JOSEPH SARWUAN TARKAA UNIVERSITY MAKURDI

P.M.B. 2373, MAKURDI BENUE STATE.

DEPARTMENT OF COMPUTER SCIENCE

6 WEEKS REPORT ON STUDENTS INDUSTRIAL WORK EXPERIENCE

SCHEME (SIWES)

AT
G7 BRIDGE TECHNOLOGIES
OPPOSITE VILLAGE MARKET SOUTH CORE JOSTUM
MAKURDI

ISHIMA SUURSHATER DESMOND

22/57122/UE

SIWES SUPERVISOR:
Mr. OKPALI GABRIEL EJEOKELE

APRIL, 2025
 DEDICATION

This report is dedicated foremost to God almighty for his favour, mercy and grace upon my life especially

during my six (6) weeks SIWES programme at G7 TECHNOLOGIES.

I would also like to dedicate it to my parents and siblings for their love and support and everyone else that

contribute towards making my SIWES training a fun and successful one.

 AKNOWLEDGEMENT

My appreciation goes to the industrial Training Fund for their foresight in putting this program in place.

I am grateful to G7 TECHNOLOGIES for providing me with the necessary skills to be exposed in my field. I

also want to say a big thank you to my industry-based supervisors Mr. OKPALI GABRIEL EJEOKELE and my

able colleague for making my stay at G7 TECHNOLOGIES an exciting and blissful one. To my parents and

siblings thank you all for your moral and financial support. I am deeply indebted to God almighty, the giver of

all wisdom, knowledge and understanding, without whom I would have achieved nothing at all Finally to my

Institution based supervisor for his support and to my other friends and colleagues. Thank you all, I am highly

grateful.
 ABSTRACT

This industrial report presents the experience gained during my six (6) weeks of industrial
training undertaken at G7 TECHNLOGIES IT Place Opposite, Village Market South core
JOSTUM.
My training was on Web Development.
I acquired practical knowledge on how to design a web site.
This report discusses the technical skills gained during the training period and justifying the
relevance of the scheme in equipping students with needed technical competence to thrive in the
real world
 TABLE OF CONTENT
Cover Page
Title Page
Dedication……………………………………………………………………………...
Acknowledgement……………………………………………………………………..
Abstract…………………………………………………………………………….......
Table of Content………………………………………………………………….…….

Chapter 1
Introduction…………………………………………………………………….…..….
Purpose of training...………………………………………………….………….……...
Brief story of Siwes……………………….………………………….………….….......
Bodies involved in siwes...….………………………………………….….……….…....
Aims and objectives of siwes…………………………………………………………….
Benefits of Industrial Training………………………………………………….….….....

Chapter 2
Industrial Experience…………………………………………………………………
Web design department…………………………………………………………….........
Definition of terms…………………………………………………………………….....
HTML and its properties…………………………………………………………….…...
CSS and its properties……………………………………………………………….…...
Website design using HTML and CSS…………………………………………….….....
JavaScript and its properties…………………………………………………………......
JavaScript work using HTML, CSS and JavaScript……………………………………..

Chapter 3
Conclusion and Recommendations………………………………..………………
Conclusion………………………………………………………………………….....
Recommendations……………………………………………………………............

Reference……………………………………………………………………………..
 CHAPTER 1

INTRODUCTION

1.0 PURPOSE OF TRAINING:

The student industrial work experience scheme (SIWES) popularly called Industrial Training (IT) by

Nigerian students is a yearly program design by the institution in collaboration with the industries to give

students the opportunity to gain practical working experience in their various field of study or area of

specialization. It is an effort to bridge the existing gap between classroom theories and practical’s in

engineering, management and other professional programs in the Nigerian tertiary institutions.

Training is a key factor in changing expertise of a workforce. The world is passing through one of the

worst economic crises in recent time. Both the developed and developing economics are experiencing serious

economic downturns.

