A REPORT ON STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

UNDERTAKEN AT

OSUN STATE MINISTRY OF ENVIRONMENT AND SANITATION, ABERE,

OSOGBO, OSUN STATE, NIGERIA

BY

BAMIDELE OPEYEMI DAMILOLA

EMT/2022/1023

SUBMITTED TO

THE SIWES COORDINATOR DEPARTMENT OF ENVIRONMENTAL

MANAGEMENT AND TOXICOLOGY

FACULTY OF SCIENCE

FEDERAL UNIVERSITY OYE-EKITI, EKITI STATE, NIGERIA

IN PARTIAL FULFILLMENT OF THE AWARD OF A BACHELOR OF SCIENCE

DEGREE ([Link])

JULY - SEPTEMBER, 2025

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 CERTIFICATION

This is to certify that the work during the eight weeks industrial training was carried out by

BAMIDELE OPEYEMI DAMILOLA with matriculation number; EMT/2022/1023 in the

Department of Environmental Management and Toxicology, Federal University Oye-Ekiti, Ekiti

State, Nigeria, during the 2024/2025 Student Industrial Work Experience Scheme (SIWES)

__________________ _________________

BAMIDELE OPEYEMI DAMILOLA Date

STUDENT

___________________ _________________

MR. A.A. ADEJUMO Date

HEAD OF DEPARTMENT

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 DEDICATION

This SIWES report is dedicated to the almighty God, the giver and sustainer of life, for His

unconditional love and mercy granted to me throughout the period of SIWES.

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 ACKNOWLEDGMENT
I give all thanks and adoration to God Almighty for making this program a successful one.
And I’d also love to appreciate to my mom, Mrs. Bamidele for her prayers, willingness, love,
kindness, financial support and dedication towards all her children. I will love to extend my
appreciation to my siblings, Mrs. Oludumila, Mrs Adewuyi, Mr & Mrs Adeyeye, sister Olaide,
sister Olamide, sister Bukola for their support and encouragement towards my academic journey
all the time.
My profound gratitude also goes to my HOD, Mr. A.A Adejumo and also to my industrial
training supervisor, Mr. Akala for impacting knowledge and leading me through this journey and
making it a very successful experience.
I will also like to appreciate my best friend in person of Sunday Samson Oluwaseyifunmi for
always giving me his support and motivation to do better. And also to my friends, Tomilola,
Ladesi, Bisi, Maryanne, Tomiwa for always being a source of inspiration to me.
I will also like to appreciate my fellow colleagues and friends at the IT training for making it an
easy and enjoyable experience. I pray Almighty God continue to bless every one of you
abundantly. Thank you.

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 ABSTRACT
This report provides a comprehensive account of the skills and knowledge acquired during an
eight-week Students Industrial Work Experience Scheme (SIWES) undertaken at the Ministry of
Environment and Sanitation, Abere, Osogbo, Osun State. The program was designed to bridge
theoretical knowledge with practical application in environmental management and toxicology.
Key activities included conducting field inspections of public schools and markets to enforce
sanitation compliance, performing laboratory water quality analysis (pH and alkalinity testing),
and visiting the Erinle Dam Water Works to observe large-scale water treatment processes.
Additional training involved practical noise pollution monitoring using sound level meters,
plastic waste management at a recycling facility, and a field study of medical waste handling at
Osun State Hospital, Asubiaro. The program also included essential instruction in environmental
law enforcement, safety protocols, and emerging concerns like microplastic pollution. The
SIWES experience successfully provided invaluable practical insight into the functions of an
environmental agency, significantly enhancing technical competencies in environmental
monitoring, regulatory compliance, and public health protection. This industrial training has
fundamentally prepared me for a professional career in environmental management and
toxicology.
Keywords: Environmental Management, Toxicology, Water Quality Analysis, SIWES, Pollution
Monitoring, Waste Management, Public Health.

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 TABLE OF CONTENTS
Title page i

Certification Page ii

Dedication iii

Acknowledgement iv

Abstract v

Table of Content vi

List of Figure viii

CHAPTER ONE 1-3

1.0 INTRODUCTION
1.1 Brief History of SIWES
1.2 Aim and Objectives of SIWES
CHAPTER TWO 4-6
COMPANY PROFILE
2.1 Osun State Ministry of Environment and Sanitation
2.1 Mission
2.2 Key Functions
2.3 Historical Context
2.4 Ministry Structure
CHAPTER THREE 7-29
INDUSTRIAL TRAINING EXPERIENCE
3.0 Introduction
3.1. Foundational Principles of Environmental Toxicology and Pollution
3.2. Waste Management and Pollution Control
3.2.1 Medical and Hazardous Waste Management
3.2.2. Plastic Waste Management and Recycling
3.3. Water Quality Analysis and Treatment
3.3.1 Practical Water Quality Analysis
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3.3.2 Water Treatment Processes
3.4. Environmental Governance, Safety, and Emerging Concerns
3.4.1 Environmental Law Enforcement and Sustainable Practices
3.4.2 Laboratory Safety and Administrative Protocols
3.5. Comprehensive Study of Noise Pollution: Assessment and Mitigation
3.6. Enforcement and Education: Field Inspections and Community Sanitation Monitoring
CHAPTER FOUR 30-32
SUMMARY, CONCLUSION AND RECOMMENDATION
4.1 Summary
4.2 Conclusion
4.3 Recommendations

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 LIST OF FIGURE
Figure 1. Organizational Structure of Ministry of Environment and Natural Resources 6
Figure 2. Non-infectious waste bin 10
Figure 3. Infectious waste bin 13
Figure 4. Erinle dam (coagulation and flocculation section) 19

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 CHAPTER ONE

1.0 INTRODUCTION

What Is SIWES?

