ABRAHAM ADESANYA POLYTECHNIC, IJEBU-IGBO,

DAGBOLU/AKANRAN/IBADAN ROAD, IJEBU IGBO, OGUN STATE

A TECHNICAL REPORT ON THREE (3) MONTHS

STUDENT INDUTRIAL WORK EXPERIENCE SCHEME (SIWES)

PERFORMED AT

AL QUAYUM BUSINESS VENTURES

BY:

NAME: BUSARI OLABISI OLUWAFUNKE

MATRIC NO: 23-02-02-0083

DEPARTMENT: BUSINESS ADMINIDTRATION

SUPERVISOR: _________________________________________________

IN PARTIAL FUFILMENT FOR THE AWARD OF A NATIONAL DIPLOMA

DEGREE (OND)

IN BUSINESS ADMINISTRATION

DECEMBER, 2024

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 CERTIFICATION

This is to certify that this SIWES report written by BUSARI OLABISI OLUWAFUNKE with
matriculation 23-02-02-0083 is the true industrial attachment report as part of his practical
experience with AL QUAYUM BUSINESS VENTURES.

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 DEDICATION

I dedicate this work to my dearest parents Mr. and Mrs. Busari whom through their advice, love,
care and financial assistance have made me to be where I am today. I pray that Almighty God
will continue to protect, guide and enrich them for me.

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 ACKNOWLEDGEMENT

My gratitude goes to Almighty God for his infinite mercies and grace. I would like to
acknowledge my Parent and my siblings who have contributed immensely towards my
education. I also thank all my lecturers in the department of Accounting who through their help
and assistance has brought me to this level. I pray Almighty God bless you all immensely.

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TABLE OF CONTENTS

Chapter----------------------------------------------------------------------------------PAGE
Topic---------------------------------------------------------------------------------------1
Certification------------------------------------------------------------------------------2
Dedication--------------------------------------------------------------------------------3
Acknowledgement-----------------------------------------------------------------------4
Table of content--------------------------------------------------------------------------5
CHAPTER 1------------------------------------------------------------------------------7
1.1 Meaning of SIWES
1.2 Objective of SIWES
1.3 Benefits of SIWES to students
1.4 Roles of the student
1.5 The logbook
CHAPTER 2-----------------------------------------------------------------------------11
2.1 Brief history of the company
2.2 Organogram of the company
CHAPTER 3-----------------------------------------------------------------------------12
3.1 Introduction to microsoft office
3.1.1 Working with the microsoft word
3.1.2 Working with the microsoft excel

3.1.3 Working with the microsoft power point

3.2 Lamination of documents

3.3 Introduction to corel draw

3.4 Introduction to adobe photoshop

3.5 Printing and photocoping

3.6 Scanning of documents

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3.7 Conversion of graphical documents to pictures

3.8 Passport photograph printing

3.10 Pos machine

3.11 Creation of bank account

CHAPTER 4------------------------------------------------------------------------------15
4.1 Conclusion
4.2 Challenges encountered during the training

4.3 Problem-solving strategies employed

4.4 Recommendation

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 CHAPTER ONE
INTRODUCTION

1.1 HISTORY AND MEANING OF SIWES

The Student industrial work experience scheme (SIWES) was established as a result of the
realization by the Federal government of Nigeria in 1973 of the need to introduce a new
dimension to the quality and standard of education obtained in the country in order to achieve the
much needed technological advancement. It has been shown that a correlation exists between a
country’s level of economic and technological development and its level of investment in
manpower development (Oniyide, 2000).
The ITF solely funded the scheme during its formative years. But due to the elevated rate of
financial involvement, it was withdrawn from the scheme in 1978. In 1979, the Federal
Government of Nigeria handed the scheme to both the National University Commission (NUC)
changed the management and implementation of SIWES fund to ITF. It was effectively taken
over by ITF in July 1985 with the funding being solely borne by the Federal Government.
The Federal Government, ITF, the supervising agencies – NUC, NBTE, NCE (National
Commission for Colleges of Education), Employers of Labour, and the Institutions contribute it
one quarter in the management of SIWES. The various responsibilities are as follows:

FEDERAL GOVERNMENT
 To provide adequate funds to the ITF through the Federal Ministry of Industries.
 To make it mandatory for all ministries, companies and parastatals to offer places of
attachment for students in accordance with the provision of Decree No. 47 of 1971 as
amended in 1990.

INDUSTRIAL TRAINING FUND

 Formulation of policies and guidelines on SIWES for distributions to all the SIWES
participating bodies, institutions and companies involved in the scheme on a regular
basis.

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  Organizing programs for the students prior to their attachment, receive and process
master and placement list from the institution and supervising agencies i.e. NUC, NBTE,
and NCE.
 Supervise industrial attachment.
 Disburse supervisory and student students allowance at the shortest possible time.
 Provide insurance during student attachment/Training.

