A

REPORT

ON

STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME

(SIWES)

UNDERTAKEN AT

GRAVITY 88.1 FM
IGBOHO IBADAN, OYO STATE.

BY

AJAO JUWON EMMANUEL

MCN2100007

SUBMITTED TO

DEPARTMENT OF MASS COMMUNICATION

FACULTY OF I.C.T
THE POLYTECHNIC IRESI
OSUN STATE

MARCH, 2023
 CERTIFICATION

This is to certify that this SIWES report is the original work of AJAO JUWON EMMANUEL
with MCN2100007 in MASS COMMUNICATION DEPARTMENT of The Polytechnic Iresi, Iresi,
Osun state.

The report was compiled and written during the 2022/2023 SIWES programme at GRAVITY 88.1
FM
IGBOHO IBADAN, OYO STATE.
.

MR. TELLA O.A.

Institution-based Supervisor Signature/Date ________________________________

MR. SALAUDEEN A.I.

Head of Department Signature/Date ________________________________
 ACKNOWLEDGEMENT

I wish to acknowledge and God the Alpha and Omega of everything for His protect over and to also
thank my parent for their unimaginable support ever since I was a kid till now and for the success of
my SIWES programme.

My special thanks go to the Management of TPI, The Registrar MR. SANNI L.O, The Deans and the
HOD of mass communication department in person of MR. SALAUDEEN A.I. may God continue to
bless them all abundantly AMEN.

My Special thanks also goes to my supervisor from the Institution in person MR. TELLA O.A.

More so, everyone who contributed one way or the other towards the success of my SIWES Training
and not left out unacknowledged. My special thanks go to my reliable and supportive dear parents
MR. & MRS. AJAO for their support both in cash, words of advice and more over me, and also to
the management of Funny fun concept and my supervisors for their numerous contribution and effort
to make this training an education.
 SUMMARY

Student Industrial Work Experience Scheme (SIWES) is a compulsory skill acquisition training
programs, designed to give university undergraduates in Nigeria appropriate practical knowledge, and
exposure to industrial workplace environment in their disciplines during their course of study and to
understand the industrial application of the theoretical knowledge that acquire within the four wall of
the lecture

I was fortunate to serve my three-month SIWES program at GRAVITY 88.1 FM. This report is
comprehensive summary of all that I learnt and I was involved in throughout my SIWES program at
GRAVITY 88.1 FM

The chapter one gives a brief introduction to SIWES and Objective of SIWES. Chapter two give a
brief to the history operation of GRAVITY 88.1 FM and free zone report with an organogram
structure of the industrial. Chapter three discuss SIWES skills and knowledge acquired and Chapter
four is the last chapter and contains conclusion and recommendation.
 TABLE OF CONTENT

CERTIFICATION....................................................................................................................................ii

ACKNOWLEDGEMENT......................................................................................................................iii

SUMMARY............................................................................................................................................iv

TABLE OF CONTENT............................................................................................................................v

CHAPTER ONE.......................................................................................................................................7

INTRODUCTION....................................................................................................................................7

1.1 A BRIEF HISTORY OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME

(SIWES)................................................................................................................................................7

1.2 THE NEED FOR SIWES..........................................................................................................8

1.3 BENEFIT OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)........9

CHAPTER TWO....................................................................................................................................10

ESTABLISHMENT...............................................................................................................................10

2.1 FULL ADDRESS OF THE ORGANIZATION......................................................................10

2.2 ORGANIZATIONAL CHART OF THE STATION................................................................ .

CHAPTER THREE................................................................................................................................16

SKILLS AND KNOWLEDGE ACQUIRED.........................................................................................16

3.1 COMMUNICATION...............................................................................................................16

3.1.1 Parts of Communication...................................................................................................16

3.1.2 Categories of Communication..........................................................................................16

3.2 RECORDING STUDIO AND LIVE STUDIO.......................................................................17

3.3 JINGLE....................................................................................................................................18

3.4 TYPES OF MEDIA.............................................................................................................19