The Students Industrial Work Experience Scheme (SIWES) is an initiative of the Federal

Ministry of Nigeria, implemented through a partnership between the Industrial Training Fund

(ITF) and the National Board for Technical Education (NBTE). The program's objective is to

immerse students in the professional environments they will encounter after graduation, based on

their specific disciplines. SIWES is designed to equip students with hands-on experience,

enabling them to translate academic theory into practice, acquire new competencies, and enhance

their professional adaptability. Additionally, the scheme functions as a critical platform for

career development and networking. A key requirement is the submission of a comprehensive

report detailing all activities undertaken and challenges encountered during the placement.

1.1 Brief History of SIWES

The Students Industrial Work Experience Scheme (SIWES), originally known as Students

Industrial Training (SIT), was established in 1973 by the Federal Government of Nigeria. It was

created in direct response to concerns from industrialists that graduates from higher institutions

lacked the necessary practical skills for employment. The program was designed to bridge this

gap between academic theory and industrial practice.

The scheme is jointly coordinated by the Industrial Training Fund (ITF), the National

Universities Commission (NUC), and the National Board for Technical Education (NBTE).

SIWES provides students with critical hands-on experience, allowing them to familiarize

themselves with industry-standard equipment and machinery that are typically unavailable in

academic settings.

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The management and funding of SIWES have undergone several transitions. Initially solely

funded by the ITF, financial constraints led to its handover to the NUC and NBTE in 1979. In

1984, management was reverted to the ITF, which officially assumed full control in 1985, with

funding now provided entirely by the Federal Government.

In alignment with these national objectives, the Federal University Oye Ekiti has integrated

SIWES into its mission. The university is committed to developing manpower through self-

apprenticeship and strives for excellence in research, knowledge, character, and service to

humanity, with programs like SIWES being a central pillar of this practical, student-focused

strategy.

1.2 Aim and Objectives of SIWES

i. To provide undergraduate with opportunity to apply their theoretical knowledge in

real work situation thereby bridging the gap between Universities and actual

practices.

ii. To provide an avenue for students in Nigeria tertiary institutions to acquire industrial

skills and experience in their course of study

iii. To make the transition from Nigeria tertiary institution to the world of jobs easier

which enhances students contact for job placement.

iv. Ensuring that institutions of higher learning produce qualified graduates who are fit as

the nation’s workforce.

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 CHAPTER TWO

COMPANY PROFILE

2.1 Osun State Ministry of Environment and Sanitation

The Osun State Ministry of Environment and Sanitation was founded in August 2007 and

operates as a crucial agency within the state's governmental framework. Its core mandate is to

manage, formulate, monitor, and evaluate policies and programs designed to improve the state's

environmental health. This is achieved through the implementation of a robust inspection and

regulatory framework, ensuring compliance and promoting the overall well-being of both the

environment and the citizens of Osun State.

2.1 Mission

The mission of the Osun State Ministry of Environment and Sanitation is to instill

positive and transformative changes in the environment, particularly in the realms of health and

sanitation, fostering a sustainable and healthy living environment for the residents of Osun State.

2.2 Key Functions

The Ministry is responsible for the general environmental and sanitation activities in the State.

The environmentally friendly nature of a State is due to the activities of this key Ministry.

Some of its responsibilities include but are not limited to:

i. Prosecuting offenders who disobey government sanitation policies.

ii. Continuously working with Osun Waste Management Agency to enforce environmental

sanitation policies.

iii. Maintain and beautify the State forest reserves.

iv. Raise revenue for the State.

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 v. Beautification of the State, campaign aimed at tree planting and sensitizing and

mobilizing citizens on positive environmental behaviours.

2.3 Historical Context

Prior to 2007, environmental management in Osun State was fragmented across multiple,

uncoordinated ministries and agencies. The creation of the Ministry of Environment and

Sanitation in that year was a transformative development, centralizing these dispersed functions

to establish a unified and effective system of governance.

A significant revitalization occurred under the administration of Governor Rauf Aregbesola. To

enhance coordination and operational efficiency, the ministry's structure was refined through the

establishment of four specialized agencies:

 The Osun Waste Management Agency (OWMA)

 The Osun Signage and Advertisement Agency (O’Signage)

 The Osun Parks and Garden Management Agency (OSPARKS)

 The Office of Forestry and Natural Resources

This strategic restructuring positioned the environment as a core pillar of the state's integral

action plans, particularly the pillar focused on the "Restoration of Healthy Living." The

ministry's philosophy shifted towards a proactive, preventive approach to public health, with

Environmental Health and Sanitation emerging as flagship initiatives designed to address

community wellness holistically.

In summary, the Osun State Ministry of Environment and Sanitation is dedicated to pioneering

sustainable environmental management practices. Through its centralized and specialized

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structure, it is committed to fostering a healthier, cleaner, and more vibrant living environment

for all residents of Osun State.

