A METHODICAL REPORT ON

STUDENT WORK EXPERIENCE PROGRAM (S.W.E.P)

UNDERTAKEN AT THE

EDO STATE UNIVERSITY ENGINEERING WORKSHOP

KM 7, AUCHI - ABUJA ROAD, IYAMHO- UZAIRUE, EDO STATE,

NIGERIA.

OVWIGHO DANIEL UFUOMA

ENG/MEC/01901498
GEE 199

DEPARTMENT OF MECHANICAL ENGINEERING

FACULTY OF ENGINEERING

EDO STATE UNIVERSITY UZAIRUE

INSTITUTION BASED SUPERVISOR: ENGR.F. OAMEN ISAAC

Submitted in PARTIAL fulfillment for the award of A BACHELORS’

DEGREE IN MECHANICAL ENGINEERING

CARRIED OUT FROM

2ND NOVEMBER 2020 THROUGH 4TH DECEMBER 2020

DECLARATION

This is to certify that OVWIGHO DANIEL UFUOMA of Matric number ENG/MEC/01901498

compiled this report based on his one-month student work experience program (S.W.E.P) carried

out at Edo State University Uzairue, Edo state, Nigeria.

…………………………... ………………...........................

Name of student Signature and Date

…………………………… ………………………………..

Name of Industry Based supervisor Signature and Date

…………………………… .………………………………

Name of Academic Supervisor Signature and Date

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DEDICATION

This report is dedicated to God almighty for his undisputed love and guidance throughout the

one-month duration of my workshop practice at the Edo State University engineering workshop.

I would also like to dedicate this report to my junior colleagues in the faculty of engineering and

all aspiring engineers.

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ACKNOWLEDGEMENT

For the success of this project my profound gratitude goes to:

 God almighty, without whom I would have achieved nothing.

 My parents, siblings and relatives for their extended emotional, moral and financial

support.

 My one in a million uncle, Engr. Charles Ovwigho. Thank you for being the father figure

you are to me now.

 The management and staff of Edo State University Uzairue for providing me with such

exposure as I have now. Edo State University is indeed a world class establishment.

 The Industrial training fund for such an initiative as the Student Work Experience

Program.

 The Dean, Faculty of Engineering, Engr. Prof. Evbogbai and the entirety of the staff of

the faculty of engineering.

 The Head of Department, Mechanical Engineering, Engr. Isaac Festus Oamen for his

immense contribution not only as a lecturer and institution-based supervisor, but as a

guardian.

 The workshop-based supervisors and instructors, Mr John Itebalumhe, Tgst. Kadiri, Engr.

Evbogbai Barry, Mr. Abdullahi Yaya. Thank you all for your dedication and efforts.

 Finally, my co-interns and friends, Silas, Michael, Dolapo, Success, Martins, Farid and

many more, thank you all for making the period of this program an exciting and fun-filled

one.

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ABSTRACT

This Industrial Study presents the experience and skills gathered from the Edo State University

Engineering Workshop in Edo State, Nigeria during my one-month student work experience

program.

I have gained practical knowledge of the operation of various mechanical machines such as the

lathe machine, the grinding machines, smith furnaces etc.

I have also helped provide the program with the resources they need.

In this article, the technical skills gained during the training period are addressed and discussed

from a students’ view point and the importance of the initiative for equipping students with the

requisite technical skills to succeed in the real world is justified.

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 TABLE OF CONTENT
Declaration i
Dedication ii
Acknowledgement iii
Abstract iv
Table of content v

CHAPTER ONE

1.1 Introduction to Student Industrial Training 1

1.2 Objective of SIWES 1-2
1.3 SWEP Regulator Agency 2
1.4 Benefits Of SWEP 2-4

CHAPTER TWO
2.1 History of Edo University 5

2.2 Objectives of Edo University 5-6

2.3 ORGANOGRAM of Edo University 6
2.4 Various Sections of The Engineering Workshop 7-8
and Their Functions
CHAPTER THREE
3.1 Activities during the attachment 9-12
3.2 Project Executed 12-13
3.3 Experience acquired 13

