RIVERS STATE UNIVERSITY,

P.M.B. 5080, NKPOLU-OROWORUKWO,

PORT HARCOURT

FACULTY OF ENVIRONMENTAL SCIENCES

DEPARTMENT OF ARCHITECTURE

SIX MONTHS REPORT ON STUDENTS

INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

AT
DEPARTMENT OF ARCHITECTURE,
RIVERS STATE UNIVERSITY, PORT HARCOURT.

BY
DAMBO, KARINA FAVOUR
DE.2017/1744

SIWES SUPERVISOR:
ARC. KELECHUKWU DIMKPA

APRIL 2021.
 RIVERS STATE UNIVERSITY,
P.M.B. 5080, NKPOLU-OROWORUKWO,
PORT HARCOURT

FACULTY OF ENVIRONMENTAL SCIENCES

DEPARTMENT OF ARCHITECTURE

SIX MONTHS REPORT ON STUDENTS

INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

AT

DEPARTMENT OF ARCHITECTURE,
RIVERS STATE UNIVERSITY, RIVERS STATE.

BY

DAMBO, KARINA FAVOUR

DE.2017/1744

SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR

THE AWARD OF BACHELOR OF TECHNOLOGY ARCHITECTURE
DEGREE, IN THE FACULTY OF ENVIRONMENTAL SCIENCES OF THE
RIVERS STATE UNIVERSITY, NKPOLU-OROWORUKWO,
PORT HARCOURT.

APRIL 2021.

2
 ABSTRACT

Students' industrial training is essential for the consideration of our nation's technical and scientific
advancement. The advancement of students as individuals in the professional and working space can
be equated to the growth of the country as a whole.

Therefore, It is of great importance to be equipped both in classroom and in the practical field before
graduation, so as to have practical knowledge applied to the things learnt in school and equally ready
to go out into the work space inept with standard experience to combat the demands of the professional
space and environment.

This issue of concern has been solved greatly by the Students’ Industrial Work Experience Scheme
(SIWES) unit which mandates students to undergo professional training for six months in a recognized
and licensed firm and then after, give a report on their findings and experience gained.

This report is a presentation of the SIWES I had undergone for a period of Six (6) month at Department
of Architecture, Rivers State University, Port Harcourt.

The report is centered on the work experience I got in these areas, I served and the knowledge acquired
within this period. This includes but not limited to the use of Computer Aided Design, CAD in the form
of Revit Architecture software. Site management and supervision, Visitation of site of collegeaus,
Measurement of proposed and already existing building works, exposed to site operations and various
processes involved in building construction of majorly the ongoing Senate Building at Rivers State
University, PH and other projects from blinding of trenches, installation of column reinforcement,
setting out, also damp proofing process. Office practice in the professional space, Site and project
visitation and status supervision etc.

The use of Computer Aided Design, CAD is of vital importance to the study of Architecture, as a result
I learnt and carried out various tasks using the Revit Architecture software. These tasks include the
general use of the software, creating 3D views of buildings and rendering.

Nevertheless, If our nation's technological and scientific advancement is to be considered, industrial

training of students is critical. The growth of students as individuals can be equated to the development
of the nation as a whole.

3
 DEDICATION

This report is dedicated to the Almighty God who in His infinite grace and mercy has

been my help in ages past and my solid hope for years to come. He is my solid rock and

foundation on which I stand. His love and mercy has seen me through all these years. As my

support, my king, my hope, my father, the essence of my existence.

I dedicate this work also to my parents, Dr. and Mrs. Dambo, who have been my pillar

of hope on this earth and loving parents who have guided me through life. I am grateful. God

bless you for being a blessing to me. Thank you for always standing by me. Also, my siblings,

Kokobo, Aboye and Belemote, my pals and backbone. And also my friends for the laughs,

cries, smiles and feats conquered. God will see us through this.

