A TECHNICAL REPORT ON

STUDENT’S INDUSTRIAL WORK EXPERIENCE SCHEME

(SIWES)

UNDERTAKE AT

MINISTRY OF JUSTICE (CHIEF MAGISTRATE COURT II DUTSE)

BY

MUHAMMAD HASSAN ABDULLAHI

DP/CMC/19/013M

DEPARTMENT OF CRIME AND MANAGEMENT CONTROL

COLLEGE OF SOCIAL DEVELOPMENT AND GENERAL STUDIES

JIGAWA STATE POLYTECHNIC DUTSE

SUPERVISED BY

SUBMITTED IN PARTIAL FULFILLMENT OF THE AWARD OF THE DIPLOMA

(OND) IN CRIME MANGEMENT AND CONTROL

FROM:

JANUARY 2022 TO MARCH, 2022

 CERTIFICATION
This is to certify that I MUHAMMAD HASSAN ABDULLAHI with registration number
DP/CMC/19/013M compiled this report based on my Student Industrial Work Experience
Scheme carried out at Ministry of Justice (Chief Magistrate Court II Dutse) from January
2022 to March 2022.

……………………………….. ………………………………..

Muhammad Hassan Abdullahi Signature and Date

……………………………….. ………………………………..

Industrial Based Supervisor Signature and Date

……………………………….. ………………………………..

College Based Supervisor Signature and Date

 DEDICATION

I would relish to dedicate this report to The Almighty God, who has been my ultimate source
of bliss, vigor, sapience, good health and sustenance for visually perceiving me through and for
the prosperous completion of my SIWES programme in one piece. Would additionally
want to dedicate this report to my parents.
 ACKNOWLEDGEMENTS
All praises are due to Allah, the creator and sustainer of the universe. Peace and blessing of
Allah be upon His messenger (SAW), His family, His companions and those who follow the
right path up to the last day. I thank Allah for given me the opportunity and strength in
conducting this technical report. My sincere gratitude and appreciation goes to my SIWES
supervisor and appreciation to my parents. I would like to find some way of expressing my
gratitude to the Head of the Department of Computer Engineering Technology, the entire staff of
College of Social Development and General Studies, Jigawa State Polytechnic Dutse.

I wish to thank the staff members of Ministry of Justice (Chief Magistrate Court II Dutse) for
making my entire journey at Ministry of Justice (Chief Magistrate Court II Dutse) extremely
pleasurable. They did not only give me the experience required to face the industry competition
but also gave me some really good teacher that I will cherish for an entire lifetime. I must
appreciate the efforts of Ministry of Justice (Chief Magistrate Court II Dutse) who have really
put in their best to make sure I gain so much practical knowledge from them.

I will also thank my lovely brothers and sisters for their endless prayer and also my classmates
for their effort and support. May Allah (SWT) bless and make our knowledge beneficial.
 ABSTRACT

This book identifies ways judicial officers in lower courts approach judicial work and theorizes
the meanings of these variations in performing judicial authority in light of different sources of
legitimacy. The central theme is the incomplete fit between the abstract formal image of
judicial authority and practical, day-to-day judicial work in high volume lower courts. In these
courts, it is the judicial officer who must balance the obligations of formal law and procedure
and the everyday interpersonal demands of the courtroom.
TABLE OF CONTENT
 CHAPTER ONE

