CERTIFICATION

This is to certify that this SIWES(student industrial work experience scheme) report enabled
to be submitted to the department of agricultural extension and rural development at a
completion of the SIWES carried out in Modibbo Adama University Yola, and a record carried
out by supervision and guidance.

i
 DEDICATION
I will like to dedicate my report to my family. They instilled in me a desire to learn and make
sacrifices so I would have access to high quality education from an early age. Also this is to
dedicate to my HOD Prof. Ibrahim Jimeta and my friends who supported me through my SIWES
training.

ii
 ACKNOWLEDGEMENT
This endeavor would not have been possible without the presence of Dr. Zakaria Adamu
Gworgwor, and I had a great pleasure of working with Jeremiah Ibrahim, Josiah stephen.

iii
 TABLE OF CONTENTS
CERTIFICATION.....................................................................................................................................i
DEDICATION..........................................................................................................................................ii
ACKNOWLEDGEMENT......................................................................................................................iii
TABLE OF CONTENTS........................................................................................................................iv
HISTORY AND MEANING OF SIWES.......................................................................................1
CHAPTER ONE.......................................................................................................................................3
INTRODUCTION....................................................................................................................................3
1.1 DEFINITION OF SIWES..........................................................................................................3
1.2 OBJECTIVES OF THE SCHEME............................................................................................3
CHAPTER TWO......................................................................................................................................5
CONCEPT OF EXTENSION.................................................................................................................5
2.1 CONCEPT OF EXTENTION...................................................................................................5
CHAPTER THREE..................................................................................................................................8
COMMUNICATION...............................................................................................................................8
3.1 COMMUNICATION................................................................................................................8
CHAPTER FOUR....................................................................................................................................9
EXTENSION TEACHING METHODS................................................................................................9
4.1 INDIVIDUAL METHOD.........................................................................................................9
4.2 MASS CONTACT METHOD................................................................................................10
4.3 CONCLUSION........................................................................................................................12
REFERENCE..........................................................................................................................................13

iv
HISTORY AND MEANING OF SIWES

SIWES was founded in 1973 by ITF (Industrial Training Funds) to address the problem of
tertiary institution graduates’ lack of appropriate skills for employment in Nigerian industries.
The Students’ Industrial Work Experience Scheme (SIWES) was founded to be a skill training
programme to help expose and prepare students of universities, Polytechnics and colleges of
education for the industrial work situation to be met after graduation.

This system facilitates the transfer from the classroom to the workplace and aids in the
application of knowledge. The program allows students to become acquainted with and exposed
to the experience required in handling and operating equipment and machinery that are typically
not available at their schools.

Prior to the establishment of this scheme, there was a rising concern and trend among
industrialists that graduates from higher education institutions lacked appropriate practical
experience for employment. Students who entered Nigerian universities to study science and
technology were not previously trained in the practical aspects of their chosen fields. As a result
of their lack of work experience, they had difficulty finding work.

As a result, employers believed that theoretical education in higher education was unresponsive
to the needs of labor employers. Thousands of Nigerians faced this difficulty till 1973. The
fund’s main motivation for establishing and designing the scheme in 1973/74 was launched
against this context.

The ITF (Industrial Training Fund) organization decided to aid all interested Nigerian students
and created the SIWES program. The federal government officially approved and presented it in
1974. During its early years, the scheme was entirely supported by the ITF, but as the financial
commitment became too much for the fund, it withdrew in 1978. The National Universities
Commission (NUC) and the National Board for Technical Education (NBTE) were given control
of the scheme by the federal government in 1979. The federal government handed over
supervision and implementation of the scheme to ITF in November 1984. It was taken over by
the Industrial Training Fund (ITF) in July 1985, with the federal government bearing entire
responsibility for funding.
1
The ITF solely funded the scheme during its formative years. But due to the elevated rate of
financial involvement, it was withdrawn from the scheme in 1978. In 1979, the Federal
Government of Nigeria handed the scheme to both National University Council (NUC) changed
the management and implementation of SIWES fund to ITF. It was effectively taken over by ITF
in July 1985 with the funding being solely borne by the Federal Government. The Federal
Government, ITF, the Supervising agencies NUC, NBTE, NCE (National commission for
colleges of Education), Employers of Labor, and the Institutions contribute it one quarter in the
management of SIWES.

2
 CHAPTER ONE
INTRODUCTION
1.1 DEFINITION OF SIWES

SIWES stands for Students Industrial Work Experience Scheme. It is the accepted skills training
program, which forms part of the approved minimum Academic standards in the various degree
program for all Nigerian tertiary Universities (N.U.C 1996). SIWES goes a long way inputting to
tes t the level of knowledge a student has acquired during the industrial training program. It
is an effort to bridge the gap existing between theory and other practice of
architecture, engineering and technology, sciences, agriculture and other professional educational
programs in the Nigerian tertiary institutions. It is aimed at exposing students to machines and
equipment and professional work methods in industries and other organizations.The scheme is
a tripartite program, involving the students, the universities and the industries
(employers of labor). It affords students the opportunity to familiarize and expose themselves to
the knowledge and experience needed in handling equipment that is not readily available in
their various institutions. Before the establishment of this scheme, employers believed
that the theoretical education in tertiary institutions were not adequate enough to meet most of
the needs of employers of labour.

