent sections of this Report illustrate cardinal functions of the

Agencies/Bodies involved management of SIWES (ITF, 2011).

1.5.1 Industrial Training Fund (ITF)

Function: The ITF serves as the apex regulatory body responsible for overseeing the planning,

implementation, and coordination of SIWES activities nationwide.

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Responsibilities: The ITF formulates policies, guidelines, and standards governing SIWES

operations, ensuring adherence to best practices and quality assurance. It also facilitates

partnerships between academic institutions and industries, fostering collaborative engagements that

enrich students' learning experiences.

1.5.2 National Board for Technical Education (NBTE):

Function: The NBTE serves as a regulatory agency tasked with the promotion and regulation of

technical and vocational education in Nigeria.

Responsibilities: In the context of SIWES, the NBTE collaborates with academic institutions to

develop curricula that align with industry needs and standards. It provides guidance on program

implementation, quality assurance, and curriculum review, ensuring that SIWES remains relevant

and responsive to evolving industry demands.

1.5.3 National Universities Commission (NUC):

Function: The NUC is responsible for the regulation and coordination of university education in

Nigeria.

Responsibilities: Within the SIWES framework, the NUC works closely with universities to

integrate industrial training components into academic programs. It provides accreditation for

SIWES placements, monitors compliance with program requirements, and evaluates the

effectiveness of SIWES implementation across universities.

1.5.4 Universities and Polytechnics:

Function: Academic institutions, including universities and polytechnics, serve as the primary

conduits for student engagement and participation in SIWES.

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Responsibilities: These institutions facilitate the identification and allocation of suitable internship

placements for students, ensuring alignment with academic curricula and learning objectives. They

liaise with industry partners to secure internship opportunities, monitor students' progress during the

attachment period, and provide guidance and support to enhance students' learning experiences.

1.6 Objectives of SIWES

The overarching objectives of SIWES underscore its significance as a transformative learning

experience aimed at preparing students for the rigors of professional life (ITF, 2011). These

objectives include among others:

i. Providing students with immersive, hands-on training experiences in industrial settings.

ii. Equipping students with relevant technical skills, knowledge, and competencies aligned

with industry standards.

iii. Fostering synergistic partnerships between academia and industry to facilitate knowledge

exchange and skills transfer.

iv. Facilitating students’ earless transition from academic study to gainful employment, thereby

enhancing their employability and career prospects.

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1.7 Benefits of Industrial Training to Students

Participation in SIWES offers multifaceted benefits to students, enriching their academic journey

and positioning them for future success (Omonijo et al., 2019). These benefits include:

i. Acquisition of practical skills and competencies essential for professional practice.

ii. Integration of theoretical knowledge with real-world application, enhancing students'

problem-solving abilities and critical thinking skills.

iii. Exposure to diverse industry sectors, technologies, and operational practices, broadening

Student’s horizons and enriching their career pathways.

iv. Development of soft skills such as communication, teamwork, and adaptability, crucial for

navigating dynamic work environments.

v. Enhancement of employability and job readiness, as evidenced by increased industry

relevance and market competitiveness.

vi. Through SIWES, students embark on a transformative learning journey, gaining insights,

experiences, and capabilities that lay the foundation for lifelong success and fulfillment in

their chosen professions.

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 CHAPTER TWO

INSIGHT INTO THE HOST ORGANIZATION

2.1 Introduction to the Organization

2.1.1 Overview of the Organization

Name of Organization: Benue State Ministry of Works and Transport

Location/Address: Makurdi, Benue State.

Number of People Employed

Total number of staff: 653

Professionals: 400

Non-professionals: 253

Ministry of Work and Transport Benue State is one of the oldest ministries in Benue State.

The ministry of works and transport has the major responsibilities for conceiving, planning,

designing, constructing and maintenance of State Township and rural highways and

procurement and maintenance of plants, vehicles and equipments.

The ministry serves as the engineer to the government and is adviser/consultant on all

technical issues. The ministry is essentially a service ministry with only limited revenue

generation through the issuance of road worthiness to vehicles that ply roads within the state.

Structure:

In order to carry out the above stated functions effectively, the ministry is structured into four

directorates namely.

1. Directorate of Administration and supplies

2. Directorate of Civil Engineering

3. Directorate of mechanical Engineering

4. Directorate of Account and Finance

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Benue State ministry of works and transport also oversees the activities of Benue links

limited, the company is charged with the responsibility of providing subsidized

transportation services to the citizens from one point to another within and outside the state.