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2.4 Ministry Structure

Figure 1. Organizational Structure of Ministry of Environment and Natural Resources

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 CHAPTER THREE

INDUSTRIAL TRAINING EXPERIENCE

3.0 Introduction

This chapter provides a detailed account of the practical experiences and knowledge acquired

during the Students Industrial Work Experience Scheme (SIWES) at the Ministry of

Environment and Sanitation, Abere, Osogbo. The activities are presented thematically to provide

a coherent overview of the key learning domains.

3.1. Foundational Principles of Environmental Toxicology and Pollution

The theoretical bedrock of the entire SIWES program was established through a comprehensive

exploration of environmental toxicology and pollution. This segment was crucial as it provided

the scientific "why" behind all the practical "what" and "how" witnessed in the field and

laboratory. It armed me with the fundamental concepts necessary to understand the mechanisms

through which chemicals interact with and disrupt both human health and ecosystem balance,

framing environmental management not just as a regulatory duty but as a critical defense against

invisible threats.

The study began with a detailed categorization of pollutants, moving beyond a generic

understanding to a precise classification. We studied the distinct characteristics and sources

of air pollution (e.g., particulate matter, nitrogen oxides, and sulfur dioxide from industrial and

vehicular emissions), water pollution (e.g., pathogens, heavy metals, and nutrient runoff from

agricultural and industrial sources), and soil pollution (e.g., pesticides, petroleum hydrocarbons,

and improper waste disposal). A pivotal field visit to a local riverside provided a stark, real-

world example of water pollution, where visible signs like algal blooms, discoloration, and foul

odor were discussed as symptoms of underlying chemical and biological contamination. This

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was complemented by rigorous training in practical water sampling techniques, emphasizing

the use of sterile bottles, proper labeling, and meticulous documentation of location and time to

ensure the integrity and traceability of samples for subsequent laboratory analysis.

The core of this theme, however, was the deep dive into toxicology. Lectures were dedicated to

mastering the precise definitions and distinctions between key terms. Toxicity was defined as the

inherent potential of a substance to cause harm, a property dependent on the dose, the route of

exposure (ingestion, inhalation, dermal contact), and the duration of exposure (acute vs.

chronic). We learned the critical difference between a toxicant, a human-made toxic agent like a

pesticide or an industrial solvent, and a toxin, a naturally produced poisonous substance like

botulinum toxin. The curriculum covered the major classification of toxic agents, including

heavy metals (e.g., lead, mercury), solvents and vapors (e.g., benzene), radiation, and various

pesticides and insecticides. A particularly important concept was the exploration of how

seemingly harmless substances, including essential nutrients and pharmaceuticals, can become

toxic under specific conditions of excessive dosage or prolonged exposure, a principle known as

"the dose makes the poison." This theoretical knowledge was immediately linked to

practical preventive measures and safety practices for handling toxic substances in both

occupational and environmental settings, emphasizing the use of personal protective equipment

(PPE), proper ventilation, and engineering controls to minimize risk. This foundation in

toxicology was indispensable, as it provided the lens through which to understand the health

impacts of pollutants observed throughout the training, from the chemicals in water to the

emissions from industries and the hazards within waste streams.

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3.2. Waste Management and Pollution Control

A significant and intellectually rigorous portion of the industrial training was dedicated to

deconstructing the principles and practices of modern waste management. This theme was

particularly vital as it addressed the entire lifecycle of waste from the moment it is generated to

its final disposal or transformation highlighting its direct and profound implications for public

health, environmental integrity, and sustainability. The learning journey within this theme was

comprehensive, spanning the high-stakes environment of medical waste handling and the

pervasive challenge of plastic pollution, providing a holistic view of one of environmental

management's most critical fronts.

3.2.1 Medical and Hazardous Waste Management

The theoretical foundation for this segment was established through detailed lectures that

provided a systematic classification of waste streams. We moved beyond the general term

"waste" to understand its specific categories: domestic/municipal solid waste from

households; industrial waste from manufacturing processes, which can be both non-hazardous

and hazardous; biomedical waste generated from healthcare facilities; and hazardous waste,

characterized by its ignitability, corrosivity, reactivity, or toxicity, which can originate from both

industrial and medical sources. The lectures powerfully emphasized that improper handling of

these materials is not merely an issue of litter or aesthetics; it is a potent catalyst for severe

public health crises, including the outbreak of infectious diseases like cholera, hepatitis, and

nosocomial infections, and a primary source of long-term environmental contamination through

the leaching of toxins into soil and groundwater aquifers.

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Figure 2. Non-infectious waste bin

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This theoretical knowledge was vividly transformed into practical understanding during an

important field trip to the Osun State Hospital, Asubiaro. This facility served as an ideal live

case study for observing the implementation of high-standard medical waste management

protocols. The process began at the critical point of segregation at source, which is the most

crucial step in ensuring safe downstream handling. I observed healthcare workers meticulously

separating waste into internationally recognized colour-coded bins at the point of

generation: yellow bins for infectious waste (e.g., soiled dressings, swabs, cultures); red bins for

sharps (needles, syringes, scalpels); brown bins for chemical and pharmaceutical waste;

and black bins for general, non-infectious waste. The strict and universal use of Personal

Protective Equipment (PPE) including heavy-duty gloves, masks, goggles, and gowns by all

personnel involved was a non-negotiable standard, deeply ingraining the culture of safety first.

A key learning point was the specialized handling of sharps. I observed how these items were

immediately disposed of into puncture-proof, leak-proof, and autoclave-safe containers located

at every point of care. This practice is designed to prevent needlestick injuries, which are a

primary route for transmitting blood-borne pathogens like HIV and Hepatitis B and C.

