STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

TECHNICAL REPORT

AT

LAGOS STATE MINISTRY OF EDUCATION,

OFFICE OF EDUCATION QUALITY ASSURANCE (OEQA),

ALAUSA-IKEJA, SECRETARIAT.

BY

NAME: VINCENT MAYOWA ADEOSUN.

MATRICULATION NUMBER: RUN/CMP/19/8375.

NAME OF INSTITUTION: REDEEMER’S UNIVERSITY.

FACULTY: NATURAL SCIENCE.

DEPARTMENT: COMPUTER SCIENCE.

SUBMITTED TO: SIWES COORDINATOR.

SUBMITTED IN PARTIAL FULFILLMENT, IN LINE WITH THE

AWARD OF BACHELOR OF SCIENCE (B.SC),

MAY - OCTOBER, 2022.

i
 DEDICATION

To our Father in heaven who helped me rise, survive and thrive above the storms I faced

during the SIWES period. To my biological parents and work-life parents, siblings, officers of

the Office of Education Quality Assurance (OEQA) where I worked directly, and the

employees whom I worked with beyond the OEQA department.

ii
 ACKNOWLEDGEMENT

I give all the glory to the King of Kings and Lord of Lords for the privilege of going

through this awesome experience, which exposed me to the good and bad sides of life. I

appreciate my biological parents, Daddy and Mummy Adeosun, and work-life parents, Daddy

and Mummy Odukomaiya, siblings, Adeosun Vivian, Victoria and Veronica, friends, and

workers I related with during this SIWES period along the line.

I appreciate my Supervisor from school, Dr. and Mrs. Oguntunde, and my Industry-

based Supervisor, Mrs. Ogunlana, her assistant, Mrs. Onakoya, and the remarkable directors

and officers I worked with during this period as well, Mrs. Falaye, Mrs. Olatunji, Mr. Akodu,

Mrs. Oluwatayo, Mr. Awonbiowo, Mr. Agbabiaka, Mrs. Aduroja, Mrs. Olalekan, Mrs.

Oguntola, Mrs. Oni, Mrs. Ogun, Mrs. Aluko, Mrs. Rufiat, Mr. Azeez, Mrs. Akima, Mr. Majek,

Mrs. Majekodunmi, Mrs. Ogunleye, Mr. Ebenezer, Mr. Kabiru, Mr. Ogunyemi, Mr. Ibrahim,

Miss Lilian, Miss Folake, Mr. Kazeem, Mr. Sile, Miss Rachael, Mr. Kenny, and the other

awesome officers I worked with.

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 TABLE OF CONTENT

TITLE PAGE ………………………………………………………………………………… i

DEDICATION ...........................................................................................................................ii

ACKNOWLEDGEMENT ....................................................................................................... iii

TABLE OF CONTENT ............................................................................................................ iv

ABSTRACT .............................................................................................................................. vi

CHAPTER ONE ........................................................................................................................ 1

INTRODUCTION ..................................................................................................................... 1

1.1 About Student Industrial Work Experience Scheme (SIWES) ................................... 1

1.2 Objectives of Student Industrial Work Experience Scheme (SIWES) ....................... 2

1.3 Stakeholders engaged in the management of the Student Industrial Work Experience

Scheme (SIWES) .................................................................................................................... 3

CHAPTER TWO ....................................................................................................................... 6

COMPANY’S BACKGROUND AND ORGANIZATION ...................................................... 6

2.1. Introduction ................................................................................................................. 6

2.2. Needs that made the Office of Education Quality Assurance (OEQA) required ........ 6

2.3. Duties and obligations of the Office of Education Quality Assurance (OEQA) ........ 7

2.4. Departments of the Office of Education Quality Assurance (OEQA) ........................ 8

2.5. Districts and Zonal Offices ....................................................................................... 11

2.6. Simplified organogram of the Office of Education Quality Assurance (OEQA) ..... 12

CHAPTER THREE ................................................................................................................. 13

iv
ACTIVITIES CARRIED OUT IN THE ORGANIZATION DURING INDUSTRIAL

TRAINING .............................................................................................................................. 13

3.1 Introduction ............................................................................................................... 13

3.2 Front-end website development ................................................................................ 14

3.2 Aims of front-end website development ................................................................... 14

3.3 Front-end website development terminologies ......................................................... 15

3.4 Test and Practice carried out ..................................................................................... 17

CHAPTER FOUR .................................................................................................................... 32

WORKING EXPERIENCE ..................................................................................................... 32

4.1 Summary of your activities ....................................................................................... 32

4.2 Challenges encountered............................................................................................. 33

4.3 Conclusion................................................................................................................. 33

REFERENCES ........................................................................................................................ 34

v
 ABSTRACT

In a season like this where it’s easy to conclude that life in school is a waste of time,
SIWES (Student Industrial Work Experience Scheme) served the purpose of helping
institutions like Redeemer’s University (RUN) close the wide gap between having a theoretical
experience in school and having a practical experience in a real-life work environment, based
on the knowledge, understanding, and wisdom acquired in the course of going through this
great citadel of learning, Redeemer’s University (RUN).
This practical report is a derivative of the wonderful experience I had during the SIWES
period, in Lagos State, Ministry of Education, Office of Education Quality Assurance (OEQA).
During this period of SIWES, I was able to work with the directors and staff of different
departments at the Office of Education Quality Assurance (OEQA), from Private Education
and Special Programmes (PESP) to Administration and Human Resources (A&HR), to
Monitoring and Investigation (M&I). I also learned how to work independently when given
assignments, work interdependently with people, manage pressure, and work beyond office
hours, among the relevant details I will share below.

vi
 CHAPTER ONE

INTRODUCTION

1.1 About Student Industrial Work Experience Scheme (SIWES)

In 1973, Industrial Training Fund (ITF) developed and began the Student Industrial

Work