CHAPTER FOUR
4.1 Problem encountered during the period of 14
attachment
4.2 Solution to Problem 15

CHAPTER FIVE
5.1 Conclusion 16
Recommendation 16
References 17
Appendix 18-21
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CHAPTER 1

1.1 INTRODUCTION TO STUDENT INDUSTRIAL TRAINING

The student Industrial work Experience Scheme (SIWES) was initiated in 1973 by the Industrial

Training Fund (ITF). This was to update practical knowledge of students in the Universities,

Polytechnics and Colleges of Technology. The goal was to bridge the gap between teaching

theoretical knowledge and technological knowledge in industry by giving students the chance to

bring their education knowledge into real-world situations.

It also helps students to integrate theoretical knowledge gained in the classroom with the

practical use of the requisite knowledge to carry out industry work. It also prepares the students

for work and encourages the transition from school to work. I undertook my SWEP training at

Edo State University Engineering Workshop at Iyamho Edo State, Nigeria. This lasted from

November 2nd to December 4th 2020.

1.2 THE OBJECTIVE OF SIWES

The main objective of the program is to bridge theory with practice by creating an avenue for

students to be exposed to real engineering jobs out there in the society.

Some Objectives of SWEP are listed below;

 Establish and strengthen confidence in the performance of duties.

 Raise awareness and increase student interest in the subject selected.

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 Adopt and comply with safety regulations in the industry.

 To expose students to the real working environment.

 Instil teamwork and good relationships with other employees.

 Ability to assess themselves to prepare for the working world after graduation.

 Let’s students see the connection between theoretical learning with practical work

 viii. Uplifting honest, trustworthy, dedicated and responsible for the tasks assign.

1.3 SWEP REGULATOR AGENCY

A Regulatory Agency is a government entity or agency that is allowed to exercise independent

authority in a regulatory and supervisory capacity in some areas of human activity. An

Independent Regulatory Agency is an independent authority, independent of any government

branches or tiers. Edo State University Uzairue is the Regulatory Body for my SWEP program.

1.4 BENEFITS OF INDUSTRIAL TRAINING TO STUDENTS

The SWEP must be a requirement for all applicants to earn their Diploma or a degree in

undergraduate studies at public higher education institutions or private institutions. It isn't really

formally obligatory, but to raise awareness about the situation in the workplace. Many useful and
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valuable experience acquired with industrial training as a supply before entering the field of

employment. It can also create faith through the available experience and knowledge. It is so

easy and convenient to do the work later on.

Industrial training is important because such training can expose students to the real working

environment. It also can add and expand technical knowledge and skills of the student, if the

student has previously acquired knowledge is limited, but when students attend this training,

students can find out more about things, and when something will work. In addition, students can

learn about the latest technology or skills in Training Industry.

Moreover, this exercise introduces the students themselves to the employer in terms of their

capabilities, preparation and attitude. This exercise will demonstrate the students' willingness to

work hard and commit themselves to the employer and show a good attitude.

This exercise is also necessary because when students are studying, they will possibly meet high

level officials or attend meetings and provide employment to foreign staff. The exercise will also

help rid the complex of inferiority when the student is at the University.

The conclusion that can be defined on the importance of industrial training are:

a. Building and strengthening the students in their trust in every workplace tasks and tribulations.

b. Planting coordination and positive relationships between company staff and employees.

c. To teach students the actual work atmosphere.

d. To avoid difficulties when students start working and prevent clumsiness.

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e. Adopt and comply with safety regulations in the workshop.

f. Linking theory to practice and so on.

h. Encourage integrity, transparency and trust building.

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 CHAPTER TWO

2.1 HISTORY OF EDO UNIVERSITY

Edo State University Uzairue (ESUU) is a state government-owned tertiary institution founded in

2016. It is located in Iyamho, a town in Etsako West local government area of Edo State,

Nigeria. On 23 March 2016, the university was approved by the National Universities

Commission as Nigeria's 41st state university. Edo State University offer undergraduate,

postgraduate and research program.