Furthermore, I learned that these sharps containers are not directly sent for disposal; instead, they

are subjected to autoclaving a process of steam sterilization under high pressure that renders all

microbial life inert before being finally landfilled or incinerated. This two-step process

(containment then sterilization) significantly mitigates infection risks for waste handlers. The

processes of temporary storage in designated, secure areas using sealed, labelled containers and

the protocols for safe transportation within the hospital premises to a central storage facility were

also demonstrated. This entire meticulously designed chain from the patient's bedside to final

disposal is a testament to a robust system engineered for a single purpose: to create a continuous

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barrier between hazardous waste and the public, thereby protecting healthcare workers,

sanitation staff, and the community at large from preventable harm. This experience was a

profound lesson in operationalizing public health theory into life-saving practice.

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Figure 3. Infectious waste bin

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3.2.2. Plastic Waste Management and Recycling

The complex and global challenge of plastic pollution was addressed through a powerful two-

pronged approach that combined alarming theoretical knowledge with grounding practical

solutions. This comprehensive exploration began with a seminar that delved into the most

insidious form of plastic pollution, micro and nano-plastics (MNPs). The seminar was a deep

dive into the unseen environmental crisis. I learned that these particles are not just manufactured

microbeads from cosmetics but are largely secondary, resulting from the relentless

environmental degradation of larger plastic items like bottles and bags through ultraviolet

radiation from the sun, physical abrasion from wave action, and mechanical wear. Their

pervasiveness is staggering, these tiny particles have been documented in the deepest ocean

trenches, the most remote Arctic ice, agricultural soils, the air we breathe, and even in human

blood and placental tissue. The most significant concern discussed was their bioavailability.

Their microscopic size allows them to be ingested by a vast range of organisms, from the

smallest zooplankton at the base of the food web to larger fish and eventually humans. This

bioaccumulation potential, coupled with their ability to absorb toxic pollutants and pathogens

onto their surface, raises serious toxicological concerns about inflammatory responses, cellular

damage, and endocrine disruption that are still the subject of intense global research. This

seminar framed plastic not just as a visible litter problem but as a pervasive contaminant with

unknown long-term consequences for ecosystem and human health.

This sobering theoretical perspective was then directly contrasted with a visit to Global Plastics

Waste Management, a materials recovery facility that represents a tangible frontline solution.

Stepping into the facility was a transition from problem to practical response. The first step was

understanding the material itself. I received hands-on training in identifying the most common

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plastic polymers using the Resin Identification Code (RIC) system the numbers inside the

recycling triangle as well as their physical properties. I learned to distinguish clear, brittle

Polyethylene Terephthalate (PET #1) used for water bottles from the more opaque and flexible

High-Density Polyethylene (HDPE #2) used for milk jugs. I felt the waxy surface of Low-

Density Polyethylene (LDPE #4) and the rigidity of Polypropylene (PP #5) from container lids.

This skill is fundamental to effective recycling as different polymers have different melting

points and properties and must be kept separate to produce high-quality recycled material.

The operational heart of the facility was the processing line. I observed and participated in the

shredding and extraction process where baled plastics were broken down. I assisted in manually

sorting through a conveyor belt of mixed plastics, an experience that quickly revealed the major

challenges of cross-contamination from food residues, labels, and the difficulties of separating

multi-layer packaging. The sorted plastics then underwent a rigorous cleaning process. I

participated in the pre-washing to remove gross debris, followed by industrial hot washing with

detergents to eliminate oils and adhesives. The clean flakes were then fed into an extruder where

they were melted, filtered through fine screens to remove any remaining impurities, and formed

into long strands that were cooled in a water bath and cut into uniform pellets. These pellets, the

final product, were bagged and ready to be sold as raw material to manufacturers, effectively

closing the loop in a circular economy. This entire hands-on experience provided a clear and

impactful understanding of the recycling value chain. It demonstrated that recycling is not a

magic bullet but a complex industrial process that serves as a critical solution for diverting waste

from overwhelmed landfills, conserving virgin petroleum resources, reducing energy

consumption, and directly mitigating the volume of plastic that could eventually break down into

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the microplastics we had studied. It connected the dots between individual action in proper

segregation and the large-scale mitigation of a global environmental threat.

3.3. Water Quality Analysis and Treatment

Water, as the cornerstone of public health and ecological balance, formed a critical pillar of the

industrial training. This theme was meticulously designed to provide a complete perspective,

marrying the precise, analytical science of water chemistry conducted within the laboratory walls

with the large-scale, engineering-intensive processes employed at a treatment plant. This dual

approach ensured a comprehensive understanding that water safety is not a matter of chance but

the result of rigorous scientific verification and controlled physical and chemical intervention.

The journey began at the most fundamental level, in the Ministry's laboratory, where the true

character of water is revealed drop by drop.

