CHAPTER 1

INTRODUCTION TO THE TRAINING PROGRAM

1.1 OVERVIEW OF SIWES

The Students Industrial Work Experience Scheme (SIWES) is a skills
training programme designed to expose and prepare students of universities and other
tertiary institutions for the Industrial Work situation they are likely to meet
after graduation. It is also a planned and structured programme based on stated and
specific career objectives which are geared towards developing the occupational
competencies of participants. Consequently, the SIWES programme is a compulsory
graduation requirement for all Nigerian Polytechnics students offering certain
courses.

The Students Industrial Work Experience Scheme (SIWES) is the accepted training
programme, which is part of the approved Minimum Academic Standard in
the various degree programmes for all Nigerian Polytechnics. The scheme is aimed at
bridging the existing gap between theory and practice of Sciences, Agriculture,
Medical Sciences (including Nursing), Engineering and Technology, Management,
and Information and Communication Technology and other professional educational
programmes in the Nigerian tertiary institutions. It is aimed at exposing students to
machines and equipment, professional work methods and ways of safeguarding the
work areas and workers in industries, offices, laboratories, hospitals and other
organizations.

1.1.1 OBJECTIVES OF SIWES

Prior to establishing the Scheme, industrialists and other employers of labor felt
concerned that graduates of Nigeria Polytechnics were deficient
in practical background studies preparatory for employment in Industries and other
organizations. The employers thus concluded that the theoretical education being
received in our higher institutions was not responsive to the needs of the employers
of labor. Consequently, the rationale for initiating and designing the scheme by the
Industrial Training Funds ITF, in 1973.

The scheme is a tripartite programme involving the students, the polytechnics and the
employers of labor. It is funded by the Federal Government and jointly coordinated
by the Industrial Training Fund (ITF).

To provide an avenue for students in the Nigerian universities to acquire industrial

skills and experience during their course of study; To prepare students for the work
situation they are likely to meet after graduation;

To expose the students to work methods and techniques in handling equipment and
machinery that may not be available in their universities; To allow the transition
phase from school to the world of working environment easier and facilitate students’
contact for later job placements; To provide students with an opportunity to apply
their theoretical knowledge in real work situation thereby bridging the gap between
theories and practical.

ORGANISATIONS INVOLVED IN THE MANAGEMENT OF SIWES

PROGRAMME AND THEIR ROLES
The Federal Government, the Industrial Training Fund (ITF), the Supervising
Agency, National Universities Commission, NUC, Employers of labor and
Institutions has specific roles to play in the management of SIWES. The roles are:

1.The Federal Government To provide adequate funds to the ITF through the Federal
Ministry of Industry for the scheme;

To make it mandatory for all ministries, companies and parastatals to offer places to
students in accordance with the provisions of Decree No. 47 of 1971as amended in
1990;.

Formulate policies to guide the running of the scheme nationally.

2. The Industrial Training Fund (ITF). This agency is to: Formulate policies and
guidelines on SIWES for distribution to all the SIWES participating bodies;

Provide logistic material needed to administer the scheme;

Organize orientation programmes for students prior to attachment;

Provide information on companies for attachment and assist in industrial placement

of students;

Supervise students on Industrial attachment;

Accept and process Master and Placement lists from institutions and supervising
agencies;

Vet and process students’ logbooks and ITF Form 8.

3. The Supervisory Agencies (NUC, NABTEB, etc)

The NUC is to:

To ensure the establishment and accreditation of SIWES unit/Directorate in

institutions under their jurisdiction;

To vet and approve Master and Placement lists of students from participating
institution and forward same to ITF;

Fund SIWES Directorate adequately in participating institutions;

To direct for the appointment of full-time SIWES Coordinator/Director;

Review programmes qualified from SIWES regularly;

Participate in the Biennial SIWES conferences and seminars in conjunction with ITF.

1.2 BACKGROUND OF ESTABLISHMENT

The training was in Gateway (ICT) Polytechnic Saapade the department started 2 years ago.
To gain complete control over a vertical value chain from supplying solar energy, our
aim is to generate energy for the future. We set global standards in achieving this
goal. We develop, plan, build and operate solar plants and systems up to the multi-
megawatt range and are a specialist wholesaler of turnkey photovoltaic plants and
systems, solar modules, inverters and all other components. Solar power remains the
most secure source of energy for the future. Gateway (ICT) Polytechnic Saapade Expert
provide knowledge and installation of solar systems ranging from solar panels, solar
inverters, solar batteries, solar charge controllers, solar mc4extension cables, solar
lanterns etc..

1.2.1 VISION OF ESTABLISHMENT

To be the Gateway (ICT) Polytechnic Saapade in Nigeria and one of the best in the world.