4
 ACKNOWLEDGEMENT

I would like to express my heart felt gratitude to God Almighty in whose infinite mercy, granted

me wisdom, knowledge, strength and courage to come this far both in my career and this report

work. I would also like to thank Dr. Warebi Brisibe for his endless guidance, shared expertise

and support throughout this industrial training and in this report work. Also, I want to thank

the IT supervisor in the person of Arc. Kelechukwu Dimpka for his guidance and considerate

actions concerning the IT Defence and other staff of the department for their encouragements.

I am also thankful to my lovely parents who saw me through it all, Dr. Diepreye Dambo and

Mrs. Jane Dambo. Thank you for supporting me endlessly. God bless you.

5
 TABLE OF CONTENTS

Title Page
Abstract
Dedication
Acknowledgement
Table of Contents
CHAPTER ONE
1.0 Introduction……………………………………………………………….. 7
1.1 History of SIWES………………………………………………………… 7
1.2 SIWES……………………………………………………………………. 8
1.3 Bodies involved in SIWES……………………………………………….. 9
1.4 Purpose of Training………………………………………………………. 10
1.5 Aims and Objectives……………………………………………………… 10

CHAPTER TWO
2.0 Industrial Training Introduction…………………………………………...11
2.1 Computer Aided Design…………………………………………………...12
2.2 Construction Processes……...……………………………………………..22

CHAPTER THREE
3.0 New Skills Acquired and Challenges……………………………………....35
3.1 Challenges………………………………………………………………….36

CHAPTER FOUR
4.0 Conclusion…..……………………………………………………………...38
4.1 Recommendation…………………………………………………………...38
4.2 References

6
 INTRODUCTION

“ For nation's technological and scientific advancement is to be considered, industrial

training of students is critical. The growth of students as individuals can be equated to the

development of the nation as a whole.”

1.1 THE HISTORY OF SIWES

THE STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

The student industrial work experience scheme (SIWES) was established by the industrial

training fund (ITF) in 1973 to enable students of tertiary institution have basic technical

knowledge of industrial works base on their course of study before the completion of their

programme in their respective institutions. The scheme was designed to expose students to

industrial environment and enable them develop occupational competencies so that they

can readily contribute their quota to national economic and technical development after

graduation. The student industrial work experience scheme (SIWES) is a planned and

supervised training intervention based on stated and specific learning and career objectives,

and geared towards developing the occupational competencies of the participants. It is a

programme required to be undertaken by all students of tertiary institutions in Nigeria

pursuing courses in specialized engineering, technical, business, applied science and

applied arts” (ITF, 2004).

Industrial training fund in its policy statement No.1, published in 1973, inserted a clause

dealing with the issue of partial skills among locally trained professionals. Section 15 of

the policy statement states inter-alia, that “Great emphasis will be placed on assisting

7
certain products of post-secondary school system to adopt or orientate easily to their

possible post graduate job environment. The scheme exposes student to industrial based

skills necessary for a smooth transition from classroom to the world of work. It affords

student of tertiary institutions the opportunity of being familiarized exposed to the needed

experience in handling machinery and equipment which are not available in the education

institute.

1.2 SIWES: The Students Industrial Work Experience Scheme

The Students Industrial Work Experience Scheme (SIWES) is the accepted skills training

programme, which forms part of the approved minimum academic standard in the various

degree programmes for all the Nigerian Universities. The scheme bridges the gap existing

between theory and practice of the Engineering and technology, Sciences, Agriculture,

Medical, Environmental Sciences, Technical and Science Education and other professional

educational programmes in the Nigerian tertiary Institutions. It is aimed at exposing students

to machines and equipment, professional work methods and ways of safe guarding the work

areas and workers in the industries and organizations. The minimum duration for SIWES is

24 weeks (6 months). SIWES is a tripartite programme involving the students, Universities

and the Industries. The programme was established by the Federal Government of Nigeria

and is jointly co-ordinated by:

• Industrial Training Fund (ITF)

• National Universities Commission (NUC).

