A TECHNICAL REPORT

ON

STUDENT’S WORK EXPERIENCE PROGRAMME(SWEP II)

UNDERTAKEN AT

DEPARTMENT OF WORKS AND SERVICES

ELECTRICAL ENGINEERING DEPARTMENT

POWER HOUSE UNIT (CENTRAL ADMINISTRATIVE BUILDING)

THE POLYTECHNIC OF IBADAN OYO STATE

WRITTEN BY

FABELURIN, NIFESIMI STEPHEN

(EEE/18/6730)

SUBMITTED TO

THE DEPARTMENT OF ELECTRICAL AND ELECTRONICS ENGINEERING

FEDERAL UNIVERSITY OF TECHNOLOGY, AKURE

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD

OF BACHELOR OF ENGINEERING (B. ENG.) DEGREE IN ELECTRICAL

AND ELECTRONICS ENGINEERING

 MAY, 2023

CERTIFICATION

This is to certify that this report is a detailed account of Students’ Work Experience

Programme (SWEP) undertaken by FABELURIN,NIFESIMISTEPHEN at the

department of work and services (electrical electronics unit) power section central

administrative building, for a period of 3weeks and has been prepared in accordance

to regulations guiding the preparation of reports in the Department of Electrical and

Electronics Engineering, Federal University of Technology, Akure. This is in partial

fulfilment of the requirement for the award of Bachelor of Engineering degree in

electrical and electronics engineering

_______________________ _________________

Name of Student Signature/Date

_______________________ _________________

SWEP Supervisor Signature/Date

_______________________ _________________

Head of Department Signature/Date

ACKNOWLEDGEMENT

First and foremost my greatest thanks goes to Almighty God for keeping me hale and

hearty during the period of my training. I also want to express my utmost gratitude to

my parents for giving me their support and encouragement in the course of my

internship. My appreciation also goes to the Chief Technical Officer, power house

central administrative building Polytechnic of Ibadan , Engineer Oluwagbenga Omoju

and my sub-supervisor Engineer Mopadeola Olawale. I also want to appreciate the

indefatigable effort of the ever supportive staffs in the Electrical department(power

house unit) who steered me extensively through Electrical engineering on via the work

environment, I also want to thank my training supervisors; Senior Electrical Engineer,

Mr. Adepoju Emmanuel. Finally, special thanks to the entire staff of Electrical /

Electronic Engineering Department, Federal University of Technology, Akure for the

exceptional knowledge, skills and values that was imbibed in the students before the

SWEP program.
 DEDICATION

I dedicate this project to God almighty, our creator, our strong pillar, our source of

inspiration, wisdom, knowledge and understanding. Furthermore, I dedicate this to

everyone whose contribution helped me towards the success of this scheme; my

friends, family, company staff and management and most especially, my God given

gifts; my parents, Mr. & Mrs. FABELURIN

 ABSTRACT

The Student Work Experience Programme (SWEP) is the accepted skills training

program which forms a part of the approved minimum academic standards in the

various degree programs for all universities in Nigeria.

It provides areas for students to connect theory with practical by exposing them to the

physical work experience environment. This report distinctly expatiate on the roles

performed by the electrical electronic department power house section (central

administrative building) , scope of work of several projects, the knowledge acquired in

during projects accomplishment and work related challenges encountered during my

sojourn in the company. It is aimed at explaining key areas of my training under the

Student Industrial Work Experience Scheme (SWEP) undertaken at electrical

electronic department power house section (central administrative building).. An

extensive and comprehensive practical was carried out on power related areas and the

means by which they may be used and applied, specifically in power generation and

circuit engineering in general. The training was very enlightening and exposed

students to real life practices that are used in developing theoretical ideas. So much

experience was gained in these areas because they blend well with what was taught

within the school environment.