3.5 EQUIPMENTS FOUND IN A RADIO STATION.................................................................19

3.6 DIFFERENT TYPES OF MICROPHONES...........................................................................20

3.6.1 Dynamic Microphones.....................................................................................................20

3.6.2 Condenser Microphones...................................................................................................20

3.6.3 Ribbon Microphones........................................................................................................21

CHAPTER FOUR..................................................................................................................................22
RECOMMENDATIONS AND CONCLUSIONS.................................................................................22

4.1 CONCLUSION........................................................................................................................22

4.2 RECOMMENDATION...........................................................................................................22

4.3 REFERENCE………………………………………………………………………….........23
 CHAPTER ONE

INTRODUCTION

1.1 A BRIEF HISTORY OF STUDENT INDUSTRIAL WORK EXPERIENCE

SCHEME (SIWES)

The student Industrial Work Experience Scheme (SIWES) was established by the Industrial
Training Fund (ITF) in 1973 to solve the problem of lack of adequate practical skills
preparatory to employment in industries by Nigerian graduates of tertiary institutions.

The scheme exposes students to industry-based skills necessary for a smooth transition from
the classroom to world of work.

It affords student of tertiary institution the opportunity of being familiarized and exposed to
the needed experience in handling machinery and equipment which are usually not available
in the educational institutions and also serves as an avenue to meet their counterpart in other
tertiary institutions.

Participation in SIWES has become a necessary pre-condition for the award of Diploma and
Degree certification in specific disciplines in mostly higher institutions in Nigeria, in
accordance with the education policy of government.

OPERATORS: The ITF, the coordinating agencies (NUC, NBTE, NCCE), employer of
labour and the institutions.

FUNDING: The Federal Government of Nigeria.

BENEFICIARIES: Undergraduate Student of the following: Agriculture, Engineering,

Technology, Environmental, Science, Education, Medical Science and Pure and Applied
Sciences.

DURATION: Three months for Polytechnics and Colleges of Education, and six months for
the universities.

Highlighting Number of Participating Institutions:

Universities 34
Polytechnics 65

Colleges of Education 59 158

Average number of students scheduled to participate in SIWES from Universities,

Polytechnics and colleges of Education annually is about 78,000.

However, to ensure that the report touched all aspect of human endeavor, exciting diagrams
or sketch are incorporated in almost every chapter of the report.

1.2 THE NEED FOR SIWES

Many students in Nigeria Institution, beginning from primary, secondary and tertiary
education requires industrial training-based knowledge to compete in the labor market to
improve and increase the economy of the nation. It is not only in our country (Nigeria) that
needs SIWES but also many other countries like our counterpart; Ghana, Cameroon, Benin
Republic etc. also embark their students on industrial training scheme to prepare for the
future task in the labor market.

Theoretical knowledge alone would not usually prepare an educated person for the world of
work. The worker or reproductive individual must not only be knowledgeable but must also
be versatile mindfully prepared in the application of skills to perform defined jobs or work.

The reality of the foregoing fact can be illustrated by using a simple analogy. While it is
possible for someone to learn and culture all the available information on driving a car in the
classroom, it is unlikely that the individual would base on the knowledge alone, and will be
able to drive a car at the first opportunity. On the other hand, someone else without
theoretical knowledge or information on how to ride a bicycle, on being told and shown what
to followed by hands-on practice and supervision by an instructor, would at the end of the
day be able to ride a bicycle successfully.

In another way round, let’s take a look at a driver that needs both theoretical and practical
experience to drive the car perfectly to avoid accident on the way. Consequently, there are
two basic forms of learning-education and training, both of which are indispensable to the
productive world of work and the functioning of society today. In the description above, the
first individual had abundant education on how to drive a car. The second individual had
received adequate training on how to drive a car, the third individual had the advantage of
being able to combine theoretical knowledge with practical skill in order to produce a better
result in forms of goods and services or to be productive.