8
The responsibilities of students in SIWES training programmes are mainly of three stages:

• Pre-SIWES stage

• SIWES stage

• Post-SIWES stage.

1.3. BODIES INVOLVED IN SIWES

The following bodies have specified roles assigned to them in the administration and

management of SIWES (ITF).

• The Federal Government of Nigeria.

• The Industrial Training Fund (ITF)

• National University Commission (NUC)

• National Board for Technical Education ( NBTE)

• National Commission for College of Education (NCCE)

• Institution of Higher Learning

• The Employers of Labour.

9
1.4. PURPOSE OF TRAINING

This training was aimed at giving me an Industrial experience for the course of study

(Architecture). This was to broaden my knowledge on the scope of Architecture, understand

the professionalism and practicality of the course both in Computer Aided Design (CAD) and

(standard) Construction so as to give me the drive and motivation to be part of something big

in Architecture and do this in the right way with in depth knowledge and experience.

1.5. AIMS AND OBJECTIVES OF SIWES

Specifically, the objectives of the students Industrial work Experience scheme (SIWES)

according to the Industrial Training Fund (ITF) are to:

a. Provide an avenue for students in Institutions of higher learning to acquire industrial

skills and experience in their course of study.

b. Prepare students for the Industrial work situations they are to meet after graduation.

c. Expose students to work methods and techniques in handling equipment and

machinery that may not be available in their institution.

d. Make the transition from school to the world of work easier, and enhance student’s

contacts for later job placement.

e. Provide students with an opportunity to apply their knowledge in real work situation

thereby bridging the gap between theory and practice.

10
f. Enlist and strengthen employers’ involvement in the entire educational process and

prepare students for employment after graduation.

g. Provide an avenue for students in Institutions of higher learning to acquire industrial

skills and experience in their course of study.

h. Prepare students for the Industrial work situations they are to meet after graduation.

i. Expose students to work methods and techniques in handling equipment and

machinery that may not be available in their institution.

j. Make the transition from school to the world of work easier, and enhance students’

contacts for later job placement.

k. Provide students with an opportunity to apply their knowledge in real work situation

thereby bridging the gap between theory and practice.

l. Enlist and strengthen employers’ involvement in the entire educational process and

prepare students for employment after graduation.

11
2.0. THE INDUSTRIAL TRAINING EXPERIENCE

My industrial training experience was a very impactful one as I was attatched to

Department of Architecture, Rivers State University, PH. for six months. During the course of

my attachment at Department of Architecture, Rivers State University, Port Harcourt under the

tutelage of Dr. Warebi Brisibe. I was exposed to various aspects of the work of an Architect.

During the duration of my industrial training experience, I was exposed to various aspects of

the work of life as an Architect in the professional space which included Computer Aided

Design, (CAD), site operations and construction, building project supervision, drafting of

architectural drawings for construction purposes, production of 3D presentation drawings,

visitation and inspection of ongoing projects, measurement of an already existing building, and

the production of as built drawings from an already existing structure.

During the course of my industrial experience training, I began the first trimester mainly

learning the use of Computer Aided Design (CAD) with Revit Architecture Software so as to

broaden my knowledge on the use of this technology which is a vital tool in the process of

becoming a good and relevant architect. With this computer aided design (CAD) software

training, I was able to equip myself with skills on how to produce 2D and 3D representation of

drawings. Moreover, I gained experience in the important skill of project management,

managing human relationships and the essence of communication in the work space.

12
2.1. COMPUTER AIDED DESIGN (CAD):

It is no longer news that Architectural drawings outside the school environment are

mostly done using the computer. As a result, students are encouraged to master and get

acquainted with the rudiments of executing various 2D and 3D tasks using the computer. So

while on my industrial training I was engaged with the production of some drawings as

instructed by my supervisor using Revit Architecture software. I was able to learn the art of

computer aided design (CAD) to a very good extent and produce design drawings and working

drawings of various building projects.