3.3.1 Practical Water Quality Analysis

The process of water quality analysis is a chain of custody where the integrity of every link

determines the validity of the final result. My training began, therefore, not at the laboratory

bench, but with the critical first step of sample collection. I was drilled on the stringent protocols

that are the bedrock of reliable data. This involved using specifically designed, sterile glassware

to prevent microbial or chemical contamination from the container itself. We were taught to rinse

the sample bottle three times with the source water before collecting the final sample to ensure it

was representative of the water body, not the container. The bottles were to be filled completely

to eliminate air bubbles, which can alter the chemistry of the sample, particularly its pH and

dissolved gas content. Immediate and precise labelling with the location, date, time, and sample

ID was mandatory. Furthermore, we discussed the importance of preservation techniques and

rapid transportation in cool, dark conditions to slow down biological activity and chemical

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reactions that could significantly degrade the sample and render any subsequent analysis

meaningless. This emphasis on procedure underscored a vital principle in environmental science,

that the accuracy of a sophisticated instrument is entirely dependent on the quality of the sample

it receives.

In the laboratory, I transitioned from theory to hands-on practice, performing fundamental tests

that are vital for assessing water safety and stability. The bicarbonate alkalinity test was a central

activity. This was not a simple procedure but a precise volumetric titration that served as a

practical lesson in analytical chemistry. I carefully measured 50ml of a water sample into a

conical flask. Adding phenolphthalein indicator, the solution turned a vibrant pink, indicating the

presence of hydroxide or carbonate ions. I then titrated this with 0.1M Sulphuric acid, drop by

drop, swirling constantly until the pink color permanently disappeared, marking the first

endpoint. I recorded the volume of acid used. Then, to the same solution, I added methyl orange

indicator, which turned the solution yellow. I continued the titration, now watching for a subtle

change from yellow to a faint salmon-pink, marking the final endpoint. Each drop of acid

consumed corresponded to a specific amount of alkalinity. Using the two recorded volumes, I

applied stoichiometric calculations to determine the concentrations of carbonate and bicarbonate

alkalinity, expressed in mg/L of Calcium Carbonate equivalent. This parameter is crucial as it

measures the water's buffering capacity, its ability to resist sudden changes in pH.

Alongside this, I conducted a pH test using a colour comparator kit. I added a bromothymol blue

indicator tablet to a test tube filled with the water sample. After dissolution, I placed the tube in a

comparator block, flanked by a standard colour chart. By visually matching the developed blue-

green hue of my sample to the standards, I determined the pH to be 7.5. This value, falling

within the acceptable range of 6.5 to 8.5 for drinking water, indicated the water was neither

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acidic nor highly alkaline. However, the true diagnostic power emerged from interpreting these

results together. The pH of 7.5, combined with the calculated bicarbonate alkalinity, painted a

dynamic picture of the water's character. It revealed the water's tendency to either dissolve metal

from pipes (corrosivity) or deposit scale (scaling potential), which is critical information for

managing distribution systems and ensuring the water remains safe from its source to the

consumer's tap. This experience transformed abstract chemical concepts into tangible, practical

skills, highlighting how laboratory science directly informs public health decisions and

environmental management.

3.3.2 Water Treatment Processes

The theoretical knowledge and laboratory skills acquired in analyzing water quality were

powerfully contextualized during a field visit to the Erinle Dam Water Works in Ede. This

excursion provided an invaluable, large-scale perspective, transforming abstract chemical

processes into a tangible, engineered reality. Witnessing the journey of water from a raw,

potentially hazardous state in the dam to a crystal-clear, potable product ready for distribution

was a profound demonstration of applied environmental science and public health engineering.

The plant itself functioned as a living laboratory, where each stage is a calculated step designed

to remove specific contaminants.

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Figure 4. Erinle dam (coagulation and flocculation section)

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The process began at the raw water intake from the Erinle Dam reservoir. Here, large pumps

transfer the water into the treatment plant's headworks. The first chemical process encountered

was coagulation and flocculation. In a dedicated chemical dosing house, I observed how alum

(aluminum sulfate) is mixed into a solution and fed into the water in a rapid mix basin. The

alum acts as a coagulant, neutralizing the negative electrical charges on suspended particles like

fine clay, silt, and organic matter. This neutralization allows the particles to come closer

together. The water then flows into a flocculation basin, where gentle mixing encourages these

destabilized particles to collide and form larger, visible clumps called flocs. This process is aided

by the addition of hydrated lime, which is used to carefully adjust the pH of the water to the

optimal range (typically between 5.5 and 7.0) to ensure the coagulation process is maximally

effective. This delicate pH adjustment is a critical control point, as an incorrect pH can render

the alum ineffective, allowing turbidity to pass through the entire plant.

The water, now full of large flocs, then proceeds to the sedimentation or clarification stage.

Here, the water flows into massive, circular or rectangular settling tanks. The flow rate is slowed

dramatically, allowing gravity to pull the heavy flocs down to the bottom of the tank where they

form a layer of sludge, which is periodically removed for disposal. The result is a remarkable

transformation, the water leaving the sedimentation basin is significantly clearer, with the

majority of its suspended solids removed. However, it is not yet clear enough for disinfection.

The next barrier is filtration. I was taken to the filter gallery, a vast hall containing

multiple rapid gravity sand filters. These filters are not just simple sandboxes, they are

sophisticated layered systems. I learned that they typically consist of a base layer of coarse

gravel, supporting layers of finer gravel, and finally a top layer of specially graded fine sand. The

clarified water from the sedimentation tanks percolates down through these layers. The fine sand

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bed acts as a final polishing step, trapping any remaining fine flocs, particles, parasites like

Giardia and Cryptosporidium, and a significant portion of any remaining microorganisms. The

filtered water at this stage is visually clear but still microbiologically unsafe.