Oral and practical education is important. There is no effective education without practical
training knowledge by the students to produce a better yield in the field of work. The
productive individual, particularly in this millennium, must be able to know how to combine
and utilize the outcomes from the two forms of learning (Technical-Know-how and do-how-
capacity) for the production of goods and services in the labour market so as to improve the
economy of the nation.

1.3 BENEFIT OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME

(SIWES)

There are lots of benefits that occur during industrial training. The major benefits occurring
to students who participate consciously in industrial training are the skills and competencies
they acquire. These Relevance Production Skills (RPSs) remain a part of the recipients of
industrial training as life-long assets which cannot be taken away from them. This is because
the knowledge and skills acquired through training are internalized to become relevant when
required to perform job or functions.

Many other benefits added to students who participate in industrial training.

Such benefits include:

 Exposure of students to the environment in which the will eventually work, thereby
enabling them to see how their future professions are organized in practice.

 Enabling set of students to appreciate in work method and gain more experience in
handling equipment and machinery which may not be available in their institution.

 Prepare student to contribute to the productivity of their employers and national

development immediately after graduation.
 CHAPTER TWO

ESTABLISHMENT

2.1 ORGANIZATIONAL CHART OF THE STATION OF CLEAR TV

GRAVITY 88.1 FM
Located at IGBOHO IBADAN, OYO STATE.

CEO

GENERAL MANAGER

HEAD OF ACCOUNTANT HEAD OF HEAD OF HEAD OF

PROGRAM OPERATION ADMIN. MARKETING

ON AIR RECEPTION MARKETERS

PERSONALIT
Y

SECURITY
OFFICER
 CHAPTER THREE

SKILLS AND KNOWLEDGE ACQUIRED

3.1 COMMUNICATION

Communication is simply the act of transferring information from one place, person or group
to another.

Every communication involves (at least) one sender, a message and a recipient. This may
sound simple, but communication is actually a very complex subject.

The transmission of the message from sender to recipient can be affected by a huge range of
things. These include our emotions, the cultural situation, the medium used to communicate,
and even our location. The complexity is why good communication skills are considered so
desirable by employers around the world: accurate, effective and unambiguous
communication is actually extremely hard.

3.1.1 Parts of Communication

A communication therefore has three parts: the sender, the message, and the recipient.

The sender ‘encodes’ the message, usually in a mixture of words and non-verbal
communication. It is transmitted in some way (for example, in speech or writing), and the
recipient ‘decodes’ it.

Of course, there may be more than one recipient, and the complexity of communication
means that each one may receive a slightly different message. Two people may read very
different things into the choice of words and/or body language. It is also possible that neither
of them will have quite the same understanding as the sender.

In face-to-face communication, the roles of the sender and recipient are not distinct. The two
roles will pass back and forwards between two people talking. Both parties communicate
with each other, even if in very subtle ways such as through eye-contact (or lack of) and
general body language. In written communication, however, the sender and recipient are
more distinct.
3.1.2 Categories of Communication

There are a wide range of ways in which we communicate and more than one may be
occurring at any given time.

The different categories of communication include:

 Spoken or Verbal Communication, which includes face-to-face, telephone, radio or

television and other media.

 Non-Verbal Communication, covering body language, gestures, how we dress or

act, where we stand, and even our scent. There are many subtle ways that we
communicate (perhaps even unintentionally) with others. For example, the tone of
voice can give clues to mood or emotional state, whilst hand signals or gestures can
add to a spoken message.

 Written Communication: which includes letters, e-mails, social media, books,

magazines, the Internet and other media. Until recent times, a relatively small number
of writers and publishers were very powerful when it came to communicating the
written word. Today, we can all write and publish our ideas online, which has led to
an explosion of information and communication possibilities.

 Visualizations: graphs and charts, maps, logos and other visualizations can all
communicate messages.

