A TECHNICAL REPORT ON

STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

UNDERTAKEN AT

SQI College Of ICT, DUGBE, IBADAN

BY

SONAIKE OPEYEMI

125/21/1/0020

SUBMITTED TO:

DEPARTMENT OF COMPUTER SCIENCES (COMPUTER SCIENCE)

FACULTY OF NATURAL SCIENCES,

ABIOLA AJIMOBI TECHNICAL UNIVERSITY, IBADAN.

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF

THE DEGREE OF BACHELOR OF SCIENCE (B.Sc.) IN COMPUTER SCIENCE.

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 INDUSTRY BASED SUPERVISOR:

Mrs Adebisi Adedoyin

INSTITUTIONAL BASED SUPERVISOR:

Mr Ayomikun Awoseyi

NOVEMBER 2024

CERTIFICATION

I hereby attest to the preparation and compilation of this report of Student Industrial Work

Experience (SIWES) by SONAIKE OPEYEMI (Matric Number: 125/21/1/0020) from the

department of Computer Sciences, Abiola Ajimobi Technical University, Ibadan, on the

successful completion of my six-month Industrial Training at SQI College of ICT, Dugbe,

Oyo state.

………………………………………………… ……………..…………..…………

Mr. SONAIKE OPEYEMI Date

125/21/1/0020

………………………………………………… …..………….…………………….

MR AWOSEYI A.O Date

(INSTITUTION BASED SUPERVISOR)

……………………………………………… …………………………………….

(DEPARTMENT SIWES COORDINATOR) Date

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 ACKNOWLEDGEMENT

I would like to formally acknowledge the successful completion of my six-month SIWES program

at SQI College of ICT, Dugbe, Ibadan, which began on the 1st of April and ended on the 15th of

September, 2024. During my time there, I had the privilege of gaining valuable industry insights

and practical, hands-on experience in my field of study.

My sincere thanks go to Mr Imam Sodiq , Mr Michael Abdulai, and Mrs Adebisi Adedoyin whose

supervision, guidance, and support were invaluable throughout this period. I am also grateful to

my colleagues and team members at SQI College of ICT for their willingness to share their

knowledge and expertise with me, which enriched my learning experience.

Lastly, I would like to extend my heartfelt gratitude to Josephus Foundation and the Abiola

Ajimobi Technical University, Ibadan for awarding me the scholarship that made my studies in

Computer Science at this prestigious institution possible. I feel truly fortunate to be among those

who have benefited from such opportunities, and I am grateful for the unwavering support I

have received.

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 DEDICATION

I dedicate this report to God Almighty, whose mercy and grace have been my constant

source of strength, particularly throughout my six-month SIWES program at SQI College of ICT.

I also dedicate this work to my parents, Instructors,colleagues and all those who contributed

to making my SIWES experience both enjoyable and productive. Their unwavering support

and encouragement have been invaluable throughout this journey.

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 ABSTRACT

This report provides a comprehensive overview of the knowledge and experience I gained

during my six-month Students' Industrial Work Experience Scheme (SIWES) at SQI College of ICT.

It outlines the projects I undertook, the skills I developed, and the valuable insights I gained,

particularly during my training at the Company.

Throughout my placement, I actively contributed to these projects by writing queries and

building visualizations for the dashboard that provided clear and actionable insights. These

hands-on projects enhanced my technical expertise in Data Analysis, reinforcing my ability to

address complex real-world problems.

The skills and insights I gained during this experience have prepared me to further my career in

data analysis. I am committed to applying these capabilities to future projects, contributing to

effective data-driven strategies in industry settings.

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 TABLE OF CONTENTS

Contents

CERTIFICATION.............................................................................................................................................2

ACKNOWLEDGEMENT................................................................................................................................ 3

DEDICATION................................................................................................................................................ 4

ABSTRACT..................................................................................................................................................... 5

TABLE OF CONTENTS................................................................................................................................... 6

TABLE OF FIGURES........................................................................................................................................8

CHAPTER ONE OVERVIEW OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES).................. 9

1.0 INTRODUCTION TO SIWES................................................................................................................10

1.1​ AIM AND OBJECTIVES OF SIWES.............................................................................................. 10

1.2​ IMPORTANCE OF SIWES............................................................................................................ 11

1.3​ CHALLENGES DURING SIWES PROGRAM................................................................................ 12

1.4​ GAINS OF SIWES PROGRAM.....................................................................................................13

CHAPTER TWO ORGANIZATIONAL OVERVIEW....................................................................................... 16