Globalization has turned the world into one big village and whatever happens in one economy will have

effects in other economics, and the growing concern among our industrialist is that graduates of our institutions

of higher learning, lack adequate practical background studies, so as to help in the industries led to the

formation of Student Industrial Work Experience Scheme (SIWES) by ITF 1993/1994.

It is through this Industrial Training that the educational systems aim at helping students acquire

appropriate skills, abilities and competencies, both mental and physical, as well as equip the individuals to live

in society. The focus of the Industrial Training Fund (ITF) is for the industries of our countries to succeed in the

face of the current economic meltdown.

No society can achieve meaningful progress without encouraging its youth to acquire necessary practical

skills. Such skills enable them to harness available resources to meet the needs of the society. It was against this

background that SIWES, otherwise referred to as industrial Training (IT), was introduced in Nigerian tertiary

institution.
1.1 SIWES: (Student Industrial Work Experience Scheme)

Since the aim of our national policy in education is to build a strong and self- reliant nation, from the

government’s decree No.47 of 8th October, 1971 as amended in1990, which led to the establishment of

Industrial Training Fund (ITF) in 1973/1974 and through the formation of this body (ITF), in the year

1993/1994 and through the formation of this body (ITF), in the year 1993/1974 SIWES was formed. In Nigeria,

the current form of Cooperative Education is known as the Students Industrial Work Experience Scheme

(SIWES).

The Students Industrial Work Experience Scheme (SIWES) is a planned and supervised training

intervention based on stated and specific learning and career objectives and geared towards developing the

occupational competencies of the participants. The aim is making education more relevance and also to bridge

the science-related disciplines in tertiary institutions in Nigeria.

SIWES forms part of the approved minimum academic standards in the institutions, and is a core

academic requirement carrying fifteen (15) credit units. This requirement must be met by all students in various

disciplines before graduation.

1.2 BODIES INVOLVED IN SIWES:

The main bodies involved in Student Industrial Work Experience Scheme are;

The tertiary institutions and the Federal Government through the Industrial Training Fund (ITF).

Other supervising agencies include:

1. National University Commission (NUC)

2. National Board for Technical Education (NBTE)

3. National Council for colleges for Education (NCCE)

4. Industry/Employers (NECA, NACCIMA, MAN, Government Establishments)

5. Tertiary Institutions (Universities, Polytechnics, Colleges of Education)

 6. Student Trainees (Engineering, Science, Technology, NCE Technical).

The functions of these agencies above are to:

1. Ensure adequate funding of the scheme

2. Establish SIWES and accredit SIWES unit in the approved institutions

3. Formulate policies and guideline for participating bodies and institutions as well as appointing SIWES

coordinators and supporting staff

4. Supervise students at their places of attachment and sign their log book and ITF forms.

5. Vet and process students Log books and forward same to ITF area office

6. Ensure payment of all allowances for the students and supervisors.

1.3 NATURE AND SCOPE OF SIWES:

This is based on the number of weeks or months that student is expected to stay for its attachment. The

minimum duration for SIWES should normally be six months, twenty-four weeks (24) weeks for University

Engineers and Technologist. The cumulative total duration of attachment over the entire period of the course

should preferably be not shorter than 240hrs full time which will take place during term-time or long vocation.

Induction sessions which is conducted by teaching departments to install the concepts of key skills

(skills for learning, employment and life), work place safety and professional expectations, legalities and ethics.

1.4 AIMS AND OBJECTIVES OF SIWES:

The specific objectives of SIWES were summarized by the federal government as follows:

1. To provide students with an opportunity to apply their knowledge in real work and actual practice.

2. To make the transition from school to the world of work easier and to enhance students contacts for later

job placement.

3. Advanced countries, with over 100 years of sustained industrial development and requisite technical and

human infrastructure, have been able to adequately implement industrial training for their students.
 4. They also include providing a structural attachment program with emphasis applications, management

and hands-on experience for students to apply knowledge acquired.