There also a legal unit that’s headed by the Deputy Director posted from ministry of Justice

and an information unit headed by and information officer.

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 2.1.2 ORGANOGRAM OF THE ORGANIZATION

THE ORGANIZATIONAL CHART OF BENUE STATE MINISTRY OF

WORKS AND TRANSPORT.

COMMISIONER

PERMANET SECRETARY

HOUSING TRANSPORT CIVIL ENGR’G PLANNING RESEARCH ESTABLISHMENT AND

DIRECTOR AND POWER DIRECTEROR STATISTIC DIRECOR FINACE DEPARTMENT

PROGRESS AND PLANNING AND LABORATORY AND CONSTRUCTION

MAINTENANCE DESIGN QUALITY CONTROL

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 2.1.3 MISION, VISION AND CURE VALUES OF THE ORGANIZAATIN

MISION

To accelerate the development of the state in the area of developing infrastructures such

as bridges, good roads and public buildings.

VISION

The Ministry’s vision is “to become the most dependable, standard and first class ministry

for contractor in service to humanity and consultancy”

CORE VALUES

1. Integrity

2. Commitment

3. Responsibility

4. Reliability

5. Creativity

6. Innovation.

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 2.2 DEPARTMENT/UNIT DESCRIPTION

2.2.2 Description of the Department, Section or Unit Where Attached

Civil engineering department is the department responsible for the construction projects,

conducts site investigation, assesses risk and ensures safe project completion. They

collaborate with stakeholders, provide technical expertise and oversee structure

implementation.

2.2.3 Roles or Functions Within the Organization

1. Planning, design, construction and maintenance of government projects and

supervision of same if awarded on contract

2. Coordinating and liaising with consultant by government for implementation of

projects in the field of civil, electrical and mechanical engineering works as well as

public buildings.

3. Finishing of government offices and quarters

4. Construction and maintenance of all state and rural roads as well as water way

structures

5. Supervision of relevant parastatals of the state government such as Nasarawa

transport services

2.2.4 UNIQUE PROJECT AND RESPONSIBILITIES

1. Construction of Flexible Pavement

2. Construction of Drainage System.

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 CHAPTER THREE
EXPERIENCE AND ACTIVITIES DURING ATTACHMENT
3.1 Daily Activities and Projects
3.1.1 Overview of Tasks and projects

Daily Activities and Projects:

My attachment with the Department of Civil engineering Benue State Ministry of Works and

Transport. I engaged in a wide range of daily activities and projects that enriched my learning

experience and honed my skills in various scientific disciplines. The following is a catalogue

of the activities undertaken during the period of my SIWES engagement:

Week One:

1. I learnt Setting out and marking of drainage alignment.

2. I learnt Excavation/ digging of surface road side drainage and dug to level

3. I learnt Concrete blinding (base casting) and reinforcement (ion rod) and positioning

Week Two:

1. I learnt Marking out the alignment for the trench to be dug

2. I learnt Excavation/Digging of drainage to the level

3. I learnt Casting of the base (blinding) and reinforcement (ion rod) and positioning

4. I learnt Fixing reinforcement bars and casting of concrete

5. I learnt Back filling and packing of reinforcement bars.

Week Three:

1. I learnt Casting of culverts, slabs and back filling

2. I learnt Marking of alignment for the trench to be dug

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 3. I learnt Digging/excavation of drainage system to the level

4. I learnt Casting of base (blinding of concrete)

Week Four:

1. I learnt Fixing of reinforcement bars and casting of hydraulic concrete

2. I learnt Removing of reinforcement bars and back filling of the drainage system

3. I learnt Casting of culverts slabs

4. I learnt Marking with level instrument and leveling staff for alignment to be dug.

Week Five:

1. I learnt Construction of sub-grade material and compaction of the sub-grade and spread

it.