2.1​ INTRODUCTION TO ORGANIZATION........................................................................................ 16

2.2​ ORGANIZATION’S MISSION, VISION, AND OBJECTIVES......................................................... 17

2.3​ ORGANIZATIONAL STRUCTURE................................................................................................. 17

2.4​ ORGANIZATION’S DEPARTMENT(S)/UNIT(S).............................................................................17

2.5​ ORGANOGRAM........................................................................................................................ 18

CHAPTER THREE SPECIFIC ASSIGNMENTS (WORK DONE)...................................................................... 19

3.1​ ORGANIZATION DEPARTMENT(S)/UNIT(S) ASSIGNED............................................................. 19

3.2​ ASSIGNED DEPARTMENT(S)/UNIT(S) AND TASK....................................................................... 20

3.2.1​ DEPARTMENT NAME 1........................................................................................................... 20

CHAPTER FOUR PERSONAL SIWES PROJECT........................................................................................... 25

4.1​ INTRODUCTION.......................................................................................................................... 25

4.2​ AIM AND OBJECTIVE(S)............................................................................................................ 29

4.3​ CONTRIBUTION OF PROJECT TO CAREER DEVELOPMENT..................................................... 30

4.4​ SKILLS OR TOOLS LEARNT DURING PERSONAL PROJECT....................................................... 31

4.5​ GENERAL COMMENT................................................................................................................ 32

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 4.6​ CONCLUSION............................................................................................................................ 32

CHAPTER FIVE RECOMMENDATION AND CONCLUSION...................................................................... 33

5.1​ RECOMMENDATION TO ORGANIZATION............................................................................... 33

5.2​ RECOMMENDATION TO INSTITUTION....................................................................................... 33

5.3​ RECOMMENDATION TO INDUSTRIAL TRAINING FUND........................................................... 33

5.4​ OTHER RECOMMENDATION..................................................................................................... 34

5.5​ CONCLUSION............................................................................................................................ 34

REFERENCES............................................................................................................................................... 35

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 TABLE OF FIGURES

Fig 1 SQI’s Organogram

Fig 2 PowerBI Overview Dashboard

Fig 3 SQL Notes

Fig 4 SQL Notes

Fig 5 Reading Excel File into Jupyter Notebook

Fig 6 Exploring Alcohol Dataset with pandas

Fig 7 Handling Duplicate and Unique Values with Pandas

Fig 8 Filtering the Dataset based on conditions with Pandas

Fig 9 Tools Learnt and used During the Internship

Fig 10 Cleaning the Dataset with PowerQuery in PowerBI

Fig 11 Overview Dashboard

Fig 12 Products Analysis Dashboard

Fig 13 Returns Analysis Dashboard

Fig 14 Customer Behaviour Dashboard

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 CHAPTER ONE​

OVERVIEW OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

1.0 INTRODUCTION TO SIWES

The Students' Industrial Work Experience Scheme (SIWES) is a skills development

program created by the Industrial Training Fund (ITF) in 1973. It is headquartered

in Jos, Nigeria. SIWES is designed to help students in Nigerian tertiary institutions

acquire technical skills and experience in their field of study, bridging the gap

between theory and practice. It is the accepted skills training program in

institutions of higher learning in Nigerian that forms part of the approved

academic requirement in various degree programs (Education, 2018).

Industrialists and other labor employers were worried before the Scheme was

created that Nigerian university graduates lacked the practical background

education necessary for employment in industries and other organizations. The

employers came to the conclusion that our higher education was primarily

theoretical and did not adequately address the needs of employers of labor. This

was the justification behind the Industrial Training Funds ITF's 1973 creation of the

program.

The Student Industrial Work Experience scheme (SIWES), also known as Industrial

Training is a compulsory skill training program designed to expose and prepare

students of Nigeria Universities, Polytechnics, College of Education, College of

Agriculture and College of Technology, for the industrial work situation they are

likely to meet after graduation. It is a program for acquiring skills that exposes

and prepares universities and other tertiary students for the industrial workplace

they will likely encounter after graduation. Additionally, it is a planned and

structured program with clearly defined professional objectives, targeted toward

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 enhancing participants' occupational competencies (Aderonke Agnes Oyeniyi,

2012).

SIWES is an evolving program that is constantly being reviewed and updated to

meet the needs of the Nigerian economy. The ITF is committed to ensuring that

SIWES continues to be a valuable program that provides students with the skills

and experience they need to succeed in the workplace. The scheme prepares

students for employment and has evolved into a novel phenomenon in Nigerian

human resource development and training today.