Some of these drawings are outlined below:

I began my Computer Aided Design (CAD) training with getting to know the Revit

Architecture interface. This interface included ribbons, tools, etc to facilitate the use of the

software. So, in my first week, I began the tutorials on the use of CAD in the areas of setting

level heights of the building floors, how to create walls, windows, doors and I was then given

a take home assignment to design a prototype shop and have its floor plan specifically

represented. (see fig 1a , 1b and 1c below)

Fig 1a showing
floor plan
of shop.

13
(fig. 1b showing isometric ‘line’ view)

(fig. 1c showing 3D view)

(fig. 1c showing Approach view)

14
Following this, I learnt how to create stairs and ramps in the software,the very efficient use of

the offset tool. I then created a multi-shop building with what I had learnt so far which is shown

below in fig. 2

(fig. 2a Ground floor plan)

(fig. 2b approach view)

(Fig 2c.
shows
3D)

15
 Furthermore, I was given a tutorial on the 3D modelling tools in Revit which include

extrusion, blend, sweep and void which can be used to model and create 3D objects like

concrete facia, columns and basically any other form desired to be modelled. I then underwent

training in the use of materials and rendering in buildings in this computer aided design (CAD)

interface. From there, I was given a tutorial on how to use and import plants, trees and other

family objects into the design so as to enhance its realism.

I was then given a take home assignment to produce a 2 bedroom bungalow from all I

had learnt so far especially the new skills I had just learnt, recently which I have placed here

below:

Fig. 3a

Ground floor plan

Fig 3b Approach view

16
Fig. 3c

Fig. 3d

Fig. 3c and 3d show the rendered 3D view of the 2-bedroom bungalow.

During the course my CAD training, I was given a tutorial on the massing and site tool to plot

site coordinates. My supervisor then gave me a real site located in Port Harcourt to plot and

have a set of three 2 bedroom bungalows to be designed on that site. As depicted in fig 4a, b c

17
 fig 4a. site plan

The challenges I faced in this design include the site size constraint and also ventilation

provision in sync with the brief given by the client. Here’s the elevation and 3D view:

fig.4b
elevation

fig. 4c. 3D view

18
Furthermore, I was trained on how to furnish plans, interior design with Computer Automated

Drawings (CAD) and also on how to create curtain walls. After this, I was then given a practical

assignment to design and create a furnished and working drawing design of a 2 bedroom block

of flats and produce, site plan, floor plans, elevations, sections, 3d perspective and render.

Site plan

Ground floor plan

19
Approach view

Left side elevation

Rear view

20
 section A-A

3D PERSPECTIVE VIEW

21
2.2. CONSTRUCTION PROCESSES

CONSTRUCTION OF THE NEW PROPOSED SENATE BUILDING RIVERS STATE

UNIVERSITY, PORT-HARCOURT.

I was assigned to supervise the construction of the afore-mentioned project located at the Rivers

state university.

The industrial training program started with an induction on the 13th of July 2020, this involved

a brief description of the company, her area of interest / activities, some other activities dealing

with Human, Safety, and Environment (HSE) were also undergone, Also several ethical notes

as well as safety and security communication codes were provided to guide me through my six

months of training.

The progression of the construction is summarized below;

BLINDING TO COLUMN BASES AND TRENCHES

Before the blinding of the column bases and trenches, levels are first taken in other to attain

equal heights in the process of construction.

Improvised practical method can be used to take or transfer levels for the depth of pad bases

such as the use of long spirit level, line range and pegs. But in the cost of our construction we

adopted the use of leveling instrument.

This instrument was use to transfer various levels across the base pad and trenches so as to

avoid varying heights. Unlike the manual method of taking levels this method is the best and

most accurate.

22
 Areas where the depth of the base is beyond the required dept of excavation was been back

filled with sharp sand. The blinding thickness used was 150mm

BLINDING OF COLUMN BASE AND TRENCH

SETTING OUT OF COLUMN / BASE

The base pad and column starters were been installed together after the blinding of the bases

the base casted region was well flushed with water to remove soil particles, since the soil

contains air and water which might tend to cause rusting of the rebar work to the base (base

reinforcement).