1.0 Background of Study Students

Industrial Work-experience Scheme (SIWES) is one of the Industrial Training Fund (ITF)
programme which was introduced in 1974 due to the inability of engineering and technology
students in Nigeria universities and polytechnics to meet the practical aspects of their training.
That is, the needs to enable students match their theoretical school knowledge with the practical
aspect of their training in industry. The Training lasts for six months. According to Ekpenyong
(2011), one of the principles underlying any industrial work experience scheme for students in
institutions of learning is the desire to marry the practical with the theoretical learning which
characterizes conventional classroom situations with a view to striking a balance between theory
and practice. The author stressed further that it was in realization of this that the ITF when it was
established, set out to study the extent to which the theoretical knowledge that students
in engineering technology and other allied fields in Nigerian institutions offering technology
based courses related to the kind of work experience expected of them by employers. The result
of the ITF survey showed a great disparity between students’ knowledge and their ability to
apply it in relevant jobs. In order to bridge the gap between the two, the ITF in 1974 established
a co-operative internship programme, which enabled students of technology to spend some part
of their courses for relevant on the-job practical experiences in appropriate areas of the Nigerian
industry (Ekpenyong, 2011). The author further stressed that the internship programme, SIWES,
can therefore be seen as that which is intended to give Nigerian students studying occupationally
related courses experience that would supplement their theoretical learning as a well of
equipping the students with the needed skills to function in the world of work. This need to
combine theoretical knowledge with practical skills in order to produce results in the form of
goods and services or to be productive is the essence and rationale for industrial training, and a
basic requirement for the award of B.Eng.
1.1 Brief history of SIWES
In recognition of the shortcomings and weakness in the formation of SET graduates, particularly
with respect to acquisition of relevant production skills (RPSs), the Industrial Training Fund
(which was itself established in 1971 by decree 47) initiated the Students’ Industrial Work-
experience Scheme (SIWES) in 1973. The scheme was designed to expose students to the
industrial environment and enable them develop occupational competencies so that they can
readily contribute their quota to national economic and technological development after
graduation. Consequently, SIWES is a planned and structured programme based on stated and
specific career objectives which are geared toward developing the occupational competencies of
participants. In spite of the challenges faced by SIWES in the four decades of its existence, the
Scheme has not only raised consciousness and increased awareness about the need for training of
SET students, but has also helped in the formation of skilled and competent indigenous
manpower which has been manning and managing the technological resources and industrial
sectors of the economy. Participation in SIWES has become a necessary condition for the award
of degrees and diplomas to SET students graduating from higher institutions in Nigeria. It is
therefore, not in doubt that SIWES is a veritable means or tool for National Economic
Development.
The main thrust of ITF programmes and services is to stimulate human performance, improve
productivity, and induce value-added production in industry and commerce. Through its SIWES
and Vocational and Apprentice Training Programmes, the Fund also builds capacity for
graduates and youth self-employment, in the context of Small Scale Industrialization, in the
economy.
The Industrial Training Fund is a grade ‘A’ parasternal operating under the aegis of the Federal
Ministry of Industry, Trade and Investment. It has been operating for 42 years as a specialist
agency that promotes and encourages the acquisition of industrial and commercial skills required
for national economic development.
1.1.1 Vision Statement
To be the prime Skills Training Development Organization in Nigeria and one of the best in the
world.
1.1.1 Mission Statement
To set and regulate standards and offer direct training intervention in industrial and commercial
skills training and development, using a corps of highly competent professional staff, modern
techniques and technology.
1.2 Aim of SIWES
The effort is aimed at helping/training students in the Nigerian tertiary institutions the practical
aspect of their field of study by exposing students to machines and equipment, professional work
methods and ways of safeguarding the work areas and workers in industries and other
organizations.
1.3 Objectives of SIWES
The Industrial Training Fund’s policy Document No. 1 of 1973 which established SIWES
outlined the objectives of the scheme. The objectives are to:
 It provides an avenue for students in institutions of higher learning to acquire industrial
skills and experience during their course of study.
 It expose Students to work methods and techniques in handling equipment and machinery
that may not be available in their institutions.
 It makes the transition from school to the world of work easier and enhance students’
contact for later job placements and a chance to evaluate companies for which they might
wish to work. 4) It provides students with the opportunities to apply their educational
knowledge in real work and industrial situations, there by bridging the gap between
theory and practice.
 The programme teaches the students on how to interact effectively with other workers
and supervisors under various conditi