On 27 March 2014, the Edo State House of Assembly passed a bill for the establishment of a

University of Science and Technology at Uzairue. The University was however changed to Edo

University and more recently, Edo State University Uzairue.

The vision of the Edo University, Iyamho, is to become a center of excellence in quality

teaching, research, innovations and community development.

2.2 OBJECTIVES OF EDO UNIVERSITY

Edo State University's objectives are as follows:

 Acquisition, development and inculcation of the proper value-orientation for the survival

of the individual and society.

 The development of intellectual capacities of individuals to understand, appreciate and

promote peaceful co-existence.

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  Producing graduates with broad knowledge of the Nigerian Nation and people with a

view to inculcating in them mutual understanding and patriotism.

 Exposing graduates of Nigerian Universities to the rudiments of ICT for computer

literacy and ability to live usefully in this ICT age.

 Preparing students for a post university life with opportunities for job creation and

entrepreneurial skills.

 Production of graduates capable of communicating effectively (both oral and written).

2.3 ORGANOGRAM OF EDO UNIVERSITY

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2.4 VARIOUS DEPARTMENTS OF THE ENGINEERING WORKSHOP AND THEIR

FUNCTIONS

1. CAPENTERY AND WOODWORK SECTION

This department is in charge of all carpentry work in the building. They carry out work on wood

such as stools, tables, cupboards, etc. The tools commonly found in the carpentry workshop are

chisel, different types of saw for different purposes, hammer, mallet, jack plane steel rule, try

square, marking gauge, bench vice etc. There are also electrically driven machines in the

carpentry section such as electrically operated cutting machine, drilling machine, etc.

2. WELDING AND FABRICATION SECTION

The department is responsible for all welding and fabrication works in the establishment. The

equipment’s mostly found in this section include hacksaw, electrical arc welding machine, filer,

electrode holder, electrodes of different diameters.

3. MACHINING AND FITTING SECTION

This is the responsible department for all workshop fitting. They are responsible for the center

lathe machine and other power machines in the fitting shop. They often conduct operations on

working benches. The hand operations usually carried out in the fitting shop are; marking out,

filling, sawing, scraping, drilling, tapping, grinding, grinding etc. The tools mostly found in the

fitting shop include hacksaw, file, center punch, calipers for measurement etc. The electrically

powered tools in the fitting machine shop include center lathe machine, drilling machine, air

compressor, vertical milling drilling machine, universal grinding machine.

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 4. ELECTRICAL AND ELECTRONICS SECTION

This is the section responsible for handling all the electrical works. This section is also

responsible to help verify what students have learnt in class. They are responsible for instilling in

students, electrical skills needed by students to understand properly the principles behind the

theory aspect being taught in class. The equipment’s commonly found in this section includes;

ammeter, voltmeter, clamp meter, inverter, soldering iron, capacitors, diodes, resistors, digital

multi-meter etc.

5. FORGING AND FOUNDRY SECTION

This section is responsible for the manufacture of metal products for the establishment by casting

metals in shape by melting them into liquid and pouring the molten metal into mold to make a

product or by heating the metal until it is red hot and hammering it to shape, the equipment

commonly found in this section includes; the black smith furnace, the induction furnace, anvil,

hammer, tongs etc

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 CHAPTER 3

3.1ACTIVITIES DURING THE TRAINING PERIOD

My training was conducted from 2nd November to 4th of December 2020. The workshops held at

Edo State University Engineering workshop in Iyamho influenced me with great knowledge and

introduced me to practical aspects of what I have studied in theory. A brief break-down of the

activities carried out during the five-week period comprises;

1. ELECTRICAL AND ELECTRONICS

DURATION 2nd Nov – 6th Nov

INTRUCTOR(S) Mr. Sam, Tgst.