The final, and most critical, barrier is disinfection. The clear water flows into a contact tank

where a controlled dose of chlorine is applied. This process, known as post-chlorination, is

designed to kill or inactivate any remaining pathogenic bacteria, viruses, and protozoa, ensuring

the water is safe from waterborne diseases. The chlorine also provides a protective residual that

remains in the water as it travels through miles of distribution pipes to consumers' taps,

safeguarding it against any potential recontamination. Throughout this entire process, I was

shown how operators continuously monitor and adjust key parameters like pH, turbidity, and

chlorine residual using online analyzers and frequent manual tests. This constant vigilance

ensures that each unit process is operating at peak efficiency, guaranteeing the production of a

consistent, safe, and clean drinking water product that meets all regulatory standards, thereby

fulfilling the fundamental duty of protecting public health.

3.4. Environmental Governance, Safety, and Emerging Concerns

The final segment of the industrial training provided a crucial macro-perspective, moving

beyond technical procedures to explore the frameworks that govern environmental actions, the

protocols that ensure safety, and the forward-thinking strategies required to address new

challenges. This theme addressed the "why" behind the "what," illuminating the legal, ethical,

and strategic context that meaning and direction to all practical activities in the field of

environmental management. It underscored that effective stewardship requires not just scientific

knowledge and technical skill, but also a firm understanding of policy, a deep commitment to

safety, and an awareness of the evolving threats to our planet.

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3.4.1 Environmental Law Enforcement and Sustainable Practices

This component of the training highlighted the dual role of a modern environmental agency,

which functions as both a regulator and an educator, wielding both the enforcement powers of

the state and the persuasive power of advocacy to achieve its goals. The environmental law

enforcement aspect was observed firsthand during field inspections led by officers from the

Ministry's Environmental Health Department. I witnessed the formal process of compliance

monitoring, where businesses were assessed against stipulated environmental regulations. The

culmination of this process for non-compliant entities was the issuance of abatement notices.

These are not mere warnings but are official legal documents that specify the violations

observed, such as improper waste dumping, inadequate wastewater management, or failure to

provide sanitary facilities. The notices clearly outlined the corrective actions required and the

strict timeframe for compliance. Furthermore, I was briefed on the graduated scale

of penalties for violations, which can escalate from substantial fines to the sealing of premises

and, in extreme cases, prosecution in a court of law. This demonstrated the crucial "stick"

approach, establishing clear consequences for environmental negligence and ensuring a baseline

of compliance to protect community health and the environment from egregious harm.

However, the training wisely emphasized that enforcement alone is a reactive and limited

strategy. It was complemented by a proactive session on sustainable practices, which focused

on the "carrot" approach of incentivizing and enabling better environmental performance. This

session moved beyond pollution control to discuss pollution prevention and sustainable resource

management. We engaged in strategic discussions on how to reduce the environmental burden

through public sensitization campaigns designed to educate citizens on waste segregation, water

conservation, and the health impacts of pollution. The promotion of recycling initiatives was

22
discussed not just as a waste management tactic, but as a circular economy model that creates

economic opportunities, reduces the demand for virgin resources, and minimizes the volume of

waste requiring final disposal. Furthermore, we explored the strategic imperative of transitioning

to renewable energy sources, such as solar power, for public facilities. This shift was presented

as a way to reduce the carbon footprint, mitigate air pollution, and enhance energy security. This

dual approach enforcing minimum standards while simultaneously championing and educating

on best practices paints a complete picture of environmental governance. It revealed the

Ministry's role as a critical facilitator of sustainable development, working to create a system

where compliance is not just feared but understood and where businesses and communities are

empowered to become active participants in creating a cleaner, healthier, and more sustainable

environment for all. This holistic view of governance is essential for achieving long-term

environmental goals that enforcement alone cannot secure.

3.4.2 Laboratory Safety and Administrative Protocols

The principle of safety was not merely a module in the training program but a recurring and

paramount theme woven into the fabric of every practical activity, especially those conducted

within the controlled yet potentially hazardous environment of the laboratory. This segment of

the training instilled a fundamental professional ethos that the integrity of scientific work is

inextricably linked to the safety of the personnel performing it and the environment surrounding

them. The learning encompassed both immediate, hands-on emergency response protocols and

the critical administrative systems that ensure long-term accountability and regulatory

compliance, thus completing the full lifecycle of responsible environmental and health practice.

The foundation was laid through a comprehensive and rigorous session on laboratory safety

and infection control. This was far from a theoretical lecture, it was a practical drill into the

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specific and severe risks inherent in a public health laboratory that handles biological samples

and chemical reagents. The training covered precise protocols for managing a needlestick

injury or cut from a sharp object, a critical occupational hazard with potentially life-altering

consequences. The procedure was emphasized with clarity, immediate first aid involving

encouraging bleeding and washing the wound with running water was followed by the

mandatory steps of reporting the incident to a supervisor without delay and seeking immediate

medical evaluation for post-exposure prophylaxis. We then engaged in practical spill control

exercises, using simulation kits to practice containing and neutralizing both biological

spills (e.g., using sodium hypochlorite solution as a disinfectant) and chemical spills (using

appropriate neutralizers or absorbents specific to the chemical type). The principles of biosafety

levels were thoroughly explained, detailing the specific containment procedures, safety

equipment, and facility designs required for handling different risk groups of biological agents,

solidifying the understanding that safety is a multi-layered concept involving personal practice,

protective equipment, and engineered controls.