5. It also aids students to acquire practical skill in other to strengthen their work value.

6. Moreover, it helps them to gain interpersonal and entrepreneurial skills and also instil in them the right

kind of work attitudes and professionalism through interactions with peoples in the organizations and

observations of their future role in the tertiary.

1.5 BENEFITS OF INDUSTRIAL TRAINING:

Experts identified industrial experience as necessity for proper job preparation. This is because

productivity is enhanced by experience graduate or new entrance into the world of work really needs and early

exposure to the value and skills of the industry. Therefore, without appropriate skills and experiences young

graduates are not properly trained on work, norms and role behaviour among others, these components will

ensure success at the job place.

Today Information and Communication Technology (ICT) is changing the way many jobs are

performed, thus altering the knowledge and skills required of workers. Consequently, a new level of

competency is required of our students. This cannot be sufficiently met by training facilities in our education

institutions hence, the need for collaborative effort between institutions and industrial sector.

The major benefits accruing to students who participate conscientiously in industrial training are the

skills and competencies they acquire. These relevant production skills (RPSs) remain a part of the recipients of

industrial training as lifelong assets which cannot be taken away from them. This is because the knowledge and

skills acquired through training are internalized and become relevant when required to perform jobs or

functions. Several other benefits can accrue to students who participate in industrial training.

Provision of an enabling environment where students can develop and enhance personal attributes such

as critical thinking, creativity, initiative, resourcefulness, leadership, time management, presentation skills and

interpersonal skills, among others.

 CHAPTER 2

INDUSTRIAL EXPERIENCE

2.0 WEB DESIGN DEPARTMENT

This department was where my Industrial Training took place where I was grounded and expose to the

website world especially the creation of websites taking me step by step with practical all through the process.

2.1 DEFINITION OF TERMS

The following are terms that were made use of, in this department

WEBSITE:

A website is a set of related webpages containing content such as texts, images, videos, audios, etc. A

website is hosted on at least one web server, accessible via a network such as the internet or a private LAN

through an internet address known as a URL (Universal Resource Locator). A publicly accessible websites

collectively constitutes the World Wide Web (WWW).

WEBPAGE:

A webpage is a document, typically written in plain text interspersed with formatting instructions of

hypertext markup language (HTML, XHTML). A webpage may incorporate elements from other websites with

suitable anchors. Webpages are accessed and transported with the hypertext transfer protocol (HTTP), which

may occasionally employ encryption (HTTP secure, HTTPS) to provide security and privacy for the use of the

webpage content. The user’s application often a web browser renders the page content according to its HTML

mark-up instructions into a display terminal.

URL:

This stands for Uniform Resource Locator and as the name suggests, it provides a way to locate a

resource on the web, the hypertext system that operates over the internet.
2.2 HTML AND ITS PROPERTIES

HTML stands for Hypertext Mark-up Language, and it is the most widely used language to write Web

Pages.

 Hypertext refers to the way in which Web pages (HTML documents) are linked together. Thus, the

link available on a webpage is called Hypertext.

 As its name suggests, HTML is a Markup Language which means you use HTML to simply "mark-

up" a text document with tags that tell a Web browser how to structure it to display.

Originally, HTML was developed with the intent of defining the structure of documents like headings,

paragraphs, lists, and so forth to facilitate the sharing of scientific information between researchers.

Now, HTML is being widely used to format web pages with the help of different tags available in HTML

language.

2.2.1 HTML TAGS:

As told earlier, HTML is a markup language and makes use of various tags to format the content. These

tags are enclosed within angle braces <Tag Name>. Except few tags, most of the tags have their corresponding

closing tags. For example, <html>has its closing tag</html>and <body>tag has its closing tag </body>tag etc.

The following are the names of tags and their description.

 Tag Description

<html> This tag encloses the complete HTML document and mainly

comprises of document header which is represented by

<head>...</head> and document body which is represented by

<body>...</body> tags.

