CIT389 IT/SIWES
Report Presented By:
ADEGBOLA SEGUN YINKA
Matric Number:
NOU148510727
Level:
400
FACULTY OF SCIENCES, COMPUTER SCIENCE DEPARTMENT
NATIONAL OPEN UNIVERSITY OF NIGERIA
LAGOS STUDY CENTRE
SIWES Carried Out at:
EMOSTEL (ICT) ACADEMY
9, Matanmi Street,off Kayode Street, Onipanu, Lagos (Annex)
OCTOBER, 2019
ABSTRACT
Twenty-four Weeks of Industrial Attachment with Emostel (ICT) Academy was a
period and opportunity for added skills, knowledge and exposure. Contained in this
report is a summary of my training activities, knowledge base acquired and also
experiences encountered during my Student Industrial Work Experience Scheme
(SIWES). A brief narration of my end of training project as a task given to my
team, is also enclosed in this report and the implementation is displayed in the
appendix.
ACKNOWLEDGEMENT
I appreciate the great opportunity provided to me by Mr Emmanuel Kadiri, Director of Emostel
(ICT) Academy, to carry out my Industrial Training Attachment at the institution, where I
received first class training under his supervision.
My expression of gratitude also extends to my team members who gave me courage and hope,
especially when I was at the verge of slacking due to some kind of distraction and
discouragement to continue. They also assisted me during the individual project tasked on each
team members where we were expected to work as a team to conquer any challenge.
Deep appreciation also goes to the IT/SIWES board of the National Open University of Nigeria
for enabling this opportunity.
My final gratitude goes to God Almighty for everything that makes Him God over me.
TABLE OF CONTENT
COVER PAGE…………………………………………………………………………………..i
ABSTRACT…………………………………………………………………………………….. ii
ACKNOWLEDGMENT………………………………………………………………………..iii
TABLE OF CONTENT………………………………………………………………………...iv
CHAPTER ONE: INTRODUCTION……….…………………………………………..……..1
1.1 BACKGROUND OF THE IT/SIWES PROGRAMME
1.2 OBJECTIVES OF THE STUDENTS’ INDUSTRIAL EXPERIENCE SCHEME (SIWES)...2
1.3 SIGNIFICANCE OF THE STUDENTS’ INDUSTRIAL EXPERIENCE SCHEME………..2
CHAPTER TWO: PLACE OF TRAINING………..………………………………………….5
2.1 OVERVIEW OF THE PLACE OF TRAINING……………………………………………...5
2.2 ORGANISATION CHAT OF THE PLACE OF TRAINING………………………………..6
CHAPTER THREE: OVERVIEW OF MY INDUSTRIAL TRAINING EXPERIENCE…7
CHAPTER FOUR: CHALLENGES AND MERITS…………………………….…….….....11
4.1 CHALLENGES……..……………………………………………………………………….11
4.2 MERITS……………………………………………………………………….......................11
CHAPTER FIVE: PROJECT: DESIGN AND IMPLEMENTATION OF A WEBPAGE
FOR A BUSINESS GROWTH CONSULTANCY FIRM…………………………….…......12
5.1 PROJECT THEME AND DESCRIPTION………………………………………………….12
5.2 REQUIREMENTS AND IMPLEMENTATION…………………………………………....13
CONCLUSION………………………………..………………………………………………..14
REFERENCES……………………………………………….………………………………...15
APPENDIX……………………………………………………………………………………..16
Appendix 1: Home……………………………….……………………………………………..16
Appendix 2: Services at JupiterBiz…………………………………………………………....16
Appendix 2.1: Extended Services rendered by JupiterBiz………………………......17
Appendix 2.2: Other Services Offered………………………………………………..17
Appendix 3: Pricing…………………………………………………………………………....18
Appendix 4: Pricing…………………………………………………………………………....18
Appendix 5: Testimonials……………………………………………………………………..19
Appendix 6: About the team………………………………………………………………….19
Appendix 7: Contact Information…………………………………………………………....20
CHAPTER ONE
INTRODUCTION
The Industrial Training/Students’ Industrial Work Experience Scheme (IT/SIWES) is a Skill
Training Programme designed to prepare and expose students of the tertiary institutions to the
industrial work situation they are likely to meet after graduation. The need for the establishment
of the scheme arose when there is a growing concern among industrialists that graduates of
institutions of higher learning lacked adequate practical background required for employment in
industries.
The Students Industrial Work Experience Scheme has contributed immensely to the building the
common pool of technical and allied skills available to the Nigerian economy which are needed
for the nation’s industrial development. These contributions and achievements have been
possible because of regular innovations and improvement in the modalities employed for the
management of the scheme. SIWES forms part of approved minimum academic standard in the
various degree programmes for all the Nigerian Universities. It serves as an effort to bridge the
gap existing between theoretical knowledge Obtained during lectures with the actual industrial
conditions.