1.1 AIM AND OBJECTIVES OF SIWES

The primary aim of SIWES is to prepare students for employment after graduation by

providing them with practical experience in their chosen field of study. SIWES is a

three-way partnership between universities, employers, and students, the

National Universities Commission (NUC) and the Industrial Training Fund (ITF) work

together to manage the program, which is backed by the federal government

(Aderonke Agnes Oyeniyi, 2012).

1. ​ Providing a means for Nigerian university students to gain practical knowledge

and experience in the workplace during their studies;

2.​ Preparing students for the workplace environment they will likely encounter after

graduation;

3.​ Exposing students to work methods and techniques in handling equipment and

machinery that may not be available in their universities;

4.​ Provide students with an opportunity to apply their knowledge in real work

situations thereby bridging the gap between theory and practice.

5.​ Determine the level of supervision and funding by collaborating institutions.

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6.​ Find out the contributions of SIWES to human resources development through

certification and accreditation of technology-based courses;

7.​ Establish situations and circumstances that are as similar to the workflow as

possible. The creation of specialists who are prepared for any workplace

situation the moment they graduate is another goal of SIWES.

8.​ Impart to kids the skills and procedures for using tools and equipment that would

not be found inside the confines of a school.

9.​ Enlist and strengthen Employers' involvement in the entire educational process

and prepare students for employment in Industry and Commerce (Aderonke

Agnes Oyeniyi, 2012).

1.2 IMPORTANCE OF SIWES

1. Prepare students for the types of jobs they are likely to encounter after

graduation.

2. Strengthen employer involvement in the entire educational process and

prepare Students for employment opportunities (Industrial et al., 2012).

3. Promote the desired technological know-how required for the

advancement of the nation

4. Provide a means for students in Nigerian tertiary institutions to gain skills

and experience in their field of study.

5. Enlist and strengthen employer participation throughout the educational

process of preparing university graduates for employment in industries

(Industrial et al., 2012).

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 6. Provides students with valuable work experience and networking

opportunities, which can significantly enhance their employment prospects.

7. Allow students to apply their theoretical knowledge in real-world situations

where there is a gap between theory and practice (Industrial et al., 2012).

8. Students should be exposed to work methods and techniques for

handling equipment and machinery that may not be available in schools.

9. Offer students a hands-on opportunity to apply their theoretical

knowledge to real-world work scenarios, bridging the gap between

classroom learning and practical experience.

10. Cultivates self-reliance and entrepreneurship among students by

encouraging them to take initiative, solve problems independently, and think

creatively.

1.3 CHALLENGES DURING SIWES PROGRAM

1.​ The SIWES administrators missed the deadline for preparing the student master list

and placement schedule.

2.​ There are inadequate training materials available for students.

3.​ Limited free use of tools and equipment while training.

4.​ There aren't many industries with the necessary resources to hire SIWES students.

5.​ A delay in compiling the personnel list for student supervision.

6.​ Industrial training students who registered late.

7.​ To lessen their load during the program, the students face a financial challenge.

8.​ The difficulty of finding a location for attachment.

9.​ The Industrial Training Fund's program monitoring is subpar.

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 10.​ Bureaucracy on the part of the sector and the regulating organizations.

11.​There aren't enough incentives for employees and students during work

experience

12.​Inadequate SIWES unit staffing to handle.

13.​ Insufficient equipment and infrastructure for the staff to work efficiently.

14.​The SIWES participants' students received a subpar orientation program.

15.​Ineffectiveness in responding to student complaints.

16.​Insufficient information about businesses that will hire students for placement

17.​The absence of an insurance program for students and their instructors

18.​ITF and industries fail to provide sufficient welfare services during students’

attachments

19.​Supervisors have limited capacity to conduct research and introduce innovative

training techniques.

20.​Other activities conflict with and disrupt the SIWES schedule.

1.4 GAINS OF SIWES PROGRAM

This section discusses the benefits that organizations and institutions received from the

SIWES program as well as the overall benefits that students received.

1.4.1. Gain of SIWES Program to Organization

The following are the benefits of SIWES to student

1. ​ Offers a pool of part-time employees from which to choose permanent staff in

the future.

2. ​ Acts as a program of training for upcoming employees of small businesses or

industries.

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3. ​ Gives the employer a chance to improve and validate its own training practices.

4. ​ Offers employer worker who is undergoing further training through relevant

coursework at school—training that is desirable but not necessary or feasible on

the job.