<head> This tag represents the document's header which can keep other

HTML tags like <title>, <link>, <script language

=”javascript”> etc.

<title> The <title> tag is used inside the <head> tag to mention the

document title.

<body> This tag represents the document's body which keeps other

HTML tags like <h1>, <div>, <p>, <table> etc.

<h1> This tag represents a heading

2.3 CSS

AND ITS

<p> This tag represents a paragraph.

<b>, <i>, <li>, <ul> Bold, italic, list, unordered list

PROPERTIES

CSS stands for Cascading Style Sheet used for formatting html document. It is a style sheet language

used for describing the presentation of a document written in a mark-up language.

 Note: CSS code is not written the same way as HTML code is. This makes sense because CSS is not

HTML, but rather a way of manipulating existing HTML.

2.3.1 REASONS FOR CSS

The following are reasons why CSS is better

1. It saves time

2. It eradicates the idea of using repeating codes

3. It provides efficiency in design and updates: with CSS, we are able to create rules, and apply those rules

to many elements within the website.

4. It can lead to faster page downloads: since rules are only downloaded once by the browser, then are the

cached and used for each page load, the use of CSS can lead to lighter page loads, and improved

performance. This contributes to lighter server loads and lower requirements, which overall saves

money for our clients.

5. It creates external file (server side) for managing html content

2.3.2 METHOD USED BY CSS IN FORMATTING HTML DOCUMENT

1. Inline Style: It is used to apply a unique style to a single HTML element. An inline CSS uses the style

attribute of an HTML element.

2. Embedded / Internal Style: It is used if one single page has a unique style. Internal styles are defined

within the <style> element, inside the <head> section of an HTML page

3. External Style: With an external style sheet, you can change the look of an entire website by changing

just one file. Each page must include a reference to the external style sheet file inside the <link>

element. The <link> element goes inside the <head> section. Also, when using external CSS, it is

preferable to keep the CSS separate from your HTML. Placing CSS in a separate file allows the web

designer to completely differentiate between content (HTML) and design (CSS). External CSS is a file
 that contains only CSS code and is saved with a “.CSS” file extension. This CSS is then referenced in

your HTML using the <link> instead of <style> as earlier stated.

2.3.3 CSS SELECTORS AND HOW THEY CAN BE USED

CSS selectors are used to find or select HTML elements based on their element name, id or class

1. Element Selector: The element selector selects elements based on the element name.

2. Id Selector: The id selector uses the id attribute of an HTML element to select a specific element. The

id of an element should be unique within a page, so the id selector is used to select one unique element.

e.g. id=”hello” css #hello { color;red;}

3. Class Selector: The class selector selects elements with specific class attribute. To select elements with

a specific class, write a period (.) character followed by the name of the class. e.g. .center {text-

align:center;}

2.3.4 CSS RULES OVERRIDING

1. Any inline style sheet takes the highest priority, so it will override any rule defined in

<style>……</style> tags.

2. Any rule defined in <style>………</style> tags will override the rules defined in any external style

sheet file.

2.3.5 CSS COMMENTS

To simply put comment inside a style sheet you use /*………..*/, you can use it to comment multi-line

blocks in similar way as you do in c and c++ programming language.

2.3.6 BACKGROUND AND FONT OF VARIOUS HTML ELEMENTS

You can set the following background properties of an element.

1. The background-color: Is a property used to set the color background of an element.

 2. The background-image property: is used to set the background image of an element.

3. The background repeat: Is used to control the repetition of an image in the background.

4. The background position: Is used to control the position of an image in the background.

5. The background attachment: Is used to control the scrolling of an image in the background.

6. The background property: Is used as a short hand to specify a number of other background properties.

FONT WHICH ARE;

1. The Font-family property: This is used to change the face of a font

2. The Font-style property: This is used to make a font italic or oblique.

3. The Font-weight property: This is used to increase or decrease how bold or light a font appears.

4. The Font-size property: This is used to increase or decrease the size of a font.

2.3.7 TEXT DECORATION:

This demonstrate how to decorate a text in CSS, the values are none, underline, over line, line through

and blink.