 TABLE OF CONTENTS

CERTIFICATION I

DEDICATION II

ACKNOWLEDGEMENT III

ABSTRACT IV

TABLE OF CONTENTS V

LIST OF FIGURES

LIST OF TABLES

CHAPTER ONE 8

1.0 INTRODUCTION 9

1.1 OBJECTIVES OF SWEP 9

1.2 IMPORTANCE OF SWEP 9

1.3 ROLE OF STUDENTS 10

1.4 SCOPE OF SCHEME 10

1,5 TRAINING METHODOLOGY 11

CHAPTER TWO 18

2.0 COMPANY’S PROFILE 18

2.1 BRIEF HISTORY OF THE ORGANIZATION 18

2.2 COMPANY'S VISION 20

2.3 COMPANY’S MISSION 20

2.4 CORPORATE PRINCIPLES 21

 2.5 COMPANY’S TEAM 22

2.6 HEALTH AND SAFETY 23

2.7 OUR VALUE PROPOSITION 23

2.8 OUR SERVICES 24

2.8.1 Electrical Site Services 24

CHAPTER THREE 27

3.0 INDUSTRIAL WORK EXPERIENCE 27

CHAPTER FOUR 79

4.1 CONCLUSION AND RECOMMENDATIONS 79

4.1.1 Challenges Encountered 79

4.1.2 Experience Gained 80

4.2 RECOMMENDATIONS 80
 CHAPTER ONE

1.0 INTRODUCTION

The Students Work Experience Program (SWEP) is a Skills Training Programme

designed to expose and prepare students of Universities, Polytechnics/Colleges of
Technology/Colleges of Agriculture and Colleges of Education for the Industrial
Work situation they are likely to meet after graduation (SWEP, 2008). The scheme
also affords students the opportunity of familiarizing and exposing themselves to the
needed experience in handling equipment and machinery that are usually not available
in their Institutions. Before the establishment of the scheme, there was a growing
concern among our Industrialists that graduates of our Institutions of Higher learning
lacked adequate practical background studies preparatory for employment in
Industries. Thus, the employers were of the opinion that the theoretical education
going on in higher institutions was not responsive to the needs of the employers of
labour. It is against this background that the rationale for initiating and designing the
scheme by the Fund during its formative years – 1973/74 was introduced to acquaint
students with the skills of handling employers’ equipment and machinery. The ITF
solely funded the scheme during its formative years. But as the financial involvement
became unbearable to the Fund, it withdrew from the Scheme in 1978. The Federal
Government handed over the scheme in 1979 to both the National Universities
Commission (NUC) and the National Board for Technical Education (NBTE). Later
the Federal Government in November 1984 reverted the management and
implementation of the SWEP Programme to ITF and it was effectively taken over by
the Industrial Training Fund in July 1985 with the funding being solely borne by the
Federal Government.
Vision Statement

To be the foremost skills training development organization in Nigeria and one of the
best in the world.

Mission Statement

To set and regulate standards 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.

1.1 OBJECTIVES OF SWEP

Apparently, the aim and objectives of SWEP are not limited:

 To expose students to engineering experience and knowledge which is

required in industry, where these are not taught in the lecture rooms.

 To apply the engineering knowledge taught in the lecture rooms in real

industrial situations.

 To use the experience gained from the SWEP in discussion held in the lecture
rooms.

 To get a feel of the work environment.

 To gain experience in writing reports in engineering works/projects.

 To provide students the opportunity to test their aptitude for a particular career
before permanent commitments are made.

 Expose students to work methods and techniques in handling equipment and

machinery not available

1.2 IMPORTANCE OF SWEP

 It provides students with an opportunity to apply their theoretical knowledge in

real life situations.

 It exposes students to more practical work methods and techniques

 It strengthens the link between the employers, universities and industrial

training fund (ITF).

 It also prepares the students for the labor market after graduation.
1.3 ROLE OF STUDENTS

 Comply with the employer rules and regulation

 Be regular and punctual at respective place of attachment

 Finally, with the experience and the knowledge acquired, it is hoped that

students will be able to choose appropriate work after graduation.