THE SUPERVISING AGENCIES

 Ensure the establishment and accreditation of SIWES units in institution under their
jurisdiction.
 Co-ordinate the appointment of full-time SIWES unit in all the institution.
 Ensure adequate funding of a SIWES unit in all the institutions of the Federation.
 Vet and approve master and placement list of students from participating institutions and
is been forwarded to ITF
 Monitor and review jobs-specification in collaboration with the Institutions towards
national minimum academic standard for all the programs approved for SIWES.
 The Students Industrial Work Experience (SIWES) is a skill training program, designed
to expose and prepare students of different tertiary institution to real life work/situation
after graduation.
 The scheme exposes students to industrial based skills necessary for smooth transition
from the classroom to the world of work. It affords students of tertiary institution the
opportunity of being exposed to the needed experience in handling machinery and
equipment which are not available in the education institute.

1.2 AIMS AND OBJECTIVES OF SIWES

 To provide an avenue for students in tertiary institutions to acquire industrial skills and
experience in their course of study.
 To expose students to work methods and technique in handling equipment and
machineries that may not be available in the institution.
 To prepare students for the work situation that they are likely to meet after graduation

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  To provide students with the opportunity to apply their theoretical knowledge in real
work situation, thereby bridging the gap between the university work and the actual work
practices.
 To expose students to the latest developments and technological innovations their chosen
professions.

1.3 BENEFITS OF SIWES TO STUDENTS

The major benefits according to students who participate sternly in industrial training are the
skill and competencies they require

These include the following

1. Opportunity for students to blend theoretical knowledge acquired in the classroom with partial
hands on application of knowledge required to perform work in the industry.

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

3. Provisions of an enabling environment where students can develop and enhance personal
attributed such as critical thinking, creativity, initiative, resourcefulness, leadership, time
management, presentation skills and interpersonal skills, among others.

4. Enabling set students appreciate work methods and gain experience in handling equipment and
machinery which may not be available in their institution.

5. It provides students with an opportunity to apply their theoretical knowledge to real life
situations.

6. Preparing students for employment and making the transition from school to the world of
work easier after graduation.

7. Making set students appreciate the role of their professions as the creators of changes and
wealth and indispensable contributors to growing the economy and national development.

8. Enhancing students contacts with potential employers while on training.

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9. Preparing students to contribute to the productivity of their employers and national
development immediately after graduation.

10. It helps the students to be self independent SIWES helps students to be self independent
based on the various practical they carry out on their own.

1.4 ROLE OF THE STUDENT DURING SIWES

My role as a SIWES student was to stay focused and learn from practical knowledge being

impacted by my industry based supervisor and also take part in all the processes involved in

production of bread as a final product. Also as a SIWES student, I am obliged to comply with the

rules and regulations binding on all the workers in the industry and to take appropriate record of

all training activities and other assignments during the SIWES program in my logbook.

1.5 THE LOGBOOK

Logbook is a book which is designed to assist the student to keep accurate record of their

training during SIWES. It shows the department / section of the industry / company where a

student has worked and the period spend in each department /section. The logbook must also be

checked and signed by the supervisor.

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 CHAPTER TWO

2.1 BRIEF HISTORY OF AL QUAYUM BUSINESS VENTURES

Al Quayum Business Ventures was established on December 30, 2022, and is located at No. 2
Adaramaja Shopping Complex, Obada Motor Garage, Oke Sopen, Ijebu Igbo. Since its
inception, the company has focused on delivering exceptional services and products to meet the
needs of its customers.

Led by its Director, Adeyemi Rasheed Adebayo, Al Quayum Business Ventures has built a
reputation for quality and reliability. The company remains committed to innovation and
excellence, establishing itself as a trusted name in its industry.

2.2 ORGANOGRAM OF THE COMPANY

CHAIRMAN/CEO

MANAGER

SALES PRODUCTION FINANCE ADMINISTRATIVE

DEPARTMENT DEPARTMENT DEPARTMENT DEPARTMENT

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 CHAPTER THREE

WORK CARRIED OUT DURING THE SIWES

3.1 INTRODUCTION TO MICROSOFT OFFICE

I was introduced to the Microsoft office which consists of the following:

 Microsoft Word
 Microsoft Excel
 Microsoft Power Point

3.1.1 WORKING WITH THE MICROSOFT WORD

During the period of the SIWES I learnt how to work perfectly on the Microsoft Word
application which involves letter typing, creation and edition of information on documents,
insertion of table, pictures and shapes on documents, typing of projects and also creation of some
design on it.

3.1.2 WORKING WITH THE MICROSOFT EXCEL

I learnt on how to use the Microsoft excel to calculate, make charts and it is mostly used in
creating grids of text, numbers and formulas specifying calculations. It is mainly used for
calculations and can be used at places like, Hotel Reservations, Banks, Institution etc.