2. I learnt Sub-base materials over sub-grade layer and watering of sub-base

3. I learnt Compaction of the sub-base by smooth roller machine

Week Six:

1. I learnt Application of surface course or sub- surface and compaction of the sub-

surface

2. I learnt Construction of the base course

Week Seven:

1. I learnt Cleaning and construction of the asphalt

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Week Eight:

1. I learnt Construction of surface road side drainage and marking out the alignment

2. I learnt Excavation/digging of the drainage system casting of base (concrete blinding)

Week Nine:

1. I learnt Base casting (concrete blinding) and positioning of reinforcement bars

2. I learnt Fixing reinforcement bars and casting of hydraulic concrete

3. I learnt Casting of culvert slabs

4. I learnt Removing of metals (reinforcement bars) and casting of culverts and slabs

Week Ten:

1. I learnt Marking of the alignment and drawing of lines for the trench to be dug by

surveyor

2. I learnt Excavation/Digging of surface road side drainage to the level

3. I learnt Casting of base or Hydraulic concrete blinding of the base and reinforcement

(ion Rod) positioning of Hydrolic concrete

4. I learnt Removing of the metals (Reinforcement Bars) and casting of Culverts and

slabs.

Week Eleven:

1. I learnt Leveling the ground to the desired level

2. I learnt Application of the sub-base

3. I learnt Application of the base to add strength to the surface

4. I learnt Washing and clean of the base surface

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Week Twelve: Went for a Break

Week Thirteen: Went for a Break

Week Fourteen:

1. Continuation of site activities such as leveling and setting out culverts and Pavements.

Week Fifteen:

1. Marking out the alignment for the trench to be dug

2. Excavation/Digging of drainage to the level

3. Casting of the base (blinding) and reinforcement (ion rod) and positioning

4. Marking out the alignment for the trench to be dug

5. Excavation/Digging of drainage to the level

6. Casting of the base (blinding) and reinforcement (ion rod) and positioning

Week Sixteen:

2. Casting of culverts, slabs and back filling of drainage system

3. Fixing of ion rod/positioning of reinforcement of ion for the culvert to be cast

4. Removing of metals or reinforcement bars and parking of the metals

5. Marking of the height of culverts by surveyor and excavation of culverts

6. Backing filling and ground leveling

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Throughout my Industrial Training I learnt basically two things which are below
summarized;

1. DRAINAGE CONSTRUCTION.

Definition: Is the artificial removal of water, both surface and subsurface.

Type: U-shaped drainage.

Procedures:

STEP1: Site Clearance/ Bush Clearing: this was the first operation carried out after the

alignment was carried out for the removal of trees, bushes, boulders and organic matter

including topsoil within the proposed road drainage.

STEP2: Setting out and Marking Drainage Alignments: the alignment was marked to the

drainage centerline by the surveyor

STEP3: Excavation to Level: the excavation to level was carried out to provide a level

trace, by the designed vertical alignment on which the drainage and cumber was constructed

in an accurate and controlled manner.

STEP4: Spreading and Compaction: formation bed of the drainage structure was well

leveled and compacted properly to the required relative degree of compaction.

STEP5: Blinding: upon bed leveling and compaction, concrete blinding was done to

remove irregularities and offer a good bed for the placement for concrete while minimizing

differential settlement.

STEP6: Fixing Reinforcement Bars: reinforcement was fixed in the collect position while

concrete was placed and compacted.

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STEP7: Erecting of Formwork: the formwork retained concrete until it set and produced

the desired shape and finishes.

STEP8: Concrete Casting: concrete was casted to fulfill the requirements for strength and

durability.

Equipments:

1. Leveling instrument and level staff

2. Tape

3. Concrete mixing machine

4. Trowel

5. Spirit Plumb

6. Shovel

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Spirit Plumb Tape
Shovel

Figure 3.1: Showing Spirit Plumb, Shovel and Tape

Plate 3.2: showing Leveling instrument

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 Plate 3.3: Showing Concrete mixingmachine

2. CONSTRUCTION OF FLEXIBLE PAVEMENT

Earth work process:

Earthwork processes are those processes that involves the in its natural state or form which

needs to be undertaken before the actual construction of the pavement structure.

Basic earthwork operations may be classified as: clearing and grubbing, Excavation,

Construction of pavement layers that involves earth movement.

a) Clearing and grubbing:

This was the first earthwork process or operation that was carried out after the setting out

was done by the surveyors.

This process involved the removal of trees, clearing of bushes on and around the site,

clearing of waste (refuse) around the site, demolition of illegal structures from the proposed

construction site. The clearing of the site was done using the grader and the excavator.