Kadiri
 A general introduction to the electrical laboratory was in order. Description of various

transformers, meters, toolbox, oscilloscope, trainers, load banks, generators, soldering

iron etc.

 Introduction to and description of a solar power supply unit. I familiarized with the

components of the power supply unit namely; solar panels, charge controller,

batteries and inverter. I also gained knowledge on how to assemble these components

accordingly.

 Usage of the soldering iron and soldering lead(solder). After watching the instructor, I

was able to successfully solder circuit components (resistors) onto a circuit board.

Using a de-soldering pump, I also took the components apart from the circuit board.

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  Troubleshooting faulty extension outlets using a multi-meter and fixing the fuses.

 Assembling a simple Direct Current (DC) power supply unit.

2. WELDING AND FABRICATION UNIT

DURATION 9th Nov – 13th Nov

INTRUCTOR(S) Mr. John

Itebalumhe

 Introduction to the welding and fabrication section and familiarization with tools and

equipment such as the arc welding machine, electrode holder and electrodes, hacksaws

and bench vice,

 Practical welding, full welding and tacking. This included welding a metal square piece

together making sure the angles were right angles. We made use of the try square for this.

 Construction of a drying oven. The plane metals and steel lengths were cut to size using

the disc cutter. Afterwards, we welded the components into the desired oven

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 3. CAPENTERY AND WOODWORK UNIT

DURATION 16th Nov – 20th Nov

INTRUCTOR(S) Mr. Evbogbai Barry

 Description and uses of carpentry hand and power tools used such as the scrappers, jack

plane, wood mallet, saws, mortise machine, hand drill, table saw etc

 Cutting of plane wood into different lengths and sizes with a hand saw. Also, sawing and

plaining of wood into different length and sizes with a table sawing machine.

 Assembling the cut wood to form a table. We applied gum and hammered nails to the

joints.

 Made the basic structure of a chair. Using sandpaper, we smoothened the rough surfaces

and edges on the chair.

4. FORGING AND FOUNDRY

DURATION 23rd Nov – 27th Nov

INTRUCTOR(S) Mr. Abdullahi Yaya

 Description and maintenance of black smith furnace and induction furnace.

Familiarization with tools like the anvil, brick hammer, wire brush, bench grinding

machine, etc.

 Forging of an S-hook from a given round rod using the blacksmith furnace and anvil

 Forging the letters “E” “U” “I” from cylindrical rods of specified dimensions. The

rough surfaces were smoothened over with the bench grinding machine and hand file.

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 5. MACHINING AND FITTING UNIT

DURATION 30th Nov – 4th Dec

INTRUCTOR(S) Mr. John Itebalumhe

 Introduction to the machining and fittings section of the workshop.

 Fixing a blade on a hacksaw.

 Performing square fitting by sawing a steel sheet with a hacksaw and filing it into a

perfect square, and checking its accuracy with a vernier calliper.

 Production of a V-fitting by use of a steel sheet shaped with a hacksaw.

 Drilling holes in specified areas of the v-fitting using a pillar drilling machine.

 Performing surface turning and shoulder turning with lathe machine. Production of

hinges and lock using the lathe machine.

3.2 PROJECTS EXECUTED

 ASSEMBLING AN 8A DC POWER SUPPLY UNIT IN THE ELECTRICAL AND

ELECTRONICS LABORATORY.

 CONSTRUCTION OF A TRADITIONAL METAL DRYING OVEN USING OF

METAL SHEETS AND RODS, BY MEANS OF WELDING.

 FORGING THE INITIALS OF THE UNIVERSITY (EUI) WITH SQUARE RODS.

THESE WOULD SERVE AS A NAME TAG FOR THE METAL PROJECT

(DRYING OVEN)

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  A CHAIR AND TABLE CONSTRUCTED FROM PLANED WOOD IN THE

CARPENTRY WORKSHOP.