1.4.2. Gain of SIWES Program to Institution

SIWES benefits the institutions in a number of ways, including:

1. Provide institutions with access to industry resources, such as equipment and

expertise, which can enhance teaching and research activities.

2. Make use of numerous community facilities and resources for training.

3. ​ Offer support with career counseling.

4. Make it possible for the school to stay current with changes in the business and

industrial worlds.

5. Gives the school a direct route to addressing community needs

6. Foster positive relationships with local schools.

7. Provide employers with information about the types of jobs that young people

who have received training in schools can handle.

8. Contribute to the institution's accreditation and overall reputation.

1.4.3. General Gain of SIWES to Students

The following are the benefits of SIWES to student:

1. ​ Give students the opportunity to network with professionals in their field.

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2. ​ Develop your sense of accountability.

3. ​ Obtain the skills and mindsets required for a successful program.

4. ​ Provide students with the opportunity to apply their theoretical knowledge

in a real-world setting.

5. ​ Develop productive work habits.

6. ​ Learn how to communicate effectively with both coworkers and bosses.

7. ​ Give students the opportunity to improve their time management and

problem-solving skills.

8. ​ Investigate the fields in which they think their professional interests lie and

decide if they are a good fit for them.

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 CHAPTER TWO​

ORGANIZATIONAL OVERVIEW

2.1​INTRODUCTION TO ORGANIZATION

SQI College of ICT is filled with people who are creative, passionate, experienced and

have this itching love of community building, technology, learning, and the desire to

better themselves.

SQI College of ICT is a Registered Training Institution, delivering nationally accredited

training and hands-on education in the area of Software Architecture, Robotics

Engineering, and 3D Animation & VFX.

SQI College of ICT

Making Africa a Tech Continent

Our Vision

Making Africa a Tech Continent

Our Mission

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 Our objective is to widen access to vocational education and
Objectives and Scope
offer a credible alternative to higher education, through the

provision of relevant industry-specific employable skills. We

give competence-based skills that are driven by demands

from industries and employers. Our principal responsibility is

to the demands of the economy for technical knowledge

and skills in the field of Information & Communication

Technology (ICT).

●​ Punctuality
Our Core Values
●​ Respect for superiors and constituted authority
●​ Exemplary Leadership
●​ Unity and love

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Fig 1 SQI’s Organogram

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 CHAPTER THREE​

SPECIFIC ASSIGNMENTS (WORK DONE)

3.1​ORGANIZATION DEPARTMENT(S)/UNIT(S) ASSIGNED

After I joined as an intern in the Data Analytics Department at SQI College of ICT, I was filled with

curiosity and excitement. This Department’s role is to develop skilled individuals in Data Science

& Analytics and provide an ideal environment for growth.

3.2​ASSIGNED DEPARTMENT(S)/UNIT(S) AND TASK

3.2.1​ DATA SCIENCE & ANALYSIS DEPARTMENT

Class Schedule

- Mondays to Thursdays: Classes covering core data analytics tools and concepts.

- Fridays: Revision sessions each week.

Skills and Tools Learned:

1. Excel & Google Sheets: Used for data cleaning, transformation, and analysis. Weekly

assignments focused on mastering formulas, data manipulation, and pivot tables to uncover

data trends.

2. PowerBI: Developed skills in creating dynamic dashboards and reports for data visualization.

This tool was crucial for building insights and making data-driven decisions.

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 Fig2 PowerBI Overview Dashboard

3. SQL: Gained proficiency in SQL queries, which included data retrieval, filtering, and data

joining techniques to manage and analyze databases effectively.

Fig3 Fig4

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4. Tableau: Learned data visualization techniques in Tableau, using it to create interactive and

visually compelling data presentations.

5. Jupyter Notebook

Fig 5

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Fig 6

Fig 7

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 Fig 8

Assignments were given weekly to reinforce learning and ensure continuous improvement. At

the end of each month, a capstone project was presented, showcasing the cumulative

knowledge gained and applying it to real-world datasets. These projects emphasized analytical

thinking, data storytelling, and effective communication of findings.

Skills Developed

- Analytical Thinking: Gained practical experience in analyzing and interpreting data to draw

actionable insights.

- Attention to Detail: Assignments and projects required meticulous attention to data accuracy

and reliability.

- Communication and Teamwork: Monthly project presentations provided opportunities to

develop public speaking and teamwork skills.

- Problem-Solving: Solving data-related challenges in assignments improved my ability to

approach problems logically and creatively.