2.4 JAVASCRIPT AND ITS PROPERTIES

JavaScript is a dynamic computer programming language. It is lightweight and most commonly used as

a part of web pages, whose implementations allows client-side script to interact with the user and make dynamic

pages. It is an interpreted programming language with object-oriented capabilities.

2.4.1 FUNCTIONS OF JAVASCRIPT

1. It is most commonly used as a client-side scripting language, which implies that JavaScript is written

into an HTML page and when a user requests an HTML page with JavaScript in it, the script is sent to

the browser.
 2. It used for form validation.

2.4.2 BROWSER DETECTION

This refers to a feature of a web browser to execute a JavaScript code without any error irrespective of

its version.

2.4.3 ADVANTAGES OF JAVASCRIPT

1. Less server interaction: You can validate user input before sending the page off to the server. This

saves server traffic, which means fewer loads on your server.

2. Immediate feedback to the visitors: They don’t have to wait for a page to reload to see if they

forgotten to enter something.

3. Increased interactivity: You can create interfaces that react when the user hovers over them with a

mouse or activates them via the keyboard.

4. Richer interfaces: You can use JavaScript to include such items as drag and drop component and

sliders to give a rich interface to your site visitors.

2.4.4 JAVASCRIPT DEVELOPMENT TOOLS

One of the major strengths of JavaScript is that it does not require expensive development tools. One can

begin with a simple text editor such as notepad or notepad++. Since it is an interpreted language inside the

context of a web browser, you don’t even need to buy a compiler.

However, to make life simpler, various vendors have come up with very nice JavaScript editing tools,

they are macromedia Dreamweaver.

2.4.5 JAVASCRIPT SYNTAX

 JavaScript can be implemented using JavaScript statements that are placed within the

<script>…………...</script> HTML tags in a web page. You can place the <script> tags, containing your

JavaScript, anywhere within your web page, but it is normally recommended that we should keep it within the

<head> tags

The script tag takes two important attributes:

1. Language: This attribute specifies what scripting language i am using.

2. Type: This attribute is what is now recommended to indicate the scripting language in use and its value

should be set to “text/javascript”.

2.4.6 COMMENTS IN JAVASCRIPT

JavaScript supports both c-style and c++ style comments. Thus:

1. Any text between a // and the end of a line is treated as a comment and is ignored by JavaScript.

2. Any text between the characters /* and */ is treated as a comment. This may span multiple lines.

3. JavaScript also recognizes the HTML comment opening sequence <!--. JavaScript treats this as a single-

line comment, just as its dos the //comment.

4. The HTML comment closing sequence --!> is not recognized by JavaScript so it should be written as //--

>

DATA TYPES IN JAVASCRIPT

One of the most fundamental characteristics of a programming language is the set of data types it

supports. These are the type of values that can be represented and manipulated in a programming language.

They include:

 Numbers: This represents numeric values e.g. 100.

 Strings: This represents sequence of character e.g. Hello.

  Boolean: This represents Boolean value either true or false

 Null: This represents nothing i.e. it can be empty.

 Undefined: This represents undefined values.

 Object: This represents values return by functions.

2.4.7 JAVASCRIPT VARIABLES

This is a memory location used for holding values or used for storing values in a memory. var

(keyword) is used to hold a value or declare a value, it makes it known to a compiler, interpreter.

E.g. var name ----- Declaration

Name = “John” ----- Initialization

2.4.7 VARIABLE NAMES

While naming the variables in JavaScript, the following rules should be kept in mind.

 You should not use any of the JavaScript reserved keywords as a variable name. For example,

break or Boolean

 JavaScript variable names should not start with a numeral (0-9). They must begin with a letter or

an underscore character. For example, 45bet is an invalid name but _bet45, betj1 is a valid one.