3.1.3 WORKING WITH THE MICROSOFT POWER POINT

I also learnt about the power point application which is used in presenting data and information
with the use of text, diagrams with animations, images and transitional effects. This application
software helps the presenter to present easily and practically to his/her audience.

3.2 LAMINATION OF DOCUMENTS

I learnt how to laminate different documents with the laminator. Documents are being laminated
to increase the durability of the print materials, allowing them to withstand frequent use. It also
adds protection against fingerprints, stains, dirt, tears and wrinkles. Documents that are being

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presented in Banks are not advisable to laminate because it is difficult to ascertain if the
document is original or duplicate.

3.3 INTRODUCTION TO COREL DRAW

I learnt how to create logos of different sizes and also designing of invitation cards, business
cards, receipts, invoice, generating of calendars, fliers, banners, identity card and edition of a
picture which include cropping, changing backgrounds etc.

3.4 INTRODUCTION TO ADOBE PHOTOSHOP

I learnt on how to change the background of pictures and also apply some effects on the picture
i.e. increasing the brightness, color, contrast, hue, saturation of the picture.

3.5 PRINTING AND PHOTOCOPING

I learnt on how to use the printer while printing any document from the system and making use
of the photocopier to make photocopies of documents.

3.6 SCANNING OF DOCUMENTS

I learnt how to scan a document to the system with the use of a scanner.

3.7 CONVERTING OF GRAPHICAL DOCUMENTS TO PICTURES

I learnt how to convert any work done on the Corel Draw or Adobe Photoshop to picture format
which is the JPEG (JOINT PHOTOGRAPHIC EXPERT GROUP) or PNG (PORTABLE
NETWORK GRAPHICS).

3.8 PASSPORT PHOTOGRAPH PRINTING

I also learnt on how to use the passport camera and also print passport of different sizes on the
passport paper which is a 4*6 inch paper, whereby the photo itself is a 2*2 inch picture on the
paper.

3.10 POS MACHINE

I learnt how to make use of the POS machine of different company such as Opay, Fet, Nomba
etc to make transactions for customer. It is a device used in retail and hospitality businesses to

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complete transactions between a customer and the merchant. It plays a crucial role in processing
payments and managing sales.

3.11 CREATION OF BANK ACCOUNT

I also learnt how to create a bank account for customer (Opay) and issuance of an Opay debit
card. Furthermore, I was taught how to fill the Wema Bank opening form for customer before the
customer will proceed to the bank with the form and other necessary documents.

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 CHAPTER FOUR
CONCLUSION AND RECOMMENDATION

4.1 CONCLUSION

This SIWES attachment was a privilege and I never regretted exploring it because of the massive
practical knowledge I tapped. To me, it was not just another academic requirement, I viewed it as
a job and I have to work hard to contribute to my organization’s success and most importantly,
my success. I was able to acquire practical knowledge in the following field:

• Using a passport printing machine.

• Working on Adobe Photoshop.

• Working on CorelDraw.

• Using a multipurpose printing machine and photocopier machine.

• Using of Scanner and the laminating machine.

• Working on the Microsoft Word, Microsoft Excel and Microsoft Power Point.

4.2 CHALLENGES ENCOUNTERED DURING THE TRAINING

During the training period at the business center, the following challenges were encountered:

 Technical Skill Gaps: Learning to operate various office equipment, such as printers,
copiers, laminators, and binding machines, required time and hands-on experience.
 Software Proficiency: Mastering applications like Microsoft Office, graphic design
tools, and other business software was initially challenging.
 Meeting Deadlines: Handling multiple customer requests simultaneously, especially
during peak periods, tested time management and prioritization skills.
 Customer Demands: Dealing with diverse client requirements, including customized
document formatting, printing specifications, and urgent deadlines, was challenging.
 Hardware and Network Issues: Troubleshooting equipment malfunctions and
maintaining a stable network connection posed technical difficulties.

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4.3 PROBLEM-SOLVING STRATEGIES EMPLOYED

To address these challenges, the following strategies were implemented:

Hands-On Learning: Regular practice with office equipment and software applications to build
confidence and technical proficiency.

Time Management Techniques: Using task prioritization methods, such as checklists and time
blocks, to handle urgent requests efficiently.

Customer Engagement: Actively listening to customers to understand their needs and clarify
specifications, ensuring accuracy in service delivery.

Collaboration with Colleagues: Consulting with experienced team members for guidance on
troubleshooting technical issues or meeting customer expectations.

Maintenance Routines: Conducting routine checks and maintenance of equipment to minimize

downtime and improve service reliability.

4.4 RECOMMENDATION

• There should be regular disbursement or payment of the students’ allowances to enable

most students participates effectively in all the activities of SIWES.
• I also suggest ITF should liaise with some companies where they will take up students for
Industrial Training. This will help students who find it difficult to find attachments or
who end up in companies where they do nothing.
• The SIWES operators need to beef up their strategies to enable the program function
effectively so that the students being served can optimally gain experience of work to
enable them adjust properly to the work of paid employment.

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