This hands-on safety knowledge was directly and intelligently applied to its administrative

counterpart, waste documentation and audit. The concept of a waste register or manifest was

introduced not as mere paperwork, but as the essential nervous system of a compliant waste

management system. I participated in reviewing the laboratory’s waste register, a log that

meticulously tracks every waste stream from its point of generation to its final disposal. This

exercise highlighted the critical importance of accurately recording the waste quantity,

its precise type (e.g., infectious sharps, chemical waste, non-hazardous), the date of generation,

and the certified disposal method (e.g., incineration, autoclaving, landfilling by a licensed

contractor). This meticulous record-keeping is the mechanism that ensures compliance with the

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stringent standards set by the National Environmental Standards and Regulations

Enforcement Agency (NESREA) and other health regulations. It creates a transparent and

unambiguous chain of custody, providing accountability at every step and ensuring that

hazardous waste does not disappear into the informal sector or contaminate the environment. The

audit process itself is a diagnostic tool, allowing the Ministry to identify trends in waste

generation, assess the effectiveness of its segregation and reduction strategies, and make data-

driven decisions. In this way, the training connected the immediate, personal act of putting on

gloves and safely cleaning a spill to the broader, systemic framework of environmental

governance and legal responsibility, completing the virtuous cycle of responsible waste

management from its generation to its final audit and disposal.

3.5. Comprehensive Study of Noise Pollution: Assessment and Mitigation

In a dedicated and detailed segment, the training addressed noise pollution, an often-overlooked

yet significant environmental pollutant with profound implications for human health and well-

being. This comprehensive study moved from understanding its physical properties and sources

to practical measurement techniques and, finally, to the strategies employed for its control and

mitigation, providing a complete toolkit for addressing this invisible hazard.

The learning commenced with theoretical foundations, where I attended lectures that detailed

the physics of sound. I learned to differentiate between frequency, measured in Hertz (Hz),

which determines the pitch of a sound, and intensity, measured in decibels (dB), which

determines its loudness. The concept of the decibel scale was explained as a logarithmic unit,

meaning a small increase in dB represents a large increase in sound energy. We discussed

the human auditory range and the permissible noise exposure limits as outlined in national

environmental regulations, which are designed to prevent hearing loss and other health effects.

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The lectures also cataloged the common sources of noise pollution, categorizing them into

industrial (machinery, manufacturing), transportation (road traffic, airports), construction (pile-

driving, excavation), and social (loudspeakers, events) sources.

This theoretical knowledge was directly applied during practical field training. I received

hands-on instruction on operating and calibrating a Sound Level Meter (SLM), the essential

tool for noise assessment. I learned how to set the instrument to the appropriate weighting curves

(e.g., A-weighting to mimic human hearing) and response settings. I then conducted a noise

survey across different locations within and around the Ministry's premises, taking multiple

readings at various times of the day to account for temporal variations in noise levels. This data

was meticulously recorded alongside the time and location. Subsequently, I analyzed the

collected noise data, plotting it to identify hotspots areas where noise levels consistently

exceeded permissible limits and trends, such as peak noise periods correlating with rush hour

traffic. The purpose of this assessment was powerfully linked to its health impacts through

dedicated sessions. We studied the non-auditory effects of prolonged noise exposure, including

psychological stress, sleep disturbance, cardiovascular issues, and reduced productivity, as well

as the environmental effects on wildlife, such as communication disruption and habitat

abandonment.

The module concluded with strategies for noise control and mitigation. This involved a detailed

examination of the three primary control approaches: engineering controls (e.g., installing noise

barriers, using mufflers on equipment, employing vibration damping materials), administrative

controls (e.g., zoning laws to separate residential areas from industrial zones, limiting operating

hours for noisy activities), and personal protective equipment (PPE) (e.g., the use of earplugs

or earmuffs for workers in high-risk areas). This end-to-end exploration from source to

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measurement to health impact to solution provided a robust and practical understanding of noise

as a formidable environmental pollutant that requires dedicated management strategies to protect

public health and ensure a high quality of life.

3.6. Enforcement and Education: Field Inspections and Community Sanitation Monitoring

A critical and dynamic component of the industrial training involved moving from the controlled

environments of the laboratory and treatment plant into the community, where environmental

policies are ultimately tested and implemented. This theme focused on the Ministry's frontline

activities, which blend the authoritative role of a regulator with the persuasive role of a public

health educator. This dual approach recognizes that sustainable environmental compliance

cannot be achieved through enforcement alone but must be coupled with awareness and

empowerment, ensuring the community understands the "why" behind the regulations. This

experience provided a masterclass in the practical application of environmental law and the

sociology of public health.

The enforcement aspect was witnessed during organized field inspections of public

establishments, a process that begins long before arriving on-site. I participated in pre-inspection

briefings conducted by senior environmental health officers. These sessions were strategic,

outlining the objectives for the day, which were often based on routine compliance monitoring or

specific public complaints. The officers detailed the specific sections of the environmental health

regulations we would be assessing, focusing on key public health indicators: the adequacy

of waste disposal facilities, the safety and quality of water used or sold, and general hygiene

practices. The criteria for assessment were clearly defined, transforming legal statutes into a

practical checklist. This preparatory phase was crucial, as it ensured the inspections were

conducted with fairness, consistency, and a clear legal basis.