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 b) Excavation:

This is the act of removing unsuitable soil and replacing with suitable ones from the borrow

pit. The top soil was removed to different depts. depending on the soil nature and level of

water tables. This activity was carried out using the excavator. This machine (plant) was

used to remove the top soil to a dept where it’s a bit stable and good for replacement. The

top soil is loaded on the haulage trucks and taken out so as to be replaced with a better soil

as sub grade (sharp sand).

c) Construction of pavement layers.

This process involves the handling of suitable soil from the borrow pit and using them to

replace the unsuitable ones on site. Suitable soil used for different layers on site was: Sharp

sand and literate.

Machines used for this process includes: grader, sheep foot roller, smooth wheel roller,

tractor dozer, excavator, dumper/haulage trucks, water trucks etc

The different layers constructed are as follows.

 The Sub-grade

This is the original layer of the soil on the road or pavement. The subgrade was carried out

to suit the design given. Cutting was done hilly points and used to fill portions that were too

low.

The top soil was taken out and replaced with sharp sand the subgrade was compacted using
the sheep foot roller and the smooth wheel roller to give it a good thickness. The grader was
used to level this layer of construction.
The sub grade was watered using the water truck and compacted severally to give it a good
strength and thickness.

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 The surveyors worked hand in hand with the Engineers during this this process to ensure
that there was a proper level and that it follows the given design.
 The Sub-base
This is the layer that comes after the sub-grade. The sub-base was constructed using lateritic
soil (literate) which was tested and deemed fit by the engineers before it was used.
The sub-base was imported from the borrow pit and hipped on site. The tractor dozer and

grader was used to spread the literate on site and compaction was done using the sheep foot

roller and the smooth wheel roller. Water was spread throughout the site daily even as the

sub-base construction continued to aid compaction.

The sub-base was done to a thickness of 15cm (150mm)

 The Base (Road base)

This is the next layer of the pavement that comes after the sub-base. The lateritic material

used for this layer has a CBR value from 80 to 100%. The layer is rolled over the sub-base

to a thickness of 15cm (150mm).

During compaction of this layer, water is sprinkled as well to aid compaction strength. The

rolling process was done until the area is completely compacted.

 Surfacing (Asphalt): The final layer for pavement construction is the surfacing. In this

Asphaltic surfacing method was implored with a thickness of 5cm.

Laying Of Asphalt

The asphalt was conveyed from the asphalt production plant by highway dumpers (trucks) to

the site. The highway dumpers by using their tipping system dumped the asphalt into the

receiving hopper of the finisher and laying commenced with the paver adjusted to the

desired thickness of 5cm. The thickness was confirmed by the use of an asphalt gauge to test

the thickness.

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 Immediately, the manual laborers accompanied the paver to spread the loose asphalt with the

use of rakes. The joints are essential for satisfactory riding surface to be obtained. Poor

joints can be cause weakness in the pavement. Good joints are ensured when longitudinal

joints are made. The finisher overlapped the existing strip by 2cm and sufficient depth.

Compaction was carried out through out. Also, the joints were tack coated before

overlapping with another layer of asphalt.

Compaction of asphalt was followed immediately after the asphalt was laid by the asphalt

paver and thoroughly compacted using smooth wheeled and pneumatic rollers for a number

of times.

Equipments: Pay Loader, Roller Machine, Dumper, Paver, Excavator, Dozer, Grader,

vibrating machine and watering machine

Figure 3.4: Showing compacting Figure 3.5: Showing dumper and

machine paver

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 Figure 3.6: Showing Excavator machine

3.2 Description of Daily Responsibilities

1. Undertaking surveys

2. Checking technical design and drawings for accuracy and to ensure that they are

followed correctly

3. Ensuring that health and safety and sustainable policies and legislation are adhered

to

4. Providing technical advice and solving problems on site.

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24
 2.2 CHALLENGES AND SOLUTION

3.2.1 Encountered Challenges

Some of the challenges I encountered during Student Industrial Work Experience Scheme

(SIWES) are;

I. I was not opportune to operate heavy machines such as; Roller, Compacting machine,

Bull dozer, Paver etc.

II. Due to allot of ongoing projects, my industrial training supervisor was not having much

time to educate me on the practical aspects.