Introduction
Student Industrial Work Experience Scheme was established by Industrial Training Fund,
(Governmental Agency) in 1973 to solve the problem of lack of adequate practical skill(s)
preparatory for employment in industries by Nigerian graduates of tertiary institutions. The
Scheme is set to expose students to industry based skills that are necessary for their smooth
transition from the four walls of their lecture halls to the labour market. It provides students of
tertiary institutions the opportunity of being familiarized and exposed to the needed experience
in handling machinery and equipments which are usually not available in the educational
institutions. It also helps them to create connections with the labour force and to have work
experience.Participation in SIWES has become a necessary pre-requisite for the award of
Diploma and Degree Certificates in specific disciplines in most institutions of higher learning in
the country, in accordance with the education policy of government. Operators and Bodies
Involved in SIWES Programmes: The Industrial Training Fund, the coordinating agencies
(National University Commission, National Council for College of Education, National Board
for Technical Education) and the employers of institutions are the bodies involved in SIWES
programmes.Beneficiaries and Participants:The participants of SIWES are the undergraduate
students of the following courses: Agriculture, Engineering, Technology, Environmental,
Science, Education, Medical Science, Pure Sciences and Applied Sciences in Polytechnics,
Universities and Colleges.Duration: The SIWES duration for Polytechnics and Colleges of
Education is four months, and six months for the Universities.
Background of SIWES
The Industrial Training Fund (ITF) was established in 1971 and has consistently within the
context of its enabling laws, i.e. the decree 47 of 1971. The objective for which the Fund was
established has been pursued vigorously and efficaciously in the three decades of its existence,
the Industrial Training Fund (ITF) has not only raised training consciousness in the economy, but
has also helped in generating a corps of skilled indigenous manpower which has been manning
and managing various sectors of the national economy. Over the years, pursuant to its statutory
responsibility, the Industrial Training Fund (ITF) has expanded its structures, developed training
programmes, reviewed its strategies, operations and services in order to meet the expanding, and
changing demands for skilled manpower in the economy. Beginning as a Parastatal "B" in 1971,
headed by a Director, the Industrial Training Fund became a Parastatal "A" in 1981, with a
Director-General as the Chief Executive under the power of the Ministry of Industry. The Fund
has a 13 member Governing Council and operates with 6 Departments and 3 Units at the
Headquarters, 27 Area Offices, 2 Skills Training Centres, and a Centre for Industrial Training
Excellence.As part of its responsibilities, the Industrial Training Fund provides Direct Training,
Vocational and Apprentice Training, Research and Consultancy Service, Reimbursement of up
to 60% Levy paid by employers of labour registered with it, and administers the Students
Industrial Work Experience Scheme (SIWES). It also provides human resource development
information and training technology service to industry and commerce to enhance their
manpower capacity and in-house training delivery effort. Therefore the success or otherwise of
the SIWES depend on the efficiency of the Ministries, ITF, Institutions, employers of labour and
the general public involved in articulation and management of the programme. Thus the
evaluation of SIWES in tertiary institution in meeting up with the need of the establishment of
the programme is necessary.
Objectives of SIWES
1. To bridge the identified gap and practice of engineering and technology in tertiary institutions.
2. To provide avenue for students in institutions of higher learning to acquire industrial skills and
experience applicable to their field of study.
3. To prepare students for post graduation work situation.
4. To expose students to work methods and techniques in handling equipments and machinery
that may not be available in educational institutions.
5. To provide opportunity for students apply their knowledge in real work situations and thereby
bridging the gap between theory and practice.
6. It ease the transitions from school to labour force and enhance students for later job contacts.
7. To create opportunity for social interaction with different category of students from different
institutions thereby encouraging everlasting friendship.
8. To prepare students for future problems and challenges.
9. Enlist and strengthen employers, involvement in the entire educational process.
10. Prepare students for employment in Industry and Commerce.
CHAPTER TWO

2.0 History of the Ministry of Justice   

The State Ministry of Justice is amongst the key ministries formed when the state was created in
1991. The first Military Administrator of the state established the office of the Attorney General
and Commissioner of Justice.

Persons that held the offices of the Attorney General and Commissioner of Justice were from
different segments of the legal profession i.e. Public Bar, Private Bar and the Academia.

Mission: To improve the delivery of Justice at all levels for all, through the co-ordinated efforts
of all formal and informal Justice institutions.

Vision: To make Justice accessible to all, efficient and effective consistent with the rule of law
and principles of democracy.

Goals: Every Civilized society needs law and order to function and develop effectively.

2.1 OBJECTIVES:
 To improve dispensation of justice through decentralization of the State Counsel to
Divisional High Courts for effective prosecution of cases.

 To improve co-ordination among all stakeholders involved in the delivery of justice,

especially the Police, Prison Service, Legal Aid Council and the Courts.

 To ensure that all Ministry of Justice staff are competent; effective and have access to
the information they need to perform their duties.

 To develop an effective system for the management of human, financial, material and
information resources.

 To evolve and implement an effective process that will encourage witnesses to attend
courts.

2.3 FUNCTION
 Advising Government on all legal matters affecting the State
  Prosecute State cases both civil and criminal.

 Defending government or any of its agencies/departments

 Drafting, vetting and advising government or any of its agencies/departments on

matters relating to legislation or contracts.

 Giving free legal services to the less privileged indigenes of the State through the
Community Law Centers.

2.4 DEPARTMENTS AND FUNCTION

2.4.1 Public Prosecution Department

Responsible for;
 Proffering legal advice to the Police

 Drafting and filing criminal charges

 Prosecution of criminal cases

 Recommendation of promotion of senior staff GL 07-16:

 Taking over criminal cases from Police, other organizations and individuals.

 Formalization of appointments of staff with the Civil Service Commission ( CSC)

2.4.2 Civil Litigation Department

 Providing legal representation to the State Government or any of its agencies or

departments.

 Advising State, Local Governments and their Agencies or department in respect of all
civil matters

2.4.3 Legal Drafting Department

 Drafting statutes or contractual agreements involving the State, Local Governments,

or their departments or agencies.
  Vetting government contracts and advising government as appropriate in respect of all
contract agreements.

2.4.4 Citizen’s Rights Department

 Providing free legal services to the less privileged citizens of the State through the
Community Law Centers viz:

 proffering legal advice

 Mediation and reconciliation

 Providing legal representation

2.4.5 Planning, Research and Statistics Department

 Responsible for conducting research on the operation of the Ministry with a view to
develop future plans for improvement so as to enhance the services being rendered by
the Ministry in General.

 It collates statistical data and keeps all records of files for easy access.

 It organizes and/or proposes for training of staff to attend seminars, conferences,

workshops and courses.