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 Jupyter Notebook

Fig 9 Tools Used

Overall Experience

My time at SQI College of ICT as a Data Analyst Intern allowed me to develop foundational data

analytics skills and deepened my understanding of data management and visualization tools.

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 CHAPTER FOUR​

PERSONAL SIWES PROJECT

4.1​ INTRODUCTION

During my industrial training, I worked on a Data Analysis Project focused on

understanding customer behavior, sales trends, and operational efficiency for an

e-commerce retail platform. The project aimed to use the company's transactional

data to uncover insights that could help improve sales performance, enhance

customer retention, and optimize logistics.

The dataset provided contained over 49,000 records detailing customer purchases,

product sales, discounts, returns, and shipping details. By analyzing this data, the project

identified patterns in customer activity, highlighted revenue drivers, and pinpointed

challenges like frequent returns and shipping inefficiencies.

This project was a practical application of data analysis skills, allowing me to clean,

analyze, and visualize real-world data while contributing actionable insights to the

organization. It demonstrated the importance of data-driven decision-making in

addressing business challenges.

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 Fig 10

Fig 11

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 Fig 12

Fig 13

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 Fig 14

Sales Analysis Recommendations (refer to Fig 11 & 12)

More Resources should be allocated into the Acquisition of these products:

1. White Mug { Best selling Product}

2. Desk Lamp

3. Wall Clock {Top Pick}

4. Headphones

5. USB Cable

6. Backpack

7. Office Chair

They account for 55.01% of the Revenue.

The Warehouse in Amsterdam is the most patronized raking in $7.62M Revenue with Accessories
Category generating most Revenue.

London Warehouse strength is in Electronics Category

Rome Warehouse favours Stationery Category.

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Berlin Warehouse favours Furniture Category.

Paris Warehouse favours Accessories Category.

​ Returns Analysis Recommendations (refer to Fig 13)

Notebooks supplied by Royal Mail has the highest return rate (11.82%), so we might have to stop
taking supplies of these products from them.

USB Cable & Desk Lamp supplied by DHL with a return rate (11.32% & 11.60%), we might have to
stop taking supplies of these products from them.

Wall Clock supplied by FedEx with a return rate (11.39%), we might have to stop taking supplies
of this product for them.

White Mug and Backpack supplied by UPS with a return rate (9.42% & 9.59%), we might have to
stop taking supplies of these products for them.

Customers Analysis Recommendations(refer to Fig 14)

Most Customers Prefer paying through the Online Sales Channel, resources should be allocated
to improve the Service.

We recorded our Max Monthly Revenue in March while the Max Average Customer Spend was
in November.

We have fewer Customers in Italy, Advertising targeted towards Stationeries & Accessories
should be made as that is their Preference from our Analysis.

4.2​ AIM AND OBJECTIVE(S)

The primary aim of this project was to leverage data analysis to provide valuable

insights that could support better decision-making within the organization. My intention

was to gain hands-on experience in solving real-world business challenges while

showcasing how data can be transformed into actionable recommendations.

The specific objectives that inspired this project included:

1.​ Understanding Customer Behavior: Analyze purchasing patterns to identify loyal

customers, at-risk customers, and trends that could help in targeting marketing

strategies effectively.​

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 2.​ Improving Sales Performance: Identify the best-selling products, categories, and

sales channels to help optimize inventory and promotional strategies.​

3.​ Addressing Return Issues: Investigate frequent returns to determine their financial

impact and uncover patterns related to product categories, shipment providers,

or logistical inefficiencies.​

4.​ Enhancing Operational Efficiency: Analyze shipment costs, provider

performance, and warehouse operations to recommend cost-saving measures

and improve logistics.​

5.​ Building Practical Skills: Apply data cleaning, visualization, and statistical

techniques to a real-world dataset, improving my technical expertise and

understanding of how data analysis contributes to business goals.​

This project combined my passion for solving business problems with a practical learning

opportunity, making it a valuable part of my training experience.

4.3​ CONTRIBUTION OF PROJECT TO CAREER DEVELOPMENT

This project significantly enhanced my understanding of data analytics and its practical

applications in sales analysis. By working through the entire analytics workflow, I gained

valuable experience in data preprocessing, visualization, and deriving actionable

insights.