 JavaScript variable names are case-sensitive. For example, Desm and desm are two different

variables.
 2.4.8 OPERATORS

Let me take a simple expression to give its meaning 4 + 5 = 9. Here 4 and 5 are called operands and “+”

is called the operator. JavaScript support the following types of operators they are:

1. Arithmetic Operators: JavaScript supports the following arithmetic operators using an expression.

Assume variable A holds 10 and variable B holds 20, then

a. Addition (+) e.g. A + B = 30

b. Subtraction (-) e.g. A – B = -10

c. Multiplication (*) e.g. A * B = 200

d. Division (/) e.g. B/A = 2

e. Modulus (%) e.g. B%A = 0

f. Increment (++) e.g. A++ = 11

g. Decrement (--) e.g. A-- = 9

2. Comparison Operators: JavaScript support the following comparison operators. Assume variable A

holds 10 and variable B holds 20, then;

a. Equal (==): Checks if the value of two operands are equal or not, if yes, then the condition

becomes true. e.g. (A == B) is not true.

b. Not Equal (!=): Checks if the value of two operands are equal or not, if the values are not equal,

then the condition becomes true. e.g. (A != B) is true.

c. Greater Than (>): Checks if the value of the left operand is greater than the value of the right

operand, if yes, then the condition becomes true. e.g. (A > B) is not true.

d. Less Than (<): Checks if the value of the left operand is less than the value of the right operand,

if yes, then the condition becomes true. e.g. (A < B) is true.

 e. Greater Than or Equal To (>=): Checks if the value of the left operand is greater than or equal

to the value of the right operand, if yes, then the condition becomes true. e.g. (A >= B) is not

true.

f. Less Than or Equal To (<=): Checks if the value of the left operand is less than or equal to the

value of the right operand, if yes, then the condition becomes true. e.g. (A <= B) is true.

3. Logical (or Relational) Operators: JavaScript supports the following logical operators. Assume

variable A holds 10 and variable holds 20, then;

a. Logical AND (&&): If both the operands are non-zero, then the condition becomes true. e.g. (A

&& B) is true.

b. Logical OR (||): If any of the two operands are non-zero, then the condition becomes true. e.g.

(A || B) is true.

c. Logical NOT (!): Reverses the logical state of its operand. If a condition is true, the logical NOT

operator will make it false. e.g. !(A && B) is false.

4. Assignment Operators

5. Conditional Operators
2.5 SOME WEBSITE DESIGNS USING HTML, CSS AND JAVASCRIPT

HTML CODING VIEW CSS CODING VIEW

JAVASCRIPT CODING VIEW

DESIGN VIEW
HTML CODING VIEW CSS CODING VIEW

JAVASCRIPT CODING VIEW DESIGN VIEW

 CHAPTER THREE

CONCLUSION AND RECOMMENDATIONS

3.0 CONCLUSION

My six (6) weeks Industrial Training at G7 TECHNOLOGIES was a huge success and a great time

of acquisition of knowledge and skills. Through my training i was able to appreciate my chosen course of study

even more, because i had the opportunity to blend the theoretical knowledge acquired from school with the

practical hands-on application of knowledge gained here to perform very important tasks that contributed in a

way to my productivity in the company. My training here has given me a broader view to the importance and

relevance of Computer Science (Web Design Development) in the immediate society and the world as a whole,

as i now look forward to impacting it positively after graduation. I have also been able to improve my

communication and presentation skills and thereby developed good relationship with my fellow colleagues at
work. I have also been able to appreciate the connection between my course of study and other disciplines in

producing a successful result.

3.1 RECOMMENDATIONS:

 School should provide a place of attachment for student.

 Allowances should be paid to students during their programme just like NYSC and not after. This would

help them a great deal to handle some financial problems during their training course.
 REFERENCE

PAPER

 Student industrial work experienced scheme 2015/2016 handbook

 Web design manual by industrial supervisor Mr. OKPALI GABRIEL EJEOKELE