CHAPTER ONE

INTRODUCTION
1.1 Background of Study
Students industrial work experience scheme (SIWES) is a skill training program designed to

prepare and expose students of higher institution of hearing to the industrial set-up they are likely

to meet after graduation. The need for the establishment of this scheme duke the growing

concern among industrialist and employers that graduates of higher institution lacked adequate

practical background required for employment in industries.

The scheme is funded by the by the federal government of Nigeria and jointly coordinated by the

national universities commission (NUC) and the Industrial Training Fund (ITF).

1.2 Brief history of SIWES

The Student Industrial Work Experience Scheme (SIWES) Programme was established by the

ITF in 1973 to solve the problems of inadequate practical skills by the graduates of Nigerian

tertiary institutions, the students’ industrial work experience scheme (SIWES) has become a

necessary pre-condition for the award of Diploma and Degree certificates in specific disciplines

in most institutions of higher learning in the country. The duration of the programme varies from

four months to a year for Colleges of Education and Polytechnics while Nigeria Institution

undergraduates undertake the programme for six months.

Students’ Industrial Work Experience Scheme (SIWES) is a training programme designed by the

Industrial Training Fund (ITF) to enhance one’s smooth transition from the Nigeria Institution to

the outside world. Our exposition has bridge the gap between the Nigeria Institution academic

work and its real practical application whereby there is a great opportunity of producing or

incorporating the theoretical skills, knowledge and experience acquired to the real work areas of

specialization.
Before the introduction of ITF, graduates of Nigerian universities were noted for the theoretical

excellence. This was widely indicated by the ability of some industries to employ these fresh

graduates without some sort of training. The Federal Government sensing that this may be the

beginning of the death if employable graduates established the Industrial Training Fund (ITF) in

1971. Since its establishment, it has worked consistently and painstakingly within the context of

its enabling law i.e. Decree 47 of 1971.

1.2.1 Vision Statement

The vision of the SIWES is to be the leading skills training organization and Human Capital

Development organization in Nigeria and one of the best in the World.

1.2.2 Mission Statement

To equip students with the necessary practical knowledge and technical skills for self-

employment and effective involvement in Nigeria’s industrial growth.

1.3 Aim of SIWES

i. 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.

ii. To expose students to work method and techniques in handling equipment and

machinery that may not be available in their institutions. Make the transition from

school to the world of work easier and enhance students contact for later job

placement.
1.4 Objectives of SIWES
i. To prepare students for work situations they are likely to meet after graduation.

ii. To provide an avenue for students in Nigerian Institution to acquire industrial skills and

experience in their course of study.

iii. To enlist and strengthens employers involvement in the entire educational process of

preparing Nigeria Institution graduates for employment in industries.

iv. To provide students with an opportunity to apply their theoretical knowledge in real work

situations, thereby closing the gap between Nigeria Institution work and actual practice.

v. To expose students to work methods and techniques in handling equipment and

machinery that may not be available in the universities.

vi. To make the transitions from the Nigeria Institution to the world of work easier and thus

enhance students contact for later job placement.

vii. Teaches the student on how to interact effectively with other workers and supervisors

under various conditions in the organization.

1.1 Importance of SIWES to my Course of Study

One of the aims and objectives of the Students Industrial Work Experience Scheme (SIWES) is

to expose and prepare students of tertiary institutions for the industrial work situation they are

likely to meet after graduation and also to provide students with an opportunity to apply their

theoretical knowledge in real work situations, thereby closing the gap between Nigeria

Institution work and actual practice and thus is the case with my course of study.
One of the importance of SIWES to my course of study is that it provides me with the theoretical

knowledge of what I have been taught since my National Diploma 1 and hence a great step in

achieving what I have started.

 CHAPTER TWO
HISTORICAL BACKGROUND OF THE SCHOOL (CRESTLINK CHILDREN
SCHOOL)
Crestlink Children School, a beacon of educational excellence, traces its roots back to its

founding on February 15, 2016. Established under the visionary leadership of Proprietress

Deborah Kayode Oyindamola, the school has become a prominent institution in the heart of

education in Ogun State. Situated on Crestlink Avenue off Owode Ilaro Express Road, Sabo,

Ilaro, Crestlink Children School boasts a strategic location that serves as a hub for nurturing

young minds. The school's inception marks a significant milestone in the educational landscape

of the region, as it embarked on a journey to provide quality education to the nursery and

primary levels.

Deborah Kayode Oyindamola, the esteemed Proprietress, has been the guiding force behind

Crestlink Children School. Her dedication to the educational development of young learners has

been instrumental in shaping the school's ethos and fostering an environment where academic

excellence and character development go hand in hand. Since its establishment, Crestlink

Children School has been committed to creating a conducive learning environment that

stimulates intellectual curiosity and encourages holistic growth. The curriculum is designed to

not only meet academic standards but also to instill values of discipline, integrity, and social

responsibility in the students.