Key Contributions:

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i. Strengthened Analytical Skills: Developed expertise in data preprocessing, cleaning,

and visualization, which were crucial for uncovering patterns and trends in sales data.

ii. Proficiency in Data Analytics Tools: Gained hands-on experience with tools such as

Microsoft Excel, Power BI, and SQL, leveraging them to analyze data and create

insightful reports.

iii. Real-World Problem Solving: Applied theoretical knowledge to address practical

sales challenges, including identifying key drivers of revenue growth and customer

behavior patterns.

iv. Enhanced Communication Skills: Improved my ability to present data-driven insights

through dashboards and reports, aiding stakeholders in strategic decision-making.

These skills will be invaluable as I continue to pursue opportunities in data analytics,

particularly in industries where data insights play a key role in improving performance

and outcomes.

4.4​ SKILLS OR TOOLS LEARNT DURING PERSONAL PROJECT

Skills and Tools Learned:

1. Excel: Used for data cleaning, transformation, and analysis. Weekly assignments

focused on mastering formulas, data manipulation, and pivot tables to uncover data

trends.

2. PowerBI: Developed skills in creating dynamic dashboards and reports for data

visualization. This tool was crucial for building insights and making data-driven decisions.

3. SQL: Gained proficiency in SQL queries, which included data retrieval, filtering, and

data joining techniques to manage and analyze databases effectively.

4. Tableau: Learned data visualization techniques in Tableau, using it to create

interactive and visually compelling data presentations.

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4.5​ GENERAL COMMENT

This project was a valuable learning experience where I applied data analysis

techniques to solve real-world challenges. It enhanced my technical expertise,

problem-solving abilities, and understanding of how data insights drive business

decisions.

4.6​ CONCLUSION

In the future, I plan to expand this project by incorporating predictive analytics to

forecast customer behavior and sales trends. Using machine learning models, I aim to

predict customer churn, identify potential high-value customers, and optimize inventory

planning based on demand patterns.

This project has been an enriching experience, helping me understand the role of data

analysis in addressing business challenges. It provided practical exposure to working

with complex datasets and deriving meaningful insights. The outcomes of this project

have highlighted opportunities to improve customer satisfaction, profitability, and

operational efficiency, showcasing the potential of data-driven decision-making in

achieving business success.

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 CHAPTER FIVE​

RECOMMENDATION AND CONCLUSION

5.1 RECOMMENDATION TO ORGANIZATION

1 . My only recommendation is to encourage the administration to make more Projects

available for IT students at every time necessary for them to put more effort into training.

5.2 RECOMMENDATION TO INSTITUTION

1. The institution should organize a proper orientation session for IT students to familiarize

them with the expectations and tasks during their internship.

2. The institution should also often visit IT students so they can assist those who are in

difficult positions of attachment.

5.3 RECOMMENDATION TO INDUSTRIAL TRAINING FUND

1. The government should provide adequate funding for the SIWES program.

2. The government should offer tax breaks and other incentives to private sector businesses that

successfully implement the SIWES program.

3. TVET administrators should be prioritized, and the government should update and specify the

next steps in both academic and industrial work-based learning to help institutions, businesses,

and students participate effectively in the SIWES simulation exercise.

4. TVET administrators should ensure that trainees are placed in industries that align with their

fields of study.

5. The institution should hold a post-internship seminar to regularly review student performance.

6. TVET program managers in Oyo State should provide industrial training to managers so that

they understand their role in the student internship program.

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5.4 OTHER RECOMMENDATION

University can develop a platform where students can acquire pre-siwes

information or trip programs, before they begin on a general six-month

industrial training program, it will be of significant advantage.

5.5 CONCLUSION

My SIWES was a very successful one, it showed me how to relate with people and

the department that I worked in, ability to develop, secure and turn it into

business.

This report has thoroughly documented the work experience I gained during my SIWES

internship at SQI College of ICT, Ibadan. SIWES is a key ITF initiative that improves the

teaching and learning of skill-based courses like Data Analytics. Therefore, I conclude

that SIWES is very beneficial to Undergraduate students.

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 REFERENCES

Aderonke Agnes Oyeniyi, B. (2012). Students’ Industrial Work Experience Scheme (SIWES)

and the Incidence of Occupational Misfit in Nigeria.

Education, T. (2018). Evaluating the effectiveness of Students Industrial Work Experience

Scheme (SIWES) programme to ensure quality of technical, vocational education and

training in technical colleges in Lagos State. 10(November), 61–69.

https://doi.org/10.5897/IJVTE2018.0256.

Industrial, S., Experience, W., Government, F., & Fund, I. T. (2012). Role of the Industrial

Training Fund (ITF).

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