3.2 RECORDING STUDIO AND LIVE STUDIO

A recording studio is a specialized facility for sound recording, mixing, and audio production
of instrumental or vocal musical performances, spoken words, and other sounds. They range
in size from a small in-home project studio large enough to record a single singer-guitarist, to
a large building with space for a full orchestra of 100 or more musicians. Ideally both the
recording and monitoring (listening and mixing) spaces are specially designed by an
acoustician or audio engineer to achieve optimum acoustic properties (acoustic isolation or
diffusion or absorption of reflected sound echoes that could otherwise interfere with the
sound heard by the listener).
Recording studios may be used to record singers, instrumental musicians (e.g., electric guitar,
piano, saxophone, or ensembles such as orchestras), voice-over artists for advertisements or
dialogue replacement in film, television, or animation, foley, or to record their accompanying
musical soundtracks. The typical recording studio consists of a room called the "studio" or
"live room" equipped with microphones and mic stands, where instrumentalists and vocalists
perform; and the "control room", where sound engineers, sometimes with record producers,
as well, operate professional audio mixing consoles, effects units, or computers with
specialized software suites to mix, manipulate (e.g., by adjusting the equalization and adding
effects) and route the sound for analogue recording or digital recording. The engineers and
producers listen to the live music and the recorded "tracks" on high-quality monitor speakers
or headphones.

Often, there will be smaller rooms called "isolation booths" to accommodate loud instruments
such as drums or electric guitar amplifiers and speakers, to keep these sounds from being
audible to the microphones that are capturing the sounds from other instruments or voices, or
to provide "drier" rooms for recording vocals or quieter acoustic instruments such as an
acoustic guitar or a fiddle. Major recording studios typically have a range of large, heavy, and
hard-to-transport instruments and music equipment in the studio, such as a grand piano,
Hammond organ, electric piano, harp, and drums.

3.3 JINGLE

A jingle is a short song or tune used in advertising and for other commercial uses. Jingles are
a form of sound branding. A jingle contains one or more hooks and meaning that explicitly
promote the product or service being advertised, usually through the use of one or more
advertising slogans. Ad buyers use jingles in radio and television commercials; they can also
be used in non-advertising contexts to establish or maintain a brand image. Many jingles are
also created using snippets of popular songs, in which lyrics are modified to appropriately
advertise the product or service.

3.3.1 Radio jingles

Most often the term "radio jingles" can be used to collectively describe all elements of radio

station branding or identification. Accurately the term in the context of radio used to describe

only those station branding elements which are musical, or sung. Sung jingles are the most
common form of radio station branding otherwise known as imaging. A radio jingle therefore

is created in a studio by session singers and includes a musical representation of the radio

station name and frequency. Radio stations will sub contract to specialist radio jingle

producers who will create the musical sound and melody, along with the recording the

session singers. The elements, termed a donut, will then be dispatched to the radio station in

various time variations to be edited by local radio producers before being broadcast in

between songs, or into and out of commercial breaks. Alternatively, jingles can be made in-

house by production staff.

3.4 DOCUMENTARY

A documentary film or documentary is a non-fictional motion-picture intended to

"document reality, primarily for the purposes of instruction, education or maintaining

a historical record". Bill Nichols has characterized the documentary in terms of

"a filmmaking practice, a cinematic tradition, and mode of audience reception [that remains] a

practice without clear boundaries".

Early documentary films, originally called "actuality films", lasted one minute or less. Over

time, documentaries have evolved to become longer in length, and to include more

categories. Some examples are educational, observational and docufiction. Documentaries

are very informative, and are often used within schools as a resource to teach

various principles. Documentary filmmakers have a responsibility to be truthful to their

vision of the world without intentionally misrepresenting a topic.

Social-media platforms (such as YouTube) have provided an avenue for the growth of the

documentary-film genre. These platforms have increased the distribution area and ease-of-
accessibility, thereby enhancing the ability to educate a larger volume of viewers, and

broadening the reach of persons who receive that information

3.5 EQUIPMENTS FOUND IN A TELEVISION STATION

1. Censor

2. Micro-phone

3. Headphone

4. Vault Sets or monitor

5. On-Air Light or Cue Light

6. DAT Machines

7. Paddings absorber sounds

3.6 DIFFERENT TYPES OF MICROPHONES

There are 2 main microphone types that you will be using in a studio or recording
environment, namely the Dynamic Microphone and the Condenser Microphone. There is a
third type called a Ribbon Microphone too, but these are less common and usually used by
professionals only.

