CHAPTER ONE

INTRODUCTION

1.1 Brief History of SIWES

The Students' Industrial Work Experience Scheme (SIWES) was established in
response to the growing need for skilled manpower in Nigeria's rapidly expanding
economy. In the 1960s and 1970s, the country's oil boom drove economic growth, but
this was not matched by a corresponding increase in skilled workers. Many Nigerian
graduates lacked practical work experience, making it challenging for them to secure
employment.
To address this challenge, the Industrial Training Fund (ITF) was established in 1971.
The ITF's primary objective was to provide Nigerian youths with the necessary skills and
competencies to fit into the modern industrial economy. In 1973, the ITF introduced
SIWES, a program designed to provide students with practical work experience in their
chosen field.
Against this backdrop, the ITF was established in 1971 to promote and regulate industrial
training in Nigeria. One of the ITF's key objectives was to provide Nigerian youths with
the practical skills and experience needed to succeed in the industrial sector. To achieve
this objective, the ITF launched SIWES in 1973.
SIWES was designed to provide students with practical work experience in their chosen
field, thereby bridging the gap between theoretical knowledge acquired in the classroom
and practical skills required in the workplace. The program was initially targeted at
students in technical and vocational fields, but it was later expanded to include students
in other disciplines, including engineering, technology, and management sciences. In its
early years, SIWES faced several challenges, including limited funding, lack of industry
participation, and inadequate infrastructure. Despite these challenges, SIWES continued
to grow, and by the 1980s, the program had become an integral part of Nigerian
university education.

1|Page
 In the 1990s, SIWES underwent significant reforms, including the expansion of
the program to include more disciplines, the introduction of new training programs, and
the strengthening of industry partnerships. These reforms helped to improve the quality
and relevance of SIWES, making it more effective in preparing students for the
workforce. Today, SIWES is a mandatory program for many Nigerian tertiary institution
students. The program has been expanded to include various disciplines, including
engineering, technology, and management sciences. SIWES has also become more
structured, with clear objectives, outcomes, and assessment criteria. The program is now
more closely aligned with industry needs, ensuring that students acquire relevant skills
and competencies. SIWES has had a significant impact on Nigerian tertiary education
and the economy. Some of the benefits of SIWES include:
Improved employability: SIWES has enhanced the employability of Nigerian graduates
by providing them with practical work experience.
Enhanced skills and competencies: The program has helped students acquire relevant
skills and competencies, making them more productive and efficient in the workplace.
Increased productivity: SIWES has contributed to increased productivity and efficiency
in various sectors of the economy.

1.2 The Aim and Objectives of SIWES

The primary aim of SIWES is to provide students with practical work experience
in their chosen field, thereby bridging the gap between theoretical knowledge acquired in
the classroom and practical skills required in the workplace.
The specific Objectives are;
1. To develop skills such as communication, teamwork, problem-solving, and critical
thinking.
2. To improve students' employability by providing them with relevant work
experience and skills.
3. To helps students to develop a professional mindset, build their confidence, and
enhance their job prospects.

2|Page
1.3 Relevance of SIWES to Mass Communication

The Students' Industrial Work Experience Scheme (SIWES) is a vital component

of Mass Communication education in Nigeria. The program provides Mass
Communication students with hands-on experience in the industry, bridging the gap
between theoretical knowledge acquired in the classroom and practical skills required in
the workplace.
One of the primary relevance of SIWES to Mass Communication students is that it
provides them with practical experience in news writing, reporting, editing, and
broadcasting. Through SIWES, students can work in a media organization, gaining
hands-on experience in news production, programming, and transmission. This practical
experience is essential for Mass Communication students, as it enables them to apply
theoretical concepts learned in the classroom to real-world situations.
Another relevance of SIWES to Mass Communication students is that it enhances
their skills and competencies in areas such as writing, editing, and broadcasting. By
working in a media organization, students can develop their writing and editing skills,
learning to write clear, concise, and engaging news stories. They can also develop their
broadcasting skills, learning to present news programs, conduct interviews, and engage in
live broadcasts. SIWES also provide Mass Communication students with exposure to
industry practices and standards. Through the program, students can learn about the
ethical and legal considerations that guide media practice in Nigeria. They can also learn
about the latest trends and technologies in the media industry, including digital media,
social media, and multimedia storytelling. In addition, SIWES provides Mass
Communication students with networking opportunities, allowing them to connect with
professionals in the industry and build relationships that can lead to job opportunities,
mentorship, and career advancement. By working in a media organization, students can
meet and interact with experienced journalists, broadcasters, and media managers,
learning from their experiences and gaining valuable insights into the industry.