1.1 BACKGROUND OF THE IT/SIWES PROGRAMME
There is a demand for a new cadre of workers having a range of skills across related disciplines
and not theoretical experts in a single discipline. Such a wide range of skills, as being demanded
by the world of works today, cannot be readily acquired through theoretical training alone but in
combination with training. Consequently, there are two basic forms of learning – education and
training – both of which are indispensable to the production world of work and the functioning
of the society at large.
The Students’ Industrial Work Experience Scheme (SIWES) was started in 1974 by Industrial
Training Fund (ITF) with about 748 students from 11 institutions of higher learning. This
became very necessary when it is discovered that theoretical knowledge alone would not usually
prepare an educated person for the world of work. Therefore the need to set up a scheme to train
students (particularly for those pursuing careers in Sciences, Engineering and Technology - SET
disciplines) not only to be knowledgeable in their fields but to be able to apply the acquired
knowledge and skills to perform defined jobs or work. By 1978, the scope participation in the
scheme had increased to about 5,000 students from 32 institutions.
1.2 OBJECTIVES OF THE STUDENTS’ INDUSTRIAL EXPERIENCE SCHEME
(SIWES)
Theoretical Knowledge alone would not usually prepare an educated person for the world of
work. The worker or productive individual must not only be knowledgeable but must also be
versatile in the application of skills to perform defined jobs or work. Below are key objectives of
the SIWES:
(a) To expose students to working conditions which they would likely experience after
graduation.
(b) To relate students to other kinds of fields that may be connected to their principal field of
study.
(c) To enable students have detailed practical approach to activities and instances relating to
their field of study, of which such students had merely been theory acquainted.
(d) To provide the avenue for undergraduates to acquire the basic tools of their future
professions while still being students.
(d) To enlighten students on the basic requirements for employability and competitiveness in
the labour market.
(e) To expose students to new innovations in the field of science and technology.
1.3 SIGNIFICANCE OF THE STUDENTS’ INDUSTRIAL EXPERIENCE SCHEME
(SIWES)
(a) It would produce experienced graduates who are already exposed to working conditions.
(b) It would generate graduates whose knowledge are not streamlined to only one aspect but
well acquainted with other useful and related fields as well.
2
(c) It would produce graduates who are both knowledgeable and versatile in the handling of
equipment and application of skills to perform defined jobs or work.
(d) It would increase the productivity sense, competitiveness ability and competence quality in
SET graduates, which consequently would increase their acceptance, employability and self
reliance.
(e) It would develop graduates to industrial requirements and standards
Generally and as a matter of fact, the student’s industrial work Experience scheme (SIWES) is a
promotion for the growth of science and technology, Engineering, Agriculture, Medical,
Management, and other professional programmes in the Nigerian tertiary Institutions.
1.4 BENEFITS OF INDUSTRIAL TRAINING TO STUDENTS
The major benefits accruing to students who participate conscientiously in industrial training are
the skills and competencies they acquire. These relevant production skills (RPSs) remain a part
of the recipients of industrial training as lifelong assets which cannot be taken away from them.
This is because the knowledge and skills acquired through training are internalized and become
relevant when required to perform jobs or functions. Several other benefits can accrue to students
who participate in industrial training. These include the following:
(a)
Opportunity for students to blend theoretical knowledge acquired in the classroom with
practical hands-on application of knowledge required to perform work in industry.
(b)
Exposure of students to the environment in which they will eventually work, thereby
enabling them to see how their future professions are organized in practice.
(c)
Minimization of the bewilderment experienced by students, particularly those from nontechnological background, pursuing course in science, engineering and technology with
regard to different equipment, processes, tools etc, available in industry.
(d)
Enabling SET students appreciate work methods and gain experience in handling
equipment and machinery which may not be available in their institutions
3
(e)
Preparing students to contribute to the productivity of their employers and national
development immediately after graduation.
(f)
Provision of an enabling environment where students can develop and enhance personal
attributes such as critical thinking, creativity, initiative, resourcefulness, leadership, time,
management, presentational skill, interpersonal skills, amongst others.
(g)
Preparing students for employment and making the transition from school to the world of
work easier after graduation.
(h)
Enhancing students’ contacts with potential employers while on training.
(i)
Enabling students bridge the gap between the knowledge acquired in institutions and the
relevant production skills (RPSs) required in work organizations.
(j)
Making SET students appreciate the role of their professions as the creators of change
and wealth and indispensable contributors to growing the economy and national
development.
(k)
Enabling students appreciate the connection between their courses of study and other
related disciplines in the production of goods and services.