 It manages the Ministry’s Library and keeps record of all Library Books.

2.4.6 Administration and Finance Department

 Responsible for day to day administration of the Ministry and the general management
of its financial activities.

 Responsible for staff recruitment, promotion and general welfare.

2.4.7 ACHIEVEMENTS

 Establishment of six Community Law Centres to provide free legal services to

indigenes

 State Laws Review project being updated, amended, reviewed, revised, repealed to
conform to the present realities of the society.
CHAPTER THREE

Skills and Abilities

 Diverse life skills, experience and/or education that enhance and enable the work of a
justice of the peace

Decision Making

 Ability to make sound, practical and timely judgments

 Highly developed intellectual, analytical, and decision-making skills
 Ability to keep an open mind while hearing all sides of an argument
 Ability to remain impartial and to demonstrate good judgement, including in the face
of actual and/or perceived conflict of interest

Communication

 Superior active listening skills

 Superior written and oral communication skills in English and, where applicable, in
French
 A skilled communicator in addressing diverse groups of people in large and small
group settings
 Superior interpersonal skills, including the ability to conduct oneself in a dignified
and judicious manner

Professional Skills

 Ability and willingness to learn

 Intermediate to advanced computer skills
 Ability and willingness to travel as required
 Ability to work independently without supervision, and effectively manage a heavy
workload
 Ability to work at a fast pace while also handling the stress, pressure, and isolation of
judicial role
PERSONAL CHARACTERISTICS

Social

 Keen interest in people and humanity, including cross-cultural experience and

engagement
 A demonstrated commitment to community service
 Awareness of and an interest in regional and social issues that give rise to cases
coming before the courts

Interpersonal

 Compassion, empathy, and respect for the essential dignity of all persons
 Courtesy
 Patience
 Moral courage and high ethics
 A reputation for honesty, integrity and fairness
 Strong, dignified interpersonal skills that command authority
 Confidence, with an absence of pomposity and authoritarian tendencies

Professional

 Work ethic, understanding and experience applicable to the base court to which the
justice of the peace is assigned
 Punctual, reliable, well prepared and organized
 Not involved in serious and/or unresolved criminal charges, professional
complaints/claims, civil actions or financial claims including proposals to creditors
or family support arrears, bankruptcy or matters with the Canada Revenue Agency
CHAPTER FOUR

4.0 Conclusions

The Commission finds that systematic, widespread and gross human rights violations have been
and are being committed by the Government of Eritrea and that there is no accountability for
them. The enjoyment of rights and freedoms are severely curtailed in an overall context of a total
lack of rule of law. The Commission also finds that the violations in the areas of extrajudicial
executions, torture (including sexual torture), national service and forced labour may constitute
crimes against humanity. The Commission emphasizes that its present findings should not be
interpreted as a conclusion that international crimes have not been committed in other areas.

4.1 Recommendation

The powers of the executive and its various ministries and agencies (the “administration”) should
be clearly defined and limited by the Constitution. The constitution and the laws should include
mechanisms to ensure that no organ of the government may exercise excessive power, and that
each branch of the government is accountable to the Tunisian people.

 The Constitution should ensure the impartiality of the administration and regulate the
appointment of government officers, and also guarantee the emergence of institutions that
are capable of discharging their duties correctly.
 Government officers should be accountable under the law. The law should establish
procedures for reviewing the actions of government officers and to sanction misconduct
or violations of the law (by commission or omission). A code of ethics should be
introduced to encourage the integrity of government agents. Ethics should be one of the
criteria upon which the performance of civil servants may be evaluated.
 There should be an integrity management system within the administration to prevent
corruption in accordance with best practices. Individuals who report and expose
misconduct of government officers (whistleblowers) should be protected from retaliation.
 There should be mechanisms to build and utilize capacities and educate the state agents
and citizens about a new culture of service to the citizens.
 The laws should be sufficiently clear so that concerned citizens may understand their
content. A legal database should be created and made accessible to everybody, to ensure
 easy access to legal texts. The laws and regulations should be published and widely
accessible in all used languages. Arabic should be maintained as the main language.
There should be mechanisms to disseminate laws for those who are living in remote
areas.
 Laws should be sufficiently stable to ensure reasonable predictability of the rules. It is
necessary to avoid propaganda texts and fight against legal inflation (i.e., avoid making
laws for each and every event). The laws should refer to principles and not to particular
cases or examples.
 Fundamental rights should be clearly prescribed in the Constitution.
 There should be an independent organization (Constitutional Court) that determines the
constitutionality of laws, and it has to be accessible to every citizen. Justice should be
lobby-blind.
 The freedom of the media, civil society organizations and citizens to express opinions
about government policies and actions and to expose cases of abuse or corruption should
be protected by the Constitution. State-owned media should be at the service of the nation
and not subject to control by the government.