III. The ministry did not provide any safety wear

III.2.2 Approach and Resolution Strategies

1. Open and honest communication

2. Collaborative problem solving

3. Risk management

3.2.3 Lesson Learned

Below are some of the lessons learned during my Industrial Training

1. To Get everything in writing

2. To Communication with clarity

3. To Take responsibility for errors and omissions

4. To answer questions only when I am sure

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3.3 TECHNICAL SKILL DEVELOPMENT

3.3.1 Identification of Acquired Skills and Knowledge

The acquired skills and knowledge are below identified

1. Knowledge of building and construction

2. The ability to work well with your hand

3. Physical skills such as bending, lifting and carrying equipment on the construction

site

4. The ability to use, repair and maintain machine and tools.

3.3.2 Tools, Technologies or Methodology Learned

1. Trowel

2. Head pan

3. Measuring Tape

4. Mixer Machine

5. Excavator

6. Road Roller

7. Concrete Mixer

8. Watering machine

9. Vibrating Machine

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3.3.3 Application Example

1. Infrastructure development

2. Safe and Sustainable Building

3. Environmental protection

3.3.4 Relevance to Future Career Aspirations

Industrial Training is a doorway for aspirants to achieve their professional goals by

allowing them to obtain in-depth understanding of their theoretical curriculum while also

allowing them to watch and gain personal experience of the industry, job execution, and

work environment

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 CHAPTER FOUR

SUMMAR, RECOMMENDATIONS AND CONCLUSION

4.1 SUMMARY

4.1.1 Summary of Activities

Flexible pavement is the part of the road that carries the traffic (not to be confused with the

footpath), and has a set of layers or material placed over the natural ground (sub-grade). The

pavement layers spread the load of the vehicles so as that it does not exceed the strength

capacity of the sub-grade.

Drainage channel can be made of concrete, stone, or other materials. They should be

installed at the appropriate slope and level to ensure proper water flow.

4.1.2 Summary of Challenges Encountered

One of the major challenges I encountered during my SIWES was time duration of the

Training.

4.1.3 Summary of skills acquired

I have learnt how to tackle few Engineering errors as well on site and also how to make

certain calculations practically.

4.1.4 Summary of the Training Experience in Summary

The four months Industrial Training helps me to expand my practical experience in my field

of study (civil Engineering) especially on building construction

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4.2 RECOMMENDATIONS

4.2.1 Recommended Clear and Feasible Actionable Suggestions

Based on my SIWES experience, I recommend the following clear and feasible action able
suggestions to enhance the effectiveness and productivity of civil engineering training
programs:
1. Provide comprehensive training sessions on trouble shooting common civil engineering

challenges and labor malfunctions to empower students with problem-solving skills.

2. Establish mentorship programs pairing students with experienced professionals to

facilitate knowledge transfer, skills development, and career guidance.

3. Incorporate inter disciplinary projects and collaborative initiatives to encourage cross-

functional teamwork and foster a holistic understanding of civil engineering.

4.2.2 Addressing Identified Challenges or Areas for improvement

1. The Federal Government should support in the improvement of student’s welfare in

order to make sure that problems faced by participating students during this

programme are minimized and to ensure the smooth running of the scheme and also

boost the morale of the attaches

4.2.3 Strategies for Enhancing Training Program

1. Government should increase the funding of Nation Board of Technical Education

(NBTE) and Industrial Training Fund (ITF) so as to meet up the demand of the student

4.2.4 Improving Organization Processes

1. The organizations where students are attached should ensure to have a close supervision

of the attached students in other to develop their practical skills making them reach the test

of the society.

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4.3 CONCLUSIONS

4.3.1 Reflection on the SIWES experience

The goal of bridging the gap between theory and practical works exists in the Nigeria

Tertiary Institutions must be sustained as a means of learning, by providing students with

avenue to acquire skills and experience needed for post graduate work situation.

4.3.2 Insights from activities, challenges, and skill development

Practice your skill: to build myself technical skill is to practice them regularly and apply

them to real world problem.

4.3.3 Analysis of personal and professional growth

To advance my personal and professional growth is to pursue further education that can

expand my knowledge and skills in construction engineering and design.

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REFERENCES

ITF (2018): Information and Guideline for Student’s Industrial Work Experience Scheme

(SIWES) Nasarawa State Polytechnic Lafia 2nd edition 2018/2019.

SIWES Unit (2017) a Guide to Students Industrial Work Experience Scheme (SIWES) 2 nd

Edition, Unpublished.

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