4
CHAPTER TWO
PLACE OF TRAINING
2.1 OVERVIEW OF THE PLACE OF TRAINING
Emostel (ICT) Academy is a subsidiary of Emostel Skills and Development Limited, and a
computer training school involved in training students on Information and Communication
Technology (ICT) Packages, such as Computer Application and Appreciation, Web Designing
and Programming, Database Engineering, Computer Programming (Java, C#, Visual Basic,
Python, etc.) at beginners, intermediate and advanced levels. The institute was established by Mr
Emmanuel Kadiri in 2018 in order to provide ICT education to the populace at very affordable
cost. The head office is located at 3, Ola-Adura Street, off Nagode II Junction, Ewupe, Sango
Ota, Ogun State. However, they have satellite centres located at several places in Lagos and
Ogun State. I carried out my training program at the Satellite Centre in care of Abraham’s Seeds
College, located at 9, Matanmi Road, off Kayode Street, Onipanu, Lagos.
Apart from the ICT training, Emostel (ICT) Academy ventures into ICT solutions as they have a
group of highly skilled professionals specialized and vast in several fields of ICT.
Emostel (ICT) Academy provides very effective, efficient and practical-oriented Online Training
sessions for working class people or those who reside too far from the places of training. Being a
working class, I carried out my IT/SIWES activities via the online training sessions and it was
very sound. We also converge for physical meetings at the satellite training centre on two
Sundays in every month, where we get to see one on one with fellow trainees, instructors and the
supervisor. It is during these sessions that we get to share view points and ideas, share
experiences and challenges and as well relate accordingly, and as well, get our logbooks
5
endorsed by the supervisor. Our tasks are usually submitted online to a specified email and they
are all kept in dedicated folders with the supervisor who monitors our progress and access our
performances.
For deeper and better learning experience, we were grouped into numbers ranging between six to
10 students per group. We learn, practice and carry out tasks together as team when necessary.
2.2 ORGANISATION CHAT OF THE PLACE OF TRAINING
Director of Studies and
Chief Instructor
General Manager
Instructors
System, Networking,
and Maintenance
Engineers
Accounting & Bursary
Reception/Registry
Trainees
Figure 1.1 Organizational Chat of Emostel (ICT) Academy
6
CHAPTER THREE
OVERVIEW OF INDUSTRIAL TRAINING EXPERIENCE
WEEK 1 – WEEK 8
The first Eight Weeks of training activities were based on Microsoft Office Essentials, where we
were trained on applications such as:
-
Microsoft Office Word
-
Microsoft Office PowerPoint
-
Microsoft Office Excel
-
Microsoft Office Access
And it was a great experience as I learnt new things that are different from all I knew before.
Some advanced interesting features like Creating and Editing tables, Flowcharts, Themes and
Styles (for advanced text editing and appearance), basic and advanced application of SmartArts,
inserting and editing basic and advanced mathematical symbols, and other advanced features
such as Creating and using Macros, and SQL View of Microsoft Access were learnt and duly
practiced as I was given tasks which were assessed and corrected by the instructors and endorsed
by the supervisor.
WEEK 9 - WEEK 10
The next two weeks of my training was dedicated to introduction to Web Designing and
Programming and all the related components. During these introductory sessions, I learnt about:
-
The Web and the Internet
7
-
The difference between a Website and a WebApp
-
The 6 types of Web Applications
-
HTML (Hypertext Markup Language) and HTTP (Hypertext Transfer Protocol)
-
CSS (Cascading Style Sheet)
-
Client and Server
-
Client Side and Server Side Scripting
-
Front end and Back end
-
JavaScript: Its relationship with HTML, Applications and Significance
-
PHP: Its meaning, Key features, Applications and Advantages
-
Database and SQL: Meaning, Components and Forms and its application in Websites
WEEK 11
On the first day of the 11th week, I learnt about CMS (Content Management Systems): their
examples and application. I was introduced to different platforms of CMS like Drupal, Joomla
and WordPress; their environments and how they work.
Furthermore, Web Designing training started with HTML basics as I was introduced to concepts
such as HTML Code structure, Tags, Attributes and Elements. I learnt the significance of HTML
tags such as the <!Doctype html>, <HTML>, <head>, <body>, <title>, <p>, and <h1>. I also
designed my first HTML Webpage.
WEEK 12
In this week, I learnt about HTML Heading, Paragraphs, Styles and Formatting.
8
WEEK 13 - WEEK 19
The next Six weeks of my training was dedicated to learning HTML from basics to advance.
During this period, I learnt about:
-
Quotation and Citation Elements
-
Comments
-
Styles (using CSS)
-
Links
-
Images, Image maps and Background Images
-
Picture Elements
-
Tables
-
Lists
-
Block and Inline Elements
-
HTML Classes, id Attributes and iFrames
-
File Paths, Head, Responsive
-
Computer Code Elements, Entities, Symbols and Encoding, URL Schemes and Encoding
-
Forms and Input types
WEEK 20 - 22
This span of days was focused on learning Cascading Style Sheets (CSS) and all its tools and
applications. Major areas also touched included Responsive Web Designs (RWD), Grid and
References.