Over the years, Crestlink Children School has evolved into a center of academic distinction, with

a team of passionate and qualified educators dedicated to nurturing the potential of every child.

The school's commitment to innovation in teaching methodologies and the integration of

technology has kept it at the forefront of educational advancements.

The Crestlink Children School community has thrived on a collaborative approach, involving

parents, teachers, and students in the educational journey. Regular extracurricular activities,

sports events, and community outreach initiatives contribute to a well-rounded educational

experience.

As Crestlink Children School continues to leave an indelible mark on the educational landscape,

it stands as a testament to the vision and commitment of Proprietress Deborah Kayode

Oyindamola. The school's legacy is not just in academic achievements but in the positive impact

it has on the lives of the students, shaping them into responsible and well-rounded individuals

prepared for the challenges of the future.

2.2 Aims and Objective of the School

The aims and objectives of Crestlink Children’s School is to reflect its commitment to providing

quality education and holistic development. The primary goals of Crestlink Children School

include:

1. To foster a culture of academic excellence by providing a dynamic and comprehensive

curriculum that meets and exceeds educational standards. The school aims to instill a love

for learning, critical thinking skills, and a thirst for knowledge among its students.

2. To cultivate strong moral and ethical values in students, emphasizing qualities such as

integrity, discipline, and respect. Crestlink Children School aims to contribute to the

development of well-rounded individuals who not only excel academically but also

exhibit positive character traits.

 3. To focus on the holistic development of each child, encompassing intellectual, emotional,

physical, and social aspects. The school seeks to create an environment where students

can explore their talents, interests, and potential in various fields beyond academics.

4. To embrace and implement innovative teaching methodologies that cater to diverse

learning styles. Crestlink Children School aims to create a dynamic and engaging

learning experience, incorporating technology, interactive activities, and practical

applications to enhance the educational journey.

5. To encourage active participation and collaboration between parents and the school.

Crestlink Children School aims to create a supportive partnership with parents,

recognizing the crucial role they play in their child's education and development.

6. To provide a safe, inclusive, and nurturing learning environment. Crestlink Children

School aims to create a space where students feel secure, valued, and encouraged to

express themselves freely.

2.3 Mission and Objective of the School

2.3.1 Mission Statement:

Crestlink Children School is committed to providing a transformative educational experience

that empowers students to excel academically, develop strong character, and embrace a lifelong

love for learning. We strive to create a nurturing environment where diversity is celebrated,

creativity is fostered, and every child is encouraged to reach their full potential. Through

innovative teaching practices, holistic development initiatives, and a collaborative partnership

with parents and the community, we aim to instill values of integrity, discipline, and social

responsibility in our students, preparing them to thrive in an ever-changing world.

2.3.2 Vision Statement
Our vision at Crestlink Children School is to be a premier educational institution known for

academic excellence, character development, and innovation in teaching. We envision a school

where students are inspired to explore their unique talents and interests, where educators are

dedicated to continuous improvement and professional growth, and where parents are valued

partners in the educational journey. Crestlink Children School aspires to be a beacon of

educational distinction, shaping future leaders who are not only academically proficient but also

compassionate, resilient, and globally aware. Through our commitment to excellence, we aim to

contribute positively to the development of well-rounded individuals who make a meaningful

impact in their communities and beyond.

2.4 ORGANOGRAM OF THE SCHOOL

2.5 FACILITIES WITHIN THE SCHOOL

i. School Building

Crestlink Children School building stands on a large expanse of land various educational,

sporting and recreational facilities abound in our school.

ii. Library
Crestlink Children School has a well-equipped library which students have access to make

researches that enhance their academic careers.

With lots of interesting story books to improve their intellects and be more creative.

iii. School Buses

Crestlink Children School has fully air-conditioned buses which are used to transport students to

and from the school. The buses are also used to convey students during excursions, inter-school

sports competition and special events.

iv. Class Rooms

Crestlink Children School lecture rooms are well ventilated and are designed to aid learning and

capture the students attention during teaching and learning process. The classrooms are modern

and equipped with Electronic Boards and Projectors.

It is ensured that the student population for each class is not more than the recommended

UNESCO standard of twenty five (25) students per class, with this, each child is given the proper

attention he/she deserves and all the students are carried along by the teacher during each lecture

time.

v. Recovery Room

It is our belief that a child who is mentally and physically sound will be an effective learner.

Based on this, students are requested to undergo full medical examination before admission.

Parents are encouraged to provide a full medical history of their children/wards.