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The theoretical briefing was immediately put into practice during a sanitation inspection at a

local secondary school. Here, the assessment was guided by the legal requirements for public

institutions. I evaluated the state, cleanliness, and functionality of the toilet facilities, checking

for essential amenities like running water, soap, and hand-drying options critical components for

preventing the spread of infectious diseases. The school's waste management system was

scrutinized, looking for designated, color-coded bins and assessing whether waste was

segregated and stored correctly before final disposal. Engaging with staff, I also evaluated the

level of student hygiene education imparted, understanding that long-term compliance is rooted

in awareness cultivated from a young age.

Later, I joined the team for a routine market sanitation monitoring exercise. This environment

presented a more complex challenge, intersecting environmental health with grassroots

economics. The inspection involved a thorough evaluation of the market's drainage systems to

ensure they were unblocked and functioning, preventing waterlogging and mosquito breeding.

We assessed designated waste disposal points for proper use and timely evacuation by assigned

contractors. A key focus was on food hygiene practices among vendors, particularly those

selling fresh produce and cooked food, observing how food was stored, handled, and protected

from flies and dust.

The most impactful part of this exercise, however, was the public interaction and education.

Enforcement was not merely about identifying faults and issuing penalties. It involved engaging

with vendors, explaining the specific laws against indiscriminate waste disposal and the direct

health ramifications of non-compliance, such as outbreaks of cholera and typhoid. We educated

them on the link between blocked drains and increased malaria transmission. This approach

aimed to foster a sense of shared responsibility, moving the community from being passive

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subjects of regulation to active partners in safeguarding their own health and environment. This

demonstrated that the most effective environmental management is that which is understood and

supported by the community it is designed to protect, seamlessly blending the "stick" of

enforcement with the "carrot" of education.

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 CHAPTER FOUR

4.0 SUMMARY, CONCLUSION AND RECOMMENDATION

4.1 Summary

The eight-week Students Industrial Work Experience Scheme (SIWES) was undertaken at the

Ministry of Environment and Sanitation, Abere, Osogbo. The program provided an immersive

and comprehensive practical exposure to the core domains of environmental management and

toxicology. The activities were meticulously designed to bridge theoretical knowledge with real-

world application, encompassing six key thematic areas: Waste Management and Pollution

Control, where hands-on experience was gained in medical waste handling at Osun State

Hospital, Asubiaro, and plastic recycling processes at a dedicated facility; Water Quality

Analysis and Treatment, which involved practical laboratory testing for pH and alkalinity and a

field visit to observe the complete treatment process at Erinle Dam Water Works, Ede;

Foundational Toxicology and Pollution Studies, providing the scientific basis for understanding

pollutant impacts; Noise Pollution Assessment and Mitigation, covering both theoretical

concepts and practical monitoring with sound level meters; Environmental Governance, Safety,

and Emerging Concerns, which included observing law enforcement and learning about

microplastic pollution; and Enforcement and Education, which involved participating in field

inspections and community sanitation monitoring exercises. This diverse range of experiences

provided a holistic view of the Ministry's multifaceted role in protecting public health and the

environment.

4.2 Conclusion

In conclusion, the SIWES program was a success and an immensely valuable undertaking. It

effectively served its primary purpose of closing the gap between academic theory and the

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practical, often complex, realities of implementing environmental management strategies in a

public sector context. The training was not a passive observation but an active engagement,

equipping me with tangible skills in water quality analysis, waste auditing, environmental

monitoring, and public communication. Beyond technical proficiency, the program instilled a

deep appreciation for the critical importance of safety protocols, the rule of law in enforcement,

and the need for sustainable practices. It provided a profound understanding of the

interconnections between various environmental elements—how water treatment affects public

health, how waste management impacts pollution, and how community education is essential for

enforcement. This experience has profoundly solidified my career choice, providing me with the

confidence, practical knowledge, and professional awareness necessary to pursue a meaningful

and impactful career as an environmental professional.

4.3 Recommendations

Based on the observations and experiences garnered during the training period, the following

recommendations are proposed to enhance the effectiveness of environmental management

efforts by the Ministry and to improve the SIWES program itself:

1. Enhanced Technical Capacity: The Ministry should prioritize the procurement and

maintenance of more modern field and laboratory equipment, such as digital sound level

meters and portable water testing kits, to improve the accuracy, efficiency, and data

reliability of its monitoring and enforcement activities.

2. Strengthened Public Awareness Campaigns: There is a need for more robust,

continuous, and multi-lingual public sensitization campaigns on waste segregation, water

conservation, and the health impacts of pollution. Utilizing local radio, community

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 workshops, and clear informational posters in markets and schools could significantly

improve community compliance and cooperation.

3. Expansion of Recycling Infrastructure: The government should facilitate and

incentivize public-private partnerships to invest in advanced material recovery facilities

with automated sorting technology. This would improve the economic viability of

recycling, address the challenge of cross-contamination, and create green jobs, thereby

tackling plastic pollution more effectively.

4. Capacity Building for Staff: Regular and mandatory refresher training workshops

should be institutionalized for Ministry staff on updated environmental regulations,

advanced waste audit techniques, and contemporary best practices in pollution control.

This will ensure that enforcement and monitoring are always aligned with the latest

standards and technologies.

5. Formalized SIWES Project: Future SIWES programs should incorporate a small-scale

research project for students, such as conducting a noise map of a specific area or a waste

characterization study. This would provide students with deeper analytical experience

and provide the Ministry with valuable localized data.

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