IMO STATE POLYTECHNIC

P.M.B 1472 UMUAGWO-OHAJI

OWERRI, IMO STATE.

REPORT ON
FOUR MONTH STUDENTS INDUSTRIAL WORK
EXPERIENCE SCHEME [SIWES]

DONE AT
ELSHADDAI ACADEMY
AMUMARA, EZINIHITTE MBAISE L.G.A. IMO STATE

BY;

CHINEKEZI CHIEMELA BELIEVE

2014/ND/CEM/68042

DEPARTMENT OF COOPERATIVE ECONOMICS

& MANAGEMENT
IN PARTIAL FULFILLMENT FOR THE AWARD OF
NATIONAL DIPLOMA CERTIFICATE IN COOPERATIVE
ECONOMICS & MANAGEMENT

DATE: SEPTEMBER 2015, - JANUARY 2016

CHAPTER ONE
1.1 INTRODUCTION
The industrial Training (IT) is a programme designed and formed
by Industrial Training Fund (ITF), through the national Board for
Technical Education (NBTE) for students in Technology Institutions,
National Universities and National Commission for College of
Education (NCCE) for student in college of education.
The programme is designed to expose student particular in
their respective fields of study in partial fulfillment for award of
ordinary national degree certificate for student in polytechnics
and monotechnics.
Students Industrial Work Experience (SIWES) last for four
months for student in the universities.
The reason of the four months it cannot be over emphasized. It
exposes student to the practical aspects of their course of study.
In Imo State polytechnics the programme is made out as one of
the requirement for the award of ordinary national diploma
certificate (OND) it is a score course.
ACHIEVEMENT IN I.T PROGRAMME
(1) To achieve practical knowledge.
(2) To fulfill the necessary requirement for the award of
National Diploma Certificate (ND).
(3) To be computer literate and acquire computer skills in
different packages.

1.2 HISTORY OF THE FIRM

The attachment was done at Elshaddai Academy Amumara,
Ezinihitte Mbaise Imo State. It was established in 2004 with few
workers, but now they are increasing in number of workers and
different services are being rendered there.
1.3 ORGANIGRAM OF THE ARMY DAY SECONDARY SCHOOL
Headmaster

Bursar

Teachers

Students

Cleaners & Securities

The Headmaster is the head of the School. He has the final say
regarding the running of the School. His decisions are usually
final. However, nobody reports to him, he tells the workers what
to do.
The next is the teachers, they are in charge of the day to day
teaching activities, they have their different subjects they teach,
they prepare their notes and other class activities which they
submit for approval before teaching the students at the end of the
term and they give report to the Headmaster in charge of their
school.
The security unit is headed by the chief security. He has
other security men under his command. They are in charge of the
store where properties of the school are kept. The casual are the
other people in the school, like the cleaners, and then the IT
students who are learning.

CHAPTER TWO
2.1 ACTIVITIES CARRIED OUT
During the period of the training, I teach the pupils of Primary two
which I did very well. I prepare lesson notes, assignments and
quiz, and at the exam preparation period, I take them for about
two weeks of revision before commencement of the terms
examination.
It wasnt easy, teaching work is stressful but am happy I had the
experience.
2.2 EXPERIENCE GAINED
The Student Industrial Work Experience Scheme (SIWES) expose
me on to various aspect of the teaching. For example, I
understand the basics in teaching and anywhere I find myself I
can easy apply in any school without fear.
In all, the SIWES programme prepared me for being a good
teacher and I am happy I can teach in any primary school.

CHAPTER THREE
3.1 PROBLEMS ENCOUNTERED
1.

Accommodation:

This

is

the

most

difficult

problem

encountered, I got the place of IT there was no house to stay

so I had to look for relation and friends to stay with
throughout this programme, which made me uncomfortable
to cope. Many students had accommodation problem.
2.

Finance: The other problem was inadequate finance for the

four months the problem lasted, it was not easy to feed, I eat
once a day, because if I eat 2 or 3 times there will be no
money to transport to work and to go back home. The only
allowance was transport which was a little token not minding
where one is coming from.

3.

Feeding: Due to inadequate feeding allowance, it was

difficult to have three square meals a day throughout the
period of the programme I managed to survive.

4.

Transportation Cost: The transport fare given not enough

for some of us living far, so we trekked down to work, which
sometimes make me to come late to work, the same is
applied while going home.

CHAPTER FOUR
4.1 CONCLUSION
The student industrial work experience scheme is more important
than anything else. Apart from exposing the students to the
practicalities in the job training, it also exposes the students to
the economic realities in the country.
The programme should be sustained because it teaches the
student how to be self reliant or self employed especially these
days, when Godfatherism has taken over except by the grace of
God. If all the attendance problems are taken care of, the
programme will go a long way in making student better.
4.2 RECOMMENDATION
The following recommendations are made:
(1) ITF should pay students during training to alleviate the
problems of feeding and accommodation than waiting till
the end of the programme.
(2) The present allowance should be viewed upward to relate
the present economic realities.
(3) ITF should as a matter of policy ensure that employers of
labour and the establishments where students are doing
their industrial training provide decent accommodation for
the students.
(4) ITF

should

also

increase

college-based

supervision

allowance, to ensure that they effectively supervise the

students since many do not visit their students throughout
the period of attachment, their reason being that they do
not get enough allowance from ITF for such visits.
6