1.2 OBJECTIVES OF THE SCHEME

1. To provide an avenue for students in the Nigerian Universities to acquire industrial skills and
experience in their various field of study.

2. To prepare students for the work situation they are likely to meet after graduation.

3. To expose students to work methods and techniques in handling equipment and machinery
that may not be readily available in the universities.

4. To make transition from the university to the world of work and thus enhance student’s
contacts for future job placements.

3
5. To provide students with the opportunity to apply the theoretical knowledge they had gain in
school to real-life work situation, thereby bridging the gap between university work and actual
practice.

6. To enlist and strengthen employers involvement in the entire education process of preparing
university undergraduate for employment in the industry.

7. To provide students with an opportunity to apply their theoretical knowledge in real work
situation, thereby bridging the gap between University work and actual practice.

8. To serve as opportunity for self- actualization for students thus making positive
and commendable contribution within the scope of his/her know

4
 CHAPTER TWO
CONCEPT OF EXTENSION
2.1 CONCEPT OF EXTENTION

Extension is any activity that works with farmers and their families in order to improve the
economic and social conditions of their lives and to develop their ability to take responsibility for
their own future developmentefination and meaning of extension

Agricultural extension is the application of scientific research and new knowledge to

agricultural practices through farmer education. The field of 'extension' now encompasses a
wider range of communication and learning activities organized for rural people by educators
from different disciplines, including agriculture, agricultural marketing, health, and business
studies.

The objective of extension is to change farmers' outlook toward their difficulties.

Extension is concerned not just with physical and economic achievements but also with the
development of the rural people themselves. Extension agents, therefore, discuss matters with
the rural people, help them to gain a clearer insight into their problems and also to decide how to
overcome these problems.
Extension is a process of working with rural people in order to improve their livelihoods.
This involves helping farmers to improve the productivity of their agriculture and also
developing their abilities to direct their own future development.

 Knowledge and skills:

Although farmers already have a lot of knowledge about their environment and their farming
system, extension can bring them other knowledge and information which they do not have. For
example, knowledge about the cause of the damage to a particular crop, the general principles of
pest control, or the ways in which manure and compost are broken down to provide plant
nutrients are all areas of knowledge that the agent can usefully bring to farmers.

5
 Technical advice and information:

Extension also provides advice and information to assist farmers in making decisions and
generally enable them to take action. This can be information about prices and markets, for
example, or about the availability of credit and inputs. The technical advice will probably apply
more directly to the production activities of the family farm and to the action needed to improve
or sustain this production. Much of this technical advice will be based upon the findings of
agricultural research. In many instances, however, farmers are also sources of valuable advice
and information for other farmers, and agents should always try to establish a farmer-to-farmer
link.

 Farmers' organization:

As well as knowledge, information and technical advice, farmers also need some form of
organization, both to represent their interests and to give them a means for taking collective
action. Extension, therefore, should be concerned with helping to set up, structure and develop
organizations of local farmers. This should be a joint venture and any such organization should
only be set up in consultation with the farmers. In the future, these organizations will make it
easier for extension services to work with local farmers, and will also serve as a channel for
disseminating information and knowledge.

 Motivation and self-confidence:

One of the main constraints to development that many farmers face is isolation, and a feeling that
there is little they can do to change their lives. Some farmers will have spent all their lives
struggling in difficult circumstances to provide for their families with little support or
encouragement. It is important for extension to work closely with farmers, helping them to take
the initiative and generally encouraging them to become involved in extension activities. Equally
important is to convince farmers that they can do things for themselves, that they can make
decisions and that they have the ability to break out of their poverty.

6
The above are the four fundamental elements of the extension process. It is not suggested that all
extension activities must contain each of these elements, nor that some are more important than
others. Clearly, the extension approach will be determined by the particular circumstances.
However, an overall extension service should be based on these elements and should seek to
promote them within the rural areas. Sometimes the local farmers" problems will demand prompt
information and advice; on other occasions, more patient work of organization and motivation
may be required. An extension service must be able to respond to these different demands.

7
 CHAPTER THREE
COMMUNICATION
3.1 COMMUNICATION

Communication is the act of getting an extension worker (sender) and people (receiver)
tuned together for a particular message or a series of messages related to development work.

TYPES OF COMMUNICATION

1.Written communication: In an agricultural extension system, this type of communication can

take different forms such as memorandum, reports, letter, bulletins, notes, newsletters,
newspapers and farm magazines, handbills and computers through surfing the net.

2.Verbal communication: Verbal communication is all about the use of spoken words through a
face-to-face situation, telephone calls, visits, town orators or through electronic media. These are
the most common forms of communication in an agricultural extension system.