1.4 Scope of the Scheme

The Federal University of Technology Akure (FUTA), being a tertiary institution with

the vision of producing technologically sound and self-reliant graduates has made the

SWEP program an integral part of the requirements for the award of Bachelor of

Technology degree for her students. The scheme takes place for a period of 2 months

during the second semester of their third year and it carries a total load of 2 units for

students in the Department of Electrical and Electronics Engineering at the Federal

University of Technology, Akure; and its scope is mainly centred on practical or field

experience.

1.5 TRAINING METHODOLOGY

1. Research: The industry-based supervisor encouraged research in specific areas and

discuss specific problems encountered as students whilst on the attachment, so as to

ensure the chain of learning is moving forward.

2. Self-Implementation: It was required that each student performed his given task by

himself using the tools and knowledge obtained from research, with relevant guidance

and correction being given by industry based supervisor where necessary.

3. Project-works: The training encompasses a three week theoretical orientation on

electronics and the basics of embedded systems.

1.4 REPORT OUTLINE

This technical report is compiled in a sequential order from chapters one to five,

where the first chapter provides a general introduction to the SWEP programme and

the institution of attachment. Chapter two provides a theoretical presentation on the

selected technical field of work. Chapter three provides a summarized view of the

actual tasks carried out, Chapter four discusses other projects while the fifth chapter

provides my personal views and conclusion.

 CHAPTER TWO

THEORETICAL BACKGROUND OF THE SELECTED SWEP AREA

2.0 BRIEF HISTORY AND BACKGROUND: DEPT OF WORKS AND SERVICES POLYTECHNIC
OF IBADAN(POWER UNIT)
The department of works and services (the polytechnic of Ibadan) power unit central administrative
building is a unique segment of the prestigious institution established March 1970, a major subsection of
the general maintenance department focusing on electrical installations ,general overhaul/replacement
regarding electricity, power generation, distribution and transmission and also petty electrical works as
regards offices, subdivisions not excluding residential buildings within and around the institution’s
environment with its main power sector focus being the central administrative building. The power unit
section was established mainly to immune such electrical servicing within and around the institution.
Major areas of specialization and sub-specialization include:
 General maintenance and servicing of the supply generator
 General campus street lighting and office lighting
 General electrical repairs and replacement within the institution, offices and
residential buildings
 Everything electrical related within the institution.

2.1 HEALTH AND SAFETY

Every area of operation within the power unit sector of the department of work and

services within the institution has a safety policy known as “Golden Rules”:

 Protective Equipment

 Electricity,

 Fire,

 Simultaneous Operations

2.2 AUTHORIZED INSTITUTIONAL SERVICES

The department of works and services(power unit section) deals with the following

intensively and extensively within the institution’s authority;

  Electrical Services

 Mechanical Services

 Transformer Installation

 Electricity transmission and distribution

 Servicing and maintenance of priority feeder lines

2.3 MANAGEMENT FRAME WORK (ORGANOGRAM)

Fig 2.0 Management Organogram

 CHAPTER THREE

3.0 WORK EXPERIENCE

Having spent 3 weeks in the course of this programme, I could integrate the

knowledge gained in the university with the work experience from various tasks that

were done. Some tasks were carried outside the work environment but majorly

internal with experienced practitioners, I got the opportunity of bridging the gap

between learning in the academic sense and learning practically on the job. I was also

exposed to safety requirements and its essentials. I majorly partook in power related

operations as the power house implies: transformer installations, installation of

electrical fittings, office repairs, supply generator maintenance e.t.c

TRAINING PROGRAMS OPERATIONS AND DESCRIPTIONS

3.1 Safety Precautions and Measures:

Before I was moved into the above departments, I was lectured on the basic safety
precautions and measures that engineers need to take into place at the workplace and on
the field.