1.2.2 THE FUNCTION OF THE ORGANIZATION

To act and regulate 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.
 1.3 ORGANIZATION STRUCTURE OF THE ESTABLISHMENT

HEAD OF DEPARTMENT

TEACHING FACULTY

HEAD OF CLASS ADMINISTRATIVE

DEPARMENTAL LECTURERS STAFF
BOARD OF STUDIES *CHIEF LECTURERS *CONFIDENTIAL
*PRINCIPAL LECTURERS TECHNOLOGISTS
*HOD SECRETARY
*SENIOR LECTURERS *PRINCIPAL
*CHIEF LECTURER *CHIEF SECRETARIAL
*TECHNOLOGIST
*PRINCIPAL *LECTURER I STUDENTS ASSISTANT
*LECTURER II *SENIOR
*LECTURER *CLERICAL
*LECTURER III *TECHNOLOGISTS
*SENIOR LECTURERS OFFICER*CLEANER
*ASSISTANT LECTURER *TECHNOLOGISTS I
*HEAD OF CLASS
*TECHNOLOGISTS II
*TECHNOLOGISTS III

ND HND
 CHAPTER 2
2.1 SPECIFIC FUNCTION OF DEPARTMENT OF THE COMPANY
Renewable energy is energy produced from sources like the sun and wind that are
naturally replenished and do not run out. Renewable energy can be used
for electricity generation, space and water heating and cooling, and transportation.

Energy technology is an interdisciplinary engineering science having to do with the

efficient, safe, environmentally friendly, and economical extraction, conversion,
transportation, storage, and use of energy, targeted towards yielding high efficiency
whilst skirting side effects on humans, nature, and the environment.

A renewable resource is a resource of which there is an endless supply because it can

be replenished. The sun, the wind, and geothermal heat are considered inexhaustible
and therefore are examples of renewable resources. Water is also considered a
renewable natural resource, as long as there is precipitation.
 CHAPTER 3
EXPERIENCE OBTAINED AT PLACE OF ESTABLISHMENT

3.1 INTRODUCTION TO SOLAR SYSTEM

The installation of solar power systems requires certain professional background

qualifications and certification for working with high voltages and current dangerous
to human life and for installing solar power systems and appliances. [6]So at first we
were introduced to the various risks involved in solar system installation to enable
uninterested interns to easily opt out. We were introduced to the basic of solar system
which I learnt that a solar system converts sunlight into electrical energy. I got to
know that the main component of a photovoltaic system is the solar panel and a solar
panel consists of connected solar cells. Solar panels are connected into solar arrays to
achieve higher energy output.

3.1.1 SOLAR PANELS

We were introduced to the main component behind the solar panel which were
silicon. I learnt that the solar panels are of different categories which were:
 Monocrystalline panels
 Polycrystalline panels
 Thin film panels

I learnt that Monocrystalline panels are the most efficiency, but they are also the most
expensive. Efficiency of a panel is the power output provided per unit area of the
panel.

While I observed that the polycrystalline panels differ also in their efficiency. I also
learnt that the thin-film panels are made by amorphous silicon spread on a plastic
surface. Thin film panels has shorter life span and its more affordable. I was taught
that the type and efficiency of the panel is not only the factor that would determine a
higher output power. Some other major factors are:

 Shading
 Orientation
 Tilting
 Temperature

I learnt that the nominal voltage of a solar panel usually corresponds to the battery
voltage for which the panel is designed.
3.1.2 SOLAR PANEL CONNECTIONS
We experimented on solar panel connections and I learnt that there are two methods
of connecting the solar panels which are:
 Series connection
 Parallel connection

I discovered that the total power of the solar array is the sum of the powers of the
connected solar panels. I also saw that in series connection there is an increase in
voltage and the current remains constant while in parallel connections there is an
increase incurrent and the voltage remains constant. I discovered during an
installation that the solar panels must produce a voltage higher than the battery
voltage otherwise, the battery cannot be charged. During a a project execution I
discovered that mixing different solar panels can decrease the solar generated power
since the output power is limited by the most poorly performing panel in the array.
Therefore I was told by my supervisor that mixing different solar panels is not
recommended.

3.1.3 BATTERIES
After my first installation I learnt that every solar system must need a power bank
where by power generated by the sunlight can be stored and used when the solar
panels can no longer detect sunlight especially at night and during heavy cloudy days.
We studied how batteries are made and I learnt that batteries are electrochemical cells
connected in series. That is they convert chemical energy to electrical energy. I learnt
that not all batteries are capable of storing solar generated electricity therefore only
Deep cycle batteries can store solar energy. Deep cycle batteries are batteries that are
recharged at much slower rate. Its discharge itself down to 50% and fully recharge. I
learnt that every deep cycle battery has a rated number of charge/recharge cycles it
can withstand before it has to be replaced. I learnt that they are various batteries used
in solar system which include:

 Lead-acid batteries
 Lithium ion batteries

3.1.4 CHARGE CONTROLLERS AND ITS USAGE

While working I learnt that charge controllers is a device that tends to protect the
battery from the solar panels.