The purpose of Communication:

The purpose of communication is to generate a response or reaction which may be
physical, emotional, expressed or subdued in and from the receiver(s) of the message.
Basically the purposes of communication are:
a. To persuade the receiver in his direction or thinking
b. To inform the receiver about an event, issue or a development or even, a new
farm practice/product.
c. To entertain the receiver, and make him relax.
d. To educate the receiver by impacting knowledge to him

8
 CHAPTER FOUR
EXTENSION TEACHING METHODS
May be defined as the devices used to create Situations in which meaningful communication
can take place between the instructor (entension agent) and the learners(farmers).

4.1 INDIVIDUAL METHOD

Individual Or Contact Methods: It can be used for contacting only one person at a time and
conveying the necessary information to him.

Individual or face-to-face methods are probably the most universally used extension
methods in both developed and developing countries. The extension agent meets the farmer at
home or on the farm and discusses issues of mutual interest, giving the farmer both information
and advice.1) Farm and home visits;

2) Office calls;

3) Telephone Calls;

4) Personal letter;

ADVANTAGES OF INDIVIDUAL METHOD

i. Unclear messages that have not been fully understood can easily be clarified.

ii. The extension officer is able to secure co-operation and inspire the confidence of the family
through personal contact.

iii. It facilitates immediate feedback on the effectiveness of the measures discussed.

iv. It may be the best way to ensure that everyone in the family participates in decision making.

DISADVANTAGES OF INDIVIDUAL METHOD

i. It is expensive in terms of time and transport.

ii. Only a few farmers may be visited, and sometimes they may be mainly the extension
worker's friends.

9
iii. The area covered is small since all the effort is concentrated on a few farmers.

GROUP METHOD
GROUP METHOD: A result demonstration is a method or teaching designed to show by
example the practical application of an established fact, or group of related facts. The group
method offers the possibility of greater extension coverage, and is therefore more cost-effective.
Using the group method, the extension worker can reach more farmers and in this way make
contact with many more farmers who have had no previous contact with extension activities.

1) Result demonstrations

2) Method demonstration meeting

3) Leader training meetings;

4) Lecturer meetings

ADVANTAGES OF GROUP METHOD

i. It is generally cheaper than the individual approach.

ii. More people are reached within a given period of time.

iii. There is an exchange of ideas and experiences among the group.

iv. It is easy to monitor.

DISADVANTAGES OF GROUP METHOD

i. It may take a long time to arrive at a decision.

ii. Influential people in the community may dominate the discussions.

iii. It is sometimes difficult to get people to agree on issues and to work together.

iv. Individual problems are not well addressed in a group.

v. People who are not members of the group will not be reached.

4.2 MASS CONTACT METHOD

10
Mass Contact methods:

An extension worker has to approach a large number of people for disseminating a new
information & helping them to use it. this can be done through mass-contact methods
conveniently. These methods are more useful for making people aware of the new agricultural
technology quickly.

In this method, the extension agent communicates with a vast and heterogeneous mass of
people, without taking into consideration of their individual or group identity. This method is
adopted where a large and widely dispersed audience is to be communicated within a short time
1)Bulletins

2) Leaflets

3) New Stories

4) Circular letters

5) Radio

6) Television

7) Exhibits

8) Posters.

ADVANTAGES OF MASS METHOD

i. These methods can increase the impact of extension staff through rapid spread of
information.

ii. Many people can be reached within a short time, even in remote areas.

DISADVANTAGES OF MASS METHOD

i. The amount of information that can be transmitted is limited.

ii. Radio and television reception is poor in some areas and the target group may not own sets,
particularly TVs..

11
iii. It is difficult to evaluate the impact since there is no immediate feedback.

iv. Production of both programmes and printed materials is costly and requires special skills.

4.3 CONCLUSION

To the establishment of this scheme, there was a rising concern and trend among industrialists
that graduates from higher education institutions lacked appropriate practical experience for
employment. Students who entered Nigerian universities to study science and technology were
not previously trained in the practical aspects of their chosen fields. As a result of their lack of
work experience, they had difficulty finding work.

As a result, employers believed that theoretical education in higher education was unresponsive
to the needs of labor employers. Thousands of Nigerians faced this difficulty till 1973. The
fund’s main motivation for establishing and designing the scheme in 1973/74 was launched
against this context.

12
 REFERENCE
Brunner, E. and Hsin Pao Yang, E. (1949) Rural America and the Extension Service, Columbia
University

Jones, Gwyn E.; Garforth, Chris (1997). Chapter 1 - The history, development, and future of
agricultural extension. Improving agricultural extension. A reference manual. Food and
Agriculture Organization. ISBN 92-5-104007-9.

Leeuwis, C. and van den Ban, A. Communication for Rural Innovation: Rethinking Agricultural
Extension (3rd Edition), Blackwell Publishing

NAFES (2005) Consolidating Extension in the Lao PDR, National Agricultural and Forestry
Extension Service, Vientiane

Saville, A. H. (1965) Extension in Rural Communities: A Manual for Agricultural and Home
Extension technician Workers. Oxford University Press.

State Extension Leaders Network (SELN) 2006 'Enabling Change in Rural and Regional
Australia: The role of extension in achieving sustainable and productive futures', online
resource: www.seln.org.au.

13