3|Page
 CHAPTER TWO
2.1 Brief History of Kogi State Broadcasting Corporation

What is today known as Kogi State Broadcasting Corporation, (KSBC) came in to

being following the creation of the state on august 27th 1991 located along okene-kabba
road, lokoja – kogi state, broadcasting corporation Building, lokoja. The staffs of the
corporation were drawn from both kwara and Benue with the pioneering general
manager, Chief Isah Edimeh.

The corporation has six operational management which includes; Administration,

programs, News/Current Affairs, Commercials, Finance/supply and Engineering. From
inception it inherited booster stations including: radio kogi Ochaja to serve listeners in
kogi east, radio kogi Otite for the people of kogi central as well as radio kogi Egbe to
serve listeners in kogi west. These booster stations are in short wave band.

Towards the administration of Col. Paul Omeruo in 1996 established confluence

radio cited in the famous mount party, Lokoja on the frequency of 94.0 mega-hatz on the
frequency modulation band fm. KSBC reach covers state like Niger, Nasarawa, Benue,
Edo, Ekiti, Kwara, Delta, Enugu and the FCT. From its inception, organization has been
headed by GM like Chief Isah Edimeh, Alh. Abu Onaji (late) became the managing
director who was succeeded by Aloysius Achegbulu, later Gabriel Amobeda became the
GM and was succeeded by late mallam Muhammed Halilu and presently Mr. Adeku
Adeba now the GM who recently has been elevated as the director general of the
corporation. Since that time till now, the broadcasting station has undergone “a great deal
of metamorphosis” (KSBC publication, 2009, p.10). Such changes witness various chief
executives serving under numerous state rulerships in form of state military
administrators and civilian governors. Between 1991 till date, the geographical location
referred to kogi state, with capital in Lokoja has been governed by nine different rulers;
three under the military; and six under civilian. Also, nine different Chief executives have
headed KSBC: six under civilian administrations and three under military regimes
(KSBC, planning, research and statistics unit, 2012).
4|Page
2.2 The Organizational Profile

Kogi FM Lokoja is a state-owned radio station located in Lokoja, the capital city
of Kogi State, Nigeria. The station was established in 1996 to provide informative,
educational, and entertaining programs to the people of Kogi State.

Mission Statement

The mission of Kogi FM Lokoja is to provide accurate, unbiased, and timely information
to the people of Kogi State, promote local culture and arts, and entertain the public.

Vision Statement

The vision of Kogi FM Lokoja is to become the leading radio station in Kogi State,
known for its credibility, professionalism, and commitment to public service.

OBJECTIVES

The objectives of Kogi FM Lokoja are to:

Provide accurate, unbiased, and timely information to the people of Kogi State.

Promote local culture and arts.

Entertain the public.

Provide a platform for public discourse and debate.

Support the development of Kogi State.

2.3 Organizational Structure

5|Page
2.4 Relevance of KSBC to Mass Communication

1. Provision of practical experience in news writing, reporting, editing, and

broadcasting.
2. Getting acquainted to Studio Settings and how to effectively use and manage the
equipment in relation to a field in Broadcasting

6|Page
 CHAPTER THREE
INDUSTRIAL EXPERIENCE
3.1 Actual Work Carried Out

During my internship at Kogi FM Lokoja, I gained practical experience in broadcasting

and programming. I developed skills in news gathering, writing, and presentation, and I
understood the operations of a radio station and the role of different departments.