23
 COLUMN BASE REINFORCEMENT

Concrete covers are placed underneath the base reinforcement while the column starters

(column reinforcement) is placed and tired perpendicularly to the base well plumed and

finally casted together.

CONCRETE COVERS STARTERS BARS

24
 CASTING OF THE COLUMN BASE

FORM WORK AND REINFORCED

CONCRETE IN SUBSTRUCTURE

The blocks were formed in the substructure as

indicated in the working drawing with the guard of

lines and square to make edges be at 90‫ﹾ‬.

Columns where been extended above the DPC level

(Damp Proof Course).

The top line and side line was used, the side line was to make the sides of the blocks to be at

same position horizontally on a straight line and is properly cross checked with the square

while the top line was used to ensure that the top of the blocks comes out at the same level

25
 FORMING OF BLOCKS ON THE SUBSTRUCTURE

-BLOCK WORK IN SUBSTRUCTURE RAISING OF THE BLOCKS TO DPC LEVEL.

BACK FILLING AND COMPACTION

The foundation was back filled with laterite to a particular level and then finally filled

with Sharp sand. Water was then spread on the soil for about 1 to 2 days to enable the soil settle

for Proper consolidation of the soil. And finally the vibrating machine was used to compact the

soil properly so as to avoid Differential settlement.

After compaction the DMP (Damp Proof Membrane) was spread on the soil. The work for

DPM is to prevent moisture content from the soil rising by capillary action such as through a

Phenomenon known as rising damp, Rising damp is the effect of water rising from the

groundInto property.

The hard core is then laid on the DPM and finally the BRC was spread on the hard core before

The casting of the ground floor slab.

26
 • Block filled to solid;

The blocks where filled to solid at the strip pad foundation before casting the G.F.S, at the

hall Casting of different level was as carried out as a result of the step ups at the gallery.The

step up was marked at an interval of 150mm height to another and the span for one platform

to another was measured at 600mm interval with respect to each other.

BACKFILLING WITH LATERITE AND SHARP SAND STEPPING OF BLOCKS AT THE HALL AREA

D.P.M AND HARD CORE PLACED ON THE SOIL PLACING OF THE B.R.C

27
 BLOCK FILLED TO SOLID CASTING OF THE GROUND FLOOR SLAB

RAFT BEAM REINFORCEMENT FORM WORK FOR RAFT BEAM

CASTING OF THE RAFT BEAM BACKFILLING OF THE RAFT FOUNDATION

28
 BACK FILLING AND PLACEMENT OF HARDCORE

D.P.C CASTING

• ERECTION OF BLOCK WALLS: The erection of the block walls commenced after

the completion of the ground floor slab. As a result of the varying topography of the land, step

down were introduced on the ground floor slab by 150mm of the area of higher topography to

area of lower topography, summing to 450mm at various intervals. Block walls were laid 225

mm thick hollow blocks for the main walls and 150mm hollow blocks for the room partitions.

• MARKING OUT WINDOWS AND DOOR DIMENSION:

This process was carried out with the aid of the architectural plan. In this stage, blocks were

first formed and doors dimension were marked out, block walls were erected up to four coaches

29
(900mm) to the window sill before the commencement of the marking out of the windows

dimension.

This process commenced immediately block walls were erected to the window sill level

(900mm) using the architectural windows schedule with measurement variation between

1500x1500mm and 1200x1200mm.

The door demarcations were also considered with references made to the architectural door

schedule of the building.

• ERECTION OF BLOCK WALLS TO LINTEL LEVEL:

The block wall erection continued immediately the marking out of the windows on the ground

floor level was completed, door and window heights were introduced, to the lintel level on the

building.