The three safety issues prevalent in the electricity environment are:

 Protection of life, involving site conditions, adequate equipment, tools and clothing,

work rules or operational ethics.

 Protection of equipment or property involves operating instructions, adequate system

protection, planned inspection, testing and maintenance.

 Protection against interruption and power quality.

I learnt that before taking any task as an engineer, it is necessary to recognize potential
electrical hazards, the nature of the hazards and procedures for averting or containing the
hazards. To protect the worker’s body from injury, electrical hazards, and safety risks in
general, it is important for Personal Protective Equipment (PPE) to be worn at the
workplace. Some PPE been deployed include:

 Hard hat

 Coverall

 Safety belt

 Safety boot

 Rubber gloves

3.1.1 GENERAL INTRODUCTION TO WORK ENVIRONMENT :

Next was the introduction to the workshop environment, a novice tour within the
central administrative building from the power house control unit, to the adjustment
change over section , to offices within the central administrative building , to the
electrical map of the electrical wiring within the building, to the supply generator
house where there was a quick guide on parts of the supply generator, to functions of
each parts (the start and stop nob), the fuel tank, alternator, how to switch on and
switch off the supply generator in case of epileptic power supply, how to make a
change over from generator to industrial light and lastly how to distribute power
supplied from the generator to each office in the central administrative building and
also to other departments within the institution (polytechnic of ibadan).
The power house generator central admin.

3.1.2 GENERAL SUPPLY GENERATOR MAINTENANCE:

Everyday routine check on the supply generator , warm-up and servicing every day
from 7:30 am to 8 am before operating hours , regular fuel pumping into the fuel tank,
checking for faults at each section of the generator, janitorial maintenance of the
generator house and it surroundings, taking readings of operating and service hours,
average fuel consumption per hour, litre used per hour, number of service hours,
switching on and off as assigned by the director of works, calculation of average
energy dissipated and general report on everday usage and consumption and lastly
power regulation from supply generator to offices within the central administrative
building and to others within the institution.
Pictures showing main control unit and average readings of the power supply

generator

3.1.3 Brief Tutorial on meter connection( installations)

I was lectured briefly by my supervisor on meter connection and installation .The

things I learnt in this section are as follows;

There are three types of meters which include:

 Single Phase Meter: Customers that are supplied with 230/240V single phase

voltage whose total installed load demand does not exceed 15kVA are metered

with single phase meter.

 Three Phase Meter: Customers that are supplied with 3 x 230/415V single phase
voltage whose total installed load demand falls within the range 15kVA to 45kVA are
metered with three phase meter.

 Low Voltage MD Meter: Customers that are supplied with 3 x 230/415V three
phase voltage whose total installed load demand falls within the range 45kVA to
500kVA are metered with low voltage MD meter.

The diagrams above for the single phase, three phase meters and low voltage MD
meter.
 Meter Connection Methods;
For the meter connection, the incoming service cables are always connected to the
meter input terminals while the load cable emanates from the outgoing terminal of
the meter as shown in the diagrams below

The skills acquired as regards meter connection goes thus:

 Safety measures as it relates to Protection, Control and Metering tasks.

 How to use measuring and test equipment such as high voltage insulation
tester, clamp-on meter, and multimeter.
 How to conduct pre-commissioning and confirmatory tests on transformers
and lightning arresters.
 How to generate activation code and key change token.
 How to attend to residents within the institution having issues with their
meters
3.1.4 HOUSE WIRING ,READING OF ELECTRICAL MAPS, ONE
POINT OF LIGHT WITH ONE WAY SWITCH AND SOCKET
As a result of complaints generated from residents within the institution and
sub offices within the campus, the power unit of the department of works and
services engages occasionally in external electrical services authorized by the
maintenance department of the institution. This triggered my supervisor to lead
me on a pratical-theoritical knowledge regarding house wiring and location of
faults in both conduit and surface wiring, how to read electrical maps and also
pratical mapping of one point of light with one way switch and socket.
House wiring involves several processes to ensure electrical power is
distributed safely and effectively throughout a building. Here are the key steps
involved in the house wiring process:

 Electrical Design: The first step is to design the electrical layout of the
house. This includes determining the locations of outlets, switches,
light fixtures, and other electrical components. The design should
comply with local electrical codes and take into account the power
requirements of different areas.
Fig below : showing an electrical map and circuit diagram.
 Electrical Panel Installation: An electrical panel, also known as a
breaker box or distribution board, is installed to receive electricity from
the utility service and distribute it to various circuits in the house. The
panel contains circuit breakers or fuses to protect the wiring from
overload or short circuits.

 Rough-In Wiring: Once the design is finalized, the rough-in wiring

begins. This involves running electrical cables through the walls,
ceilings, and floors before they are covered with insulation, drywall, or
other finishes. The cables are typically routed through conduit pipes or
protected by cable trays for added safety.

 Circuit Wiring: At this stage, individual circuits are wired from the
electrical panel to outlets, switches, and fixtures. Different types of
cables are used depending on the specific application, such as non-
metallic sheathed cable (NM), armored cable (AC), or conduit with
individual conductors.
  Outlet and Switch Installation: Electrical outlets, light switches, and
other devices are installed into the electrical boxes mounted on the
walls or in fixtures. Proper connections are made, ensuring that the hot,
neutral, and ground wires are correctly connected to each terminal.

 Grounding and Bonding: Grounding is essential for safety in electrical

systems. Grounding wires are connected to electrical panels, metal
conduits, and grounding electrodes (such as grounding rods) to provide
a path for electrical faults and to prevent electric shocks.

 Testing and Inspection: After the wiring is complete, a series of tests

and inspections are conducted to ensure everything is installed
correctly and meets safety standards. This may involve checking for
proper grounding, verifying circuit connections, and conducting
insulation resistance tests.

 Finalizing Connections: Once the electrical system passes inspections,

the final connections are made, including connecting light fixtures,
appliances, and other electrical devices to the wiring system.

 GFCI and AFCI Protection: Ground Fault Circuit Interrupters (GFCIs)

and Arc Fault Circuit Interrupters (AFCIs) are installed in appropriate
locations to provide additional protection against electrical shock and
fire hazards.

 Labeling: It is important to label the electrical panel and circuit

breakers to identify the corresponding circuits and make it easier to
locate and troubleshoot electrical issues in the future.

3.1.4 PROJECT ON STREET LIGHT INSTALLATION WITHIN THE

INSTITUION

Lastly, Streets light installation within the institution was carried out during the
course of my SWEP exercise. Based on the authority issued by the department of
works and services capabilities of the power unit section includes:
  Pole base installation
 Wiring repair
 Upgrades
 Replacements
 Line relocation

Installing Pole Base is the first task so you can focus on the most important aspect of
the job - getting the lights turned on. Once the concrete work is complete, you can set
the base as soon as it arrives on the jobsite.

3.1.4.1 POLE BASE FOUNDATIONS INSTALLATION

Typical cast-in-place concrete pole base foundations not only require good weather
conditions to install, they also require a lot of time and steps stated below.

 STEP ONE - AUGER

Determine the location for placement of the Pole Base, then auger or open cut a hole
in the position you need the base. Next, place a 6-inch (152-millimeter) foundation of
crushed stone in the bottom of the hole. This will ensure that the base stays in place
over time.

Auger process.

 STEP TWO - PLACE

To place your Pole Base in the hole, connect a lifting device to the base, then lower
the base using a piece of machinery. An excavator will do the trick. Now, adjust and
level the base, then run the wire and conduit.