3.6.1 Dynamic Microphones

The Dynamic Microphone is a good all-rounder microphone which can be used for vocals,
recording drums as well as guitar amps

1. It does not need a power supply

2. They are fairly low cost

3. Most common types are the Shure SM57 and the Shure SM58
Overall a dynamic microphone is a sturdier and more reliable microphone option for those
who play live, record their vocals or guitars at high levels and swing their microphones
around due to the fact if you drop them they’ll be ok. They take an awful lot of noise before
they start to distort, so for heavier guitars and more aggressive vocals in a live setting, this
microphone is for you. The technical bit is that these microphones use a moving coil
magnetic diaphragm to produce the audio signal and can handle high Sound Pressure Levels
(SPL).

3.6.2 Condenser Microphones

1. Ideal for recording vocals or acoustic guitars

2. Perfect for precision recording and capturing subtle nuances on pianos or acoustic
guitars

3. They do need a power supply

4. Very sensitive to breathing and “popping”

Condenser microphones are extremely sensitive and

due to the fact, they use a conductive diaphragm
which vibrates with sound pressure and uses
capacitance to create the audio signal, they are very
susceptible to distorting at higher levels, so not ideal
for recording guitar amps up close. You will often
see a condenser microphone with a popper stopper or
“pop shield” filter placed in front of it when someone
is recording vocals with them. This is to stop excess air pressure vibrating the microphone.
Due to the fact they are so sensitive, you get a far more natural and transparent recording with
a condenser microphone. ew

3.6.3 Ribbon Microphones

1. Extremely sensitive microphone

2. Great for vocals, choirs, piano, strings, and woodwind

3. Perfect for recording multi-instruments in a room

 4. Often described as a more vintage vibe

5. Can be quite expensive

Ribbon mics are for the recording connoisseur (and those with a little extra funds to spare),
and often those who want a vintage sounding vibe to their recording. Ribbon mics have an
uncanny ability to record an entire room beautifully, record higher notes associated with
woodwind or strings accurately and relay more ambient sounds. These features make these
microphones very popular with those who want to record a wide range of acoustic
instruments professionally. With a myriad of different microphones out there we highlight
some of the best microphones by type and what you would use them to record.
 CHAPTER FOUR

RECOMMENDATIONS AND CONCLUSIONS

4.1 CONCLUSION

This report conveyed and stated the objective of student industrial work experience scheme
(SIWES) which is to provide an approach for high learning institution students to acquire
industrial adroitness and experience in the approved course of study and equally to prepare
students for the industrial work audition which they are lawfully to meet after graduation.

Moreover, the report equally stated the description of Funny fun concept (sure radio) and
actual work done as well as, the experience gained during the time at the station.

In conclusion, SIWES as a part in education line should not be left unaccredited, because it
provides all the technical know-how a student need regarding his or her course of study.

4.2 RECOMMENDATION

The Student Industrial Work Experience Scheme is a programme that is supposed to be fully
supported and embraced by the students of Nigeria Institutions to improve our standard in the
world of academic’s work.

Some students fail to go for SIWES because of some difficulties they face, like financial
problem; a large percentage of students cater for themselves during the school period or some
of the students have poor background, so most of them will not bother themselves too much
for SIWES, and they would rather go to where they will work and extort money without
gaining anything and this has always brought backwardness to the educational progress in
Nigeria.

I therefore recommend that, the government should at least render little assistance to students
that go for SIWES during the SIWES time and not after the SIWES.

More so, all students should have it in mind that SIWES is not a means of extorting money
but a means of gathering experience both practical and theory for proper success in life and in
academics.
 REFERENCE

 ECMA-334; ISO IEC 23270:2006

 Google.com (history of siwes)
 Microsoft t 2006 reference manual
 nileuniversity.com/ITreportFormat
 wikihow.com/prefaceFormat