Column reinforcement of varying sizes ranging from the interior column of the structure of

dimension size 225x225mm with yield steel reinforcement of 12mm diameter and lintel beam

reinforcement of yield steel of 12mm diameter

(For rectangular chain beam) being installed were adequate chaining of the beams was

properly considered in the process.

• CONSTRUCTION OF FORM WORK FOR GROUND FLOOR LINTEL

BEAMS:

The process commenced immediately the lintel beam reinforcements were installed using the

2x2” woods. The form works were adequately plumbed to ensure the standard alignment of the

formwork with the block walls before the casting process kicked off.

• CASTING OF THE LINTEL BEAMS AND COLUMN EXTENSIONS OF THE

GROUND FLOOR:

30
This process commenced immediately all the form works were constructed with concrete mix

ratio of 1:21/2:5, fully stated as 1 bag of cement to 41/2 head pans of fine aggregate and 10 head

pans of coarse aggregate, which was fully mixed using the concrete mixer with water ratio of

75ml to ensure a workable concrete.

The concrete mixes were conveyed by the works men into the constructed formwork and

adequately compacted to avoid honey combs and exposure of the reinforcement. Adequate

supervision was duly upheld while the concrete mixing was carried out.

• ERECTION OF BLOCK WALLS TO THE FIRST FLOOR BEAM:

Block walls were erected to varying coarse as a result of the undulation in the land topography

of the afore mentioned site.

Some of the block walls were erected and different adjustments made based on the undulation

in the topography of the land as mentioned earlier, thereby causing variations in the head rooms

of the structure in order to maintain leveled head rooms at the ground floor of the building

before the commencement of the 1st floor level in the building.

• COLUMN REINFORCEMENT, FORMWORK AND CASTING:

This was another phase of the building in the ground floor level. In this stage, the column

reinforcement were first installed by the iron benders with different steel reinforcement sizes ,

whereby Y16, Y20 and Y25 high yield steel reinforcements were considered in most cases.

This process was carried out by the iron benders whereby the cutting, bending and the

arrangement of the reinforcements were done based on the directive of the site engineer based

with the aid of structural detailing and drawing provided in the design of the proposed building.

In the construction site under study of the proposed building in this report, the column form

work commenced immediately the column reinforcement installation was completed. The form

work of the column was constructed by the carpenter using the 2x2” wood or ply wood based

on the size of the column to be considered as indicated on the building plan with variation

31
varying by sizes on the rectangular columns with column classifications as duly stated

respectively;

Column 1: of dimension 230x230mm

Column 2: of dimension 390x820mm with height of 3.34m

Column 3: of dimension 450x850mm with height of 3.16m

These formworks were constructed based on the required sizes and dimensions as stated earlier,

which was placed further over the reinforcement of the columns with concrete cover of 25mm.

Adequate supervision was generally carried out in this phase, to ensure the vertical alignment

of the column formwork alongside its levels, before the commencement of column casting.

The casting of the columns was done with a concrete mix ratio of 1:3:4 with specification of 1

bag of cement to 6 head pans of fine aggregate to 8 head pans of coarse aggregate mixed

appropriately with the aid of a concrete mixer to ensure efficient workability of the concrete

and proper compaction of the concrete with the aid of poker viberator to eliminate honey combs

and the exposure of the reinforcements of the columns which is practically unsafe being

exposed to moist and sun. The form work of the column was removed after some days.

• BEAM AND SLAB:

This is another phase of the building which commenced after construction of the form work

for the beam and first floor slab using the marine boards, 1x 12” boards, nails, saws, hammers,

bar, props (bamboo) etc, and the installation of the ground floor props (bamboo) to hold the

constructed form works into place as a result of its mechanical properties.

32
 PROPS (BAMBOO) BRAZING

PLACEMENT OF DAMP PROOF MEMBRANE (DPM)

The form work for the beams was constructed using the thickness of 550mm and spacing of

2300mm between each beams based in the beam deign schedule of the structural plan with

beam sizes of 750mm x 40mm and 450mm x 230mm considered.