Week 1:

On my first day, I was introduce to the Head of Reportorial in the person of Hajiya
Habibatullah Onalapa Abdullahi and was assigned to Mr Emmanuel Oluwakorede as my
supervisor.

My supervisor explain rules and regulations of the organization and the department
- I learnt about the organ anagram of the organization
- I learnt about the role, structure and the responsibility of each section in the organ
gram
- I learnt the various types of News which include
 Local News
 National News
 International News
Week 2:
An Editorial Meeting was held on the first day of the week
- I learnt how to copy news from my phone to the system
- I sourced for new on local, national and global happening
- I was assigned by my supervisor to source for a news by conducting an interview
at any fuel station during the fuel scarcity period.
Week 3:
I learnt how to edit news story
- I learnt how to edit voice story

7|Page
 - I learnt about house style
- I learnt how to edit voice news
- I learnt how to do voice story in the studio
Week 4:
I learnt how to get new from the internet
- I learnt how to copy news from computer to the phone.
- I learnt how to edit news story
- I learnt as some of my senior colleagues edit news story
- I learnt how to do voice story
Week 5:
I was taught by Mrs Habibatu who a reporter is and what they do
- I observe the editing process and also ask some questions
- I assist in cutting and arranging the bulletin after the editing
- I observed the editing process
Week 6:
I was taught by Mrs Habibatu Shaibu Onakpa A. About what is a press release?
- I learnt about purpose of press release
- I learnt about type of press release
- I learnt about distribution in press release
- I was given an assessment Mrs Habibatu Shaibu Onakpa A. to write a story
following the news and current affairs department
Week 7:
- I was expose to the meaning of News and Programme in a media settings
- I also assisted on the preparation of bulletin
- I was given a brief directive about how a journalist should report positive news
about Africa
- I was asked to source for sport news

Week 8:
8|Page
I learnt about marketing
- I learnt about advertising
- I learnt about objectives of advertising
- I learnt how to edit news story
- I learnt about voice story
Week 9:
Editorial meeting was held. Later the Editor for the day began to edit and watch as they
edit
- Public holiday independence day
- I learnt the different pattern of voicing news base on the suitability to the
Audience Hearing
- I was taught the concept of commercial program and also help to prepare bulletin
- I observed the editing process
Week 10:
I was ask to source for international story on the Internet
- I was ask to source for global news by the duty editor
- I observe the editing process for the day and also assisted in the arrangement
- I learnt the main aim of recording and also the advent of the Internet
- I learnt various ways of sourcing for news online
Week 11:
- I was taught Advertising Importance, Types and how Advertising is done on radio.
- I was exposed to how voice record can be edited with a Computer
- I was taught how to cut News Story when is being printed out by the editor
- I was asked to source for global news
Week 12:
Editorial meeting was held after the meeting The bulleting for the day was prepared
- I was taught how to transcribe
- I learnt about press release and the key element of press release
- I had a further lecture on how to transcribe and edit
- I observed the editing process and help arranging the bulletin
Week 13:
9|Page
 Editorial meeting was held after the meeting then the editing process
- I sourced for news story from the Internet
- I observed the Editing Process
- I helped to arrange the bulletin for the day
- I observed the editing process and was part of the studio session
Week 14:
Editorial meeting was held after that then the editing process
- I learnt how to edit news story
- I was asked to voice story
- I observed the editing process
- I was asked to source for a national news
Week 15:
Editorial meeting was held after that then the editing process
- I was asked to source for a national News
- I observed the editing process
- I learnt how to edit voice story
- I learnt how to edit voice story
Week 16:
Editorial meeting was held after that then the editing process
- I was asked to source for a national news
- I observed the editing process
- I learnt how to edit voice story
- I learnt how to edit news story

3.2 Problems Encountered during the SIWES Period in Radio Kogi

1. Financial Constraints: Due to the high cost of living, it posed a challenge in
meeting personal expenses to enhance my proficiency during the SIWES period
2. Transportation: Difficulty in accessing transport fare to and from the office,
especially without financial support from the organization on few occasions. This
affected my attendance and punctuality.
3. Unofficial Assignments: being assigned errands for staff members that are not part
of the official assignment occasionally stretched work load and time management
capabilities.