Notwithstanding, the school has a Recovery Room to provide first aid treatment, which is

managed by a qualified nurse.

vi. Home Economics Laboratory

Home economics is taught at the junior secondary level (Basic 7 - 9) while senior secondary

school introduces students to the rudiments of Home management and Food & Nutrition.

A modern and well equipped laboratory that provides opportunity for practical works on these

subjects, is in place.

vii. Ict Computer Laboratory

Computer education is one of the key features of the school curriculum. The school's computer

laboratory is well equipped for students use with internet.

Students are allowed to familiarize themselves with computer through regular practical sessions.

All students are expected to be computer literate before the end of their course in the school.

Crestlink Children School also has E-learning Web Portal facility with internet.

viii. Music Studio

Dalom School has a well-equipped and standard music studio with instruments such as the

saxophone, drum set, guitar, piano/keyboard, speakers, e.t.c.

All the school's musical instruments are available for the students' use and training. The Music

Studio and the training of students is being done by a qualified and skillful music teacher who

has the practical knowledge of the above musical instruments.

The goal of the music training is to ensure that each student is highly proficient in the use of all

musical instruments, thereby revealing their hidden potentials.

 CHAPTER THREE
TEACHING EXPERIENCE AT CRESTLINK CHILDREN SCHOOL

3.1 Teaching Role and Responsibilities

I did my siwes for a period of 4 months which I go to school every day i.e Monday, Tuesday,

Wednesday, Thursday and Friday. In these days, I taught Rhythm, Basic Science, Quantitative

Reasoning, Basic Mathematics and English The first lesson I taught in Crestlink Children School

was on the 21 of November was Rhythm, and it revolved around the captivating subject of

Rhythm. This initial lesson set the tone for the subsequent months, emphasizing not only the

technical aspects of the subject but also the joy and creativity inherent in musical expression. The

lesson aimed to spark students' interest in the rhythmic dimensions of music, laying the

groundwork for a broader exploration of the subject throughout the teaching practice period.

3.3.1 Classroom Management

As a teacher, one of the primary responsibilities was effective classroom management. This

included creating a conducive learning environment, organizing materials, and implementing

strategies for maintaining discipline while promoting a positive atmosphere for learning.

3.3.2 Lesson Planning and Delivery

To prepare for the lesson, I used the current teaching syllabuses and the scheme of work for

philosophy, textbooks for the levels concern. These tools helped me to easily come out with my

lesson notes. I also owned dictionary and other materials to facilitate the teaching- learning

process. Furthermore, my cooperating teacher helped me with some text books on the various

lessons I taught. The preparation of notes went together with lesson plan. My cooperating teacher
asked me to prepare notes together with lesson plans to ease work. He marked the two at the

same time. With regards to didactic materials, I used pictures, duster, chalk and text books.

3.3.3 Individualized Instruction

Recognizing the diverse learning needs of students, the SIWES student provided individualized

support. This involved conducting assessments, identifying students' strengths and weaknesses,

and tailoring teaching approaches to accommodate varying abilities, ensuring an inclusive

learning environment.

3.3.4 Assessment and Evaluation

The student actively participated in the assessment and evaluation process. This included

designing and administering various assessments, providing constructive feedback to students,

and contributing to the development of fair and effective grading systems.

3.3.5 Parent-Teacher Collaboration

Building effective communication channels with parents was a significant aspect of the teaching

role. The SIWES student attended parent-teacher meetings, providing insights into student

progress, addressing concerns, and fostering a collaborative relationship between the school and

parents.

3.2 Integration of Technology

Crestlink Children School embraced the integration of technology into the learning process. I

actively utilized educational apps, interactive whiteboards, and multimedia resources to create

engaging and dynamic lessons, fostering a technology-enhanced educational environment.

3.3 Challenges and Problem-solving
The teaching SIWES presented various challenges, including managing diverse student

behaviors, adapting to unexpected disruptions, and addressing varying learning paces. The

SIWES student developed effective problem-solving skills, learning to adjust teaching strategies

and classroom management techniques accordingly.

3.4 Impact on Student Learning

The teaching experience had a significant impact on student learning. The SIWES student

observed tangible improvements in students' academic performance, engagement, and overall

enthusiasm for learning, indicating the effectiveness of the applied teaching methodologies.

3.5 Extracurricular Involvement

Beyond the classroom, the SIWES student actively participated in organizing and coordinating

extracurricular activities. This included sports events, cultural programs, and educational outings,

contributing to the overall development of students.

3.6 Continuous Improvement

Throughout the SIWES, the SIWES student demonstrated a commitment to continuous

improvement. Regular self-assessment, feedback from mentors, and participation in professional

development opportunities fueled ongoing growth and refinement of teaching practices.