In order to maintain adequate alignment of the formwork constructed,

Levels were transferred using the theodolite to indicate bench marks for the form work

constructed so as to maintain a précised level for the beam and slab form work.

The slab form work was constructed using the 1x 12” board.

33
Placement of damp proof membrane (DPM) was done on the constructed formwork to ease the

removal of the form work after casting and to minimize the leakage of concrete during the

casting of the beam and slab.

34
 CHAPTER 3

3.0. NEW SKILLS ACQUIRED AND CHALLENGE

From my six months experience in the industrial training, I was able to acquire new skills both

in the areas of Computer Aided Design and Site Construction processes.

COMPUTER AIDED DESIGN

• From the Computer aided Design training, I was able to learn new skills in the use of

CAD to create 2D and 3D representations of drawings.

• 3D Modelling in Revit Architecture software

• Insight on Working Drawing drafting

• Rendering of design projects.

SITE AND CONSTRUCTION

These include:

• Site Supervision skills including Accountability, Being Knowledgeable, Proactiveness,

Attention to details and Respect for all workers.

• Proper management of site construction and processes

• Efficient communication with construction workers and artisans in order to achieve the

set goal.

• Proper site management

35
• Quality Control and use of standard processes in a world where unprofessional people

like to take unstandard short cuts.

• Use of protective gear i.e. PPE (Personal Protective Equipment) on site in order to avoid

hazards and being exposed to unsafe conditions

• Site Meetings which are held at regular intervals for the clients, contractors and

consultants to discuss the details of the ongoing project and for both parties to be

updated.

• Proper House keeping. i.e. clean up of site on a daily basis.

3.1. CHALLENGES

In course of my Industrial training, some challenges were experienced and the necessary

measures applied to tackle the challenges are outlined:

• In the use of CAD, i.e. Computer Aided Design, I faced the challenge of my

system not having the technical facilities to carry out some processes with speed such

as rendering, and also not being able to carry the Lumion software.

• Decision making and covid 19 influence : Because of the covid 19 pandemic,

the design for a 300 seater hall had to be expanded due to the new pandemic guidelines.

Happening during the cause of construction, a necessary decision was made to the

design and construction to add a gallery overlooking the hall to accommodate more

persons and both design and construction were reviewed accordingly.

36
• Before my industrial training, I didn’t have much knowledge on working with

so many professional processes, equipment, methods on site and the secondary methods

of getting things done so at the beginning of this training, I had such challenge but I

was able to get this knowledge in time from working on site.

• The topic of communication was a challenge as the artisans and labourers were

mostly working with imperial measurements so it was a challenge for me that was well

experienced in the use of metric measurements. On site, the dimensions had to be

converted to promote efficiency.

• With the site being located in an area of high rainfall in the wet season, the

weather was a challenge as the project timeline got into that season so it was a challenge

but with learning how to plan the project processes adequately, materials were properly

stored and well managed.

37
 CHAPTER 4

CONCLUSION AND RECOMMENDATIONS

4.0. CONCLUSION

The Students Industrial Work Experience Scheme (SIWES) is a necessary tool in the

education sector and is capable of bridging the gap between theory in school and

practice in the work environment. From my report it is evident that I have been impacted

positively by it. The industrial training should be continued at its relevant levels to

ensure that students gain prerequisite knowledge and skills needed by the society.

4.1. RECOMMENDATIONS

In reality, some employers did not welcome students for study, despite the words in the

introductory letter to their students. That is because they didn't have existing work, at

the moment, some others complained that they didn't have enough resources to pay

students for education. I believe that paying students for preparation is very important.

I think it is very critical that employers should be notified or sensibilized before the

system is put in place, that students should be allowed, whether with or without

compensation, so long as they are able to remain and acquire their experiences.

38
 4.2. REFERENCES

• RIVERS STATE UNIVERSITY, STUDENTS INDUSTRIAL

WORK EXPERIENCE SCHEME (SIWES) HANDBOOK,
NOVEMBER 2014.

39