I saw the usefulness of a charge controller because if the solar generated electricity is
not regulated, the battery can get overcharged. At night, when the sun is not shinning
the electricity stored in the battery can flow back into the solar panels and the battery
can get discharged. Therefore I saw that the charge controller serves as a regulator
that’s limits the current flowing from the panels to the battery. I was able to know
that charge controllers are the battery manager of a solar panel system. And there are
two major types of solar panel which are:
 Pulse width Modulation (PWM)
 Maximum power Point Tracking (MPPT)
I noticed that PWM controllers are only recommended for small solar power systems,
while MPPT for larger solar systems because they are usually provided with a step-
down feature enabling you to connect a 24V solar panel to a 12V battery. I learnt that
PWM controllers can only be used on lead acid batteries not on lithium batteries. I
realized that knowing the right charge controllers to use depends on the rated power
of the solar panel and the voltages of the battery at use.

3.1.5 INVERTER SYSTEM

I learnt that every grid-tied system must have an inverter. I learnt that the inverter
converts Direct Current (DC) voltage from the solar array into AC voltages that can
power every home appliance. I learnt that in off-grid inverters, it takes DC power
from the battery and converts it to AC power. I also discovered that there are three
main types of off grid inverters according to the form of the output AC voltage they
produce.
 Pure sine wave inverters
 Square wave inverters
 Modified Sine wave inverters

From the technical installation that was going on I discovered that pure sine waves
are the most suitable type of waves that would effectively power every home
appliance without any damage. I learnt that they are new technology off grid inverters
that enable one to use without purchase or installation of any kind of charge
controllers. Such inverters are known to be Hybrid inverters.

3.2 FULL SYSTEM INSTALLATION

After we were taught the unique functions of all the solar components we were given
a platform to practice with the experts in the company to see how all the individual
knowledge we have about the components can be implemented. We went on a field
work and I saw how the panels were interconnected serially and parallel to increase
the voltage and current respectively. I learnt that the batteries are to be kept inside a
rack within a cool place to avoid overheating. I also discovered that the panels
connections can vary based on the load you want it to carry. At the end of the
installation I realized that one can decide to retain the national grid security as a back
up and which also tends to charge the batteries also. From the electricians I learnt
that after the installation of the inverter there is need for load separation to enable the
inverter carry some specific important loads. I learnt that an inverter can carry as
much battery as possible so far the battery doesn’t exceed the input DC rating of the
inverter. I was able to install a 24V panels with 1Kv inverter and a 12V battery
successfully.
 CHAPTER 4
4.1 CONCLUSION
My six month industrial training experience was an experience that I would never
forget. I was able see to the practical behind the theories we were being taught in
school. I learnt a lot especially regarding to the field I would like to venture after
graduation which is Renewable Energy. This industrial experience really exposed me
to the labor market, I was able to see how engineers implement theories to solve real
life problems and I finally appreciated all the theories I have accumulated since I
started my engineering journey. I was privileged enough to meet some high profile
individual in renewable energy industries this made me realize that there are a lot of
amazing opportunities open to those who study engineering. The experience was
worth the series of stress I encountered both from my boss, the staffs and my
colleagues at the cause of obtaining knowledge. Before this experience I had no prior
knowledge to Electrical and solar installation but now I can boldly say that I have
what it takes to install Solar panels, Inverters, batteries and the rest in any residential,
industry or school be its mega project. Special thanks to SIWES for infusing this
program as a compulsory one before one could graduate as an engineer.

4.2 CHALLENGES ENCOUNTERED DURING SIWES PROGRAM

At the cause of this program we the interns encountered some challenges which really
affected our dedication to the program. Such challenges were:

Transport fare: Due to our state in the company as interns we were not being paid
salary not minding the fact that we did 50% of the job and outer external errands. No
one really cared about how much we spent to and fro to make sure we are punctual
and present. This really affected me and made me come to work during the days I had
enough money

Lack of Attention: We work based on contract and without any new contract or
maintenance there would be no work done. During days without works no one pays
attention to you or your questions making you to sort your problems yourself.

Intimidation from senior colleagues: During days of hectic work all pressures are
normally transferred to I.T students in the name of gaining experience making us to
have lesser time for rest because of the ambiguous works being handed to us by our
senior colleagues.

4.3 RECOMMENDATIONS
This SIWES is a very wonderful experience that no one should dare take for granted.
If utilized well one could get an automatic employment. The essence of this program
as an engineering student can’t be over emphasized. I am glad I did utilize mine and
to everyone who wishes to excel in the labor market and industries as an engineer,
you need to be exposed to your niche through this SIWES program.