Placing of pole base

 STEP THREE - BACKFILL

Next, backfill around the base. If it's an excavated hole, backfill and compact in about
6-inch (152-millimeter) lifts using a standard compactor. You can finish around the
base by paving, or placing topsoil and spread seed or sod. The base is ready, so the
poles and lighting can be mounted and turned on immediately.

Backfilling of the hole

For already existing poles, brackets were mounted on them to support the street light
mounting as shown below and the street lights mounted.
Mounting of pole bracket

STREET LIGHT MOUNTING

 CHAPTER FOUR

4.1 CONCLUSION AND RECCOMENDATIONS

4.1.0 SUMMARY

This report was based on the experience gained during the period Of Student Work
Experience Scheme undertaken . It shows in detail, the importance of the SWEP
program and its usefulness to my field of study by filling the vacuum between the
theoretical knowledge gained in class and the practical. It also enumerates the design
and construction of inverter systems with the best practical knowledge acquired at the
company.

4.1.1 Challenges Encountered

Limited Time span: The 3weeks training wasn’t enough to fully get a grip of the
rigorous electrical work, as I had spent the first few months trying to adjust to the new
environment.

4.1.2 Conclusion

The Student Work Experience Programme (SWEP) was without a doubt a great
program for me and was highly successful. First of all, it introduced and exposed me
to real life scenarios and provided me with the opportunity and practical exposure to
apply the theoretical knowledge gained from lectures taught in school to real life
problems. I acquired experiences on safety precautions during maintenance,
troubleshooting techniques regarding power sector, measurement and the use of
measuring devices. Furthermore, reasons why certain technical decisions were taken
when faced with certain challenges were well appreciated.
4.1.2 Experience Gained

The experience I gained during my industrial training has enabled understand and

appreciate Electrical / Electronic Engineering, especially the power aspect better. I got

to perform work relating to practical application of what I had learned in the

classroom and even beyond.

 Ability to read and understand a building electrical design diagram

 Understanding the principle of a lighting design

 Street lighting and installation

 Meter reading

 House wiring

 Micro electronic devices

 Principles and operations of a supply generator

4.2 RECOMMENDATIONS

I would like to say that SWEP is a very important part of our curriculum that molds

our lives for the future especially in line with our career choices. It bridges the gap

between the classroom and the industry and it should not be taken with levity
 The University should ensure that students are adequately monitored during the

program.

 The school should be actively involved in helping students secure placements

for their industrial training programme; especially in establishments that are

relevant in their course.

 The school calendar should consider increasing the training period to one year

for in depth understanding of the field of interest.

 Every organization in the country should be compelled to accept student for the

training.

 . Institution of Attachment should acquire adequate tool and safety wears to

enable students participate fully in every activities

 The students on attachment should be thoroughly supervised to ensure that they

fully achieve the aim of Industrial attachment.

5.0 REFERENCE

 Guide to Successful Participation in SIWES by Olusegun A. T. Mafe

 ITF (1973). Policy No. Industrial Training, Jos, Nigeria.

 ITF (2003). Students Industrial Work Experience Scheme in Nigeria.

Industrial Training Fund, Jos, Nigeria.

 Anil K. Maini (2007). Digital Electronics: Principles, Devices and

Applications.

 John Wiley & Sons, Ltd.

 V.K. Mehta, Rohit Mehta (2008).Principle of Electronics. S.Chand &

Company Ltd.

 Retrieved Materials from: http//www.wikipedia.com: http//www.search

Engine.

 Engr. Oluwa gbenga .Industrial based Supervisor.

 Retrieved Materials from: http//www.google.com/search: http//www.search

Engine.

 SWEP (2023).Training logbook

 Rakesh Malhotra (1988). Luminous PowerTechnology New Delhi India

November 10, 2006, from http://www.Luminouseshop.comhttp://www.play-

hookey.com/analog/triangle_waveform_generator.html.

 Charpentier, J.P; Rudervall, Roberto Sharma, Raghuveer, The world Bank

High Volt