10 | P a g e
 CHAPTER FOUR

4.0 Summary of SIWES Report

The Students' Industrial Work Experience Scheme (SIWES) report details my six-
month internship experience at Kogi FM Lokoja. The report highlights the skills and
knowledge gained in broadcasting, programming, and community engagement. Gained
hands-on experience in news gathering, writing, and presentation, as well as
programming, production, and marketing. Developed valuable skills in problem-solving,
teamwork, and communication. Participated in community outreach programs and
developed relationships with listeners and stakeholders. Encountered technical and
operational difficulties, including equipment malfunction and limited resources. Faced
personal challenges, including adjusting to the work environment and balancing work and
personal life. Recommended investing in modern broadcasting equipment, emphasizing
effective communication and teamwork, and providing regular training and capacity-
building programs for staff. The SIWES experience at Kogi FM Lokoja was a valuable
learning experience that provided practical skills and knowledge in broadcasting,
programming, and community engagement. The experience prepared me for a career in
broadcasting and media, and I recommend that students and organizations continue to
participate in the SIWES program.

4.1 Conclusion

The Students' Industrial Work Experience Scheme (SIWES) at Kogi FM Lokoja

was a valuable learning experience that provided practical skills and knowledge in
broadcasting, programming, and community engagement. Throughout the six-month
period, I gained hands-on experience in news gathering, writing, and presentation, as well
as programming, production, and marketing.The experience was not without challenges,
as I encountered technical, operational, and personal difficulties. However, these
challenges provided opportunities for growth and learning, and I developed valuable
skills in problem-solving, teamwork, and communication. The SIWES experience at

11 | P a g e
Kogi FM Lokoja was a valuable learning experience that provided practical skills and
knowledge in broadcasting, programming, and community engagement. The experience
prepared me for a career in broadcasting and media, and I recommend that students and
organizations continue to participate in the SIWES program. Valuable learning
experience that provided practical skills and knowledge in broadcasting, programming,
and community engagement. Throughout the six-month period, I gained hands-on
experience in news gathering, writing, and presentation, as well as programming,
production, and marketing. The experience was not without challenges, as I encountered
technical, operational, and personal difficulties. However, these challenges provided
opportunities for growth and learning, and I developed valuable skills in problem-
solving, teamwork, and communication.

4.2Recommendations

Improve Equipment and Resources: Invest in modern broadcasting equipment and

increase resources to support broadcasting and production activities. This will enhance
the quality of programs and improve the overall listening experience.

Enhance Communication and Teamwork: Emphasize the importance of effective

communication and teamwork among staff to improve collaboration and productivity.
This can be achieved through regular team-building exercises and communication
workshops.

Provide Training and Capacity Building: Offer regular training and capacity-building
programs for staff to enhance their skills and knowledge in broadcasting, programming,
and marketing. This will improve the quality of programs and services offered by the
station.

12 | P a g e
References

Adebayo, O. (2019). The Impact of SIWES on Students' Employability. Journal of

Education and Human Development, 8(2), 1-10.

Federal Republic of Nigeria. (2014). SIWES Guidelines. National Universities

Commission.

Kogi State Government. (2020). Kogi FM Lokoja: A Brief History. Retrieved from (link
unavailable)

Idris, A. (2018). The Role of SIWES in Enhancing Students' Employability Skills. Journal
of Education and Practice, 9(10), 1-12.

Kogi State University. (2020). SIWES Handbook. Anyigba: KSU Press.

Mohammed, A. (2019). SIWES and Students' Employability in Nigeria. Journal of

Education and Human Development, 8(1), 1-10.

NUC. (2020). SIWES Guidelines. Abuja: NUC Press.

13 | P a g e