 V-FITTING IN THE FITTINGS WORKSHOP

3.3 EXPERIENCE ACQUIRED

The workshop program really served as an eye opener and an effective means to gain requisite

knowledge on hands-on practical. Each activity carried out in the workshop served as a notable

experience acquired. In the electrical laboratory, after trying out my hands on the assembly of

various components on the circuit board, I was able to gain knowledge on hot to carry out basic

connections on a circuit training board. Other workshop sections were not left out as I was able

to gain a thing or two from each workshop section.

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 CHAPTER FOUR

4.1 PROBLEMS ENCOUNTERED DURING PERIOD OF ATTACHMENT

Coming across problems during attachments such as this is quite inevitable, and throughout the

period of the workshop program, these are some of the problems I encountered.

 Insufficient hand tools: A lot of the hand tools available, were available in trivial

quantities. Because of this, some hand tools such as the hacksaws had to be shared

between various sections in the workshop. Personalizing this, during my practice at the

welding and fabrication section, there wasn’t any hacksaw available to cut the metal rod I

was given and thus, had to wait for the students in the carpentry section to borrow from

them.

 Lack of Food stalls: The lack of food or grocery stores around the workshop really

proved to be a serious problem. Owing to this, a lot of students had to return to their

hostels to get food at break. More often than not, they would not return due to fatigue, or

unavailability of transport means.

 Inadequate supervision: During the period of my attachment one supervisor served as

the instructor for the welding and fabrications, foundry and forging, and the machining

and fitting sections. Naturally, we were not able to receive the attention we needed in

each section. This posed a real issue and we were not able to reach our full potentials

because of this.

 Transportation: There was only one bus available which naturally, would not be able to

transit all the students together. Because of this, some of us would be late a lot of times

and have to walk the distance other times, which in my opinion was very long.

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4.2 PROBLEMS SOLVED

One of the problems I and my group solved was fixing faulty extension outlets. For me, this

was the most exciting and educating workshop experience as well as a solved problem. The

extension outlets were tested and found to not work. So, using a multimeter, we troubleshot it

and found out that the fuses were broken. We could have easily bought new fuses, but

instead, using tiny strips of wire, we reconnected both fuses and the faulty extensions came

back to working condition.

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 CHAPTER FIVE

5.1 CONCLUSION

The Student Work Experience Program really exposed me personally to the practical aspect of

engineering. Beforehand, I had never been in any standard workshop or seen most of the

equipment and power tools in a workshop. But the SWEP served as exposure to all of it. It gave

me a detailed understanding of some of the industrial aspects of the engineering profession as

well as hands-on experiences.

The program was smooth, hitch-free, adequately organized, exciting, and most importantly,

educational. The knowledge gained from this program will definitely prove useful in real life

industrial experiences. This infers that it is an essential program for all engineering students and

should be adopted nationwide.

5.2 RECOMMENDATION

Although the SWEP exercise was very much a success, there are quite a few things I would love

to recommend.

 Setting up food stalls within the premises of the engineering workshop would be essential

 Providing means of transportation within the school premises other than the bus

 Involvement of more supervisors

 More hand tools should be made available in the workshop.

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REFERENCES

 SWEP LOG BOOK

 Eng. prof. Emmanuel Aluyor: Mini prospectus Edo University 2018.

 ITF (2003). Student Industrial Work Experience Scheme in Human Resource

Development in Nigeria Industrial Training Fund, Jos Nigeria.

Mafe, O. A. T. (1991). Student Industrial Work Experience Scheme (SIWES), 1973-

1991: An Appraisal of its Effectiveness and Efficiency. COREN-CODET Workshop on

‘’Future of Engineering Education in Nigeria” ASCON, Badagry, Nigeria.

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APPENDIX 1

DIAGRAM OF SOME HAND TOOLS IN THE CARPENTRY WORKSHOP

APPENDIX 2

PLAINING MACHINE
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APPENDIX 3

DIAGRAM OF A WELDING PROCESS

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APPENDIX 4

LATHE MACHINE
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APPENDIX 5 BLACK SMITH FURNACE AND FOUNDRY TOOLS/EQUIPMENT

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