9
WEEK 23
The twenty-third week was entirely based on learning JavaScript. The supervisor gave us links
and references to learn and practice deep with JavaScript as we were running out of days to the
end of the attachment. However, based on past introductions and experiences gathered, I was
able to catch up effectively and efficiently. I, in collaboration with my group members also
researched and learnt about bootstrap which intensified our mastering of web designing and
programming.
WEEK 24
The 24th week was entirely dedicated to learning SQL; key features I learnt include:
-
Syntax, Wildcards, Joins, Union, Constraints, etc.
-
Database Creation, Back Up, Drop, Tables, etc.
We practiced with Microsoft Access SQL, mySQL and Oracle SQL.
10
CHAPTER FOUR
CHALLENGES AND MERITS
4.1 CHALLENGES
1.
Drawbacks caused by some other trainees sometimes slow down the progress rate.
2.
I sometimes struggle to keep focus due to some form of distractions experienced
during my training sessions.
4.2 MERITS
1.
I mastered Microsoft Office essential applications better than ever.
2.
I could now design websites and easily adapt to learning much more web related
packages such as React Js, View Js, PHP etc.
3.
I am now knowledgeable about handling basic SQL processes and even creating and
manage a database.
4.
Generally, I gained practical knowledge about some of the key aspects of my school
theory learning.
11
CHAPTER FIVE
PROJECT: DESIGN AND IMPLEMENTATION OF A
WEBPAGE FOR A BUSINESS GROWTH CONSULTANCY
FIRM
At the end of our training, each trainee was given a task to either edit a preexisting webpage or
create one from the scratch. We were grouped into teams and it was a decision in my team to
develop a dynamic webpage from pre-existing ones, thereby saving time and still demonstrating
our learning in the process. Every team member came up with their own individual concept and I
chose to redesign and implement a dynamic webpage for a firm which develops applications for
business growth; I named the firm as – JupiterBiz.
5.1
THEME AND DESCRIPTION OF PROJECT
JupiterBiz is a project developed with the use of special web development tools which include
HTML5, CSS, JavaScript and some Js Libraries. It is a webpage specially designed for the
purpose of introducing customers to the services offered by JupiterBiz.
JupiterBiz is into the business of providing Web Design and Development, and Business Growth
Services, for tech related business organizations. They serve small and medium sized companies
in all tech related industries with high quality growth services such as Market Analysis,
Opportunity Scan and Action Plan. They can also help design and plan business growth steps and
as well aid in searching for optimization wherever is possible.
Sections of the webpage are shown in the Appendix of this report.
12
5.2 REQUIREMENT AND IMPLEMENTATION
The webpage will run on any web browsers (e.g. Safari, Mozilla, Internet Explorer, Google
Chrome, etc.). Latest versions of web browsers will be able to run the webpage.
Attached to this report is a compact disc containing a folder in which the browser Icon to run the
webpage, and other sub-folders which contains other components with which the webpage would
run effectively, are contained. When the browser icon is double-clicked, the webpage is
implemented with the default browser of the system.
13
CONCLUSION
Further exposure is one of the major aims of the academic board of the National Open University
of Nigeria (NOUN) to extend the IT/SIWES to all the students despite expecting a majority of
them to be working class. This aim is actualized in me.
With a lot of practical sessions across 24 weeks came a lot of development of new skills and
further improvements over what I already knew.
During the IT/SIWES training, I gathered knowledge and improved skills across some major ICT
packages such as Microsoft Office Essentials, Web Designing and Programming and a spice of
Database development and Programming which came along the line.
14
REFERENCES
Anadi Sharma, A. (Director). (n.d.). Oracle SQL for Absolute Beginners [Video file]. Retrieved
August 7th, 2017, from https://www.tutorialspoint.com/oracle_sql/Appendix.asp
Kadiri Emmanuel, A. (2019) Web Designing and Programming for IT Students.
Kadiri Emmanuel, A. (2019) Microsoft Office Essentials for IT Students.
Tech on the Net (n.d). https://www.techonthenet.com/html/elements/img_tag.php
W3Schools (n.d.). https://www.w3schools.com/html/default.asp
15
APPENDIX
Appendix 1: Home
Appendix 2: Services at JupiterBiz
16
Appendix 2.1: Extended Services rendered by JupiterBiz
Appendix 2.2: Other Services Offered
17
Appendix 3: Pricing
Appendix 4: Pricing
18
Appendix 5: Testimonials
Appendix 6: About the team
19
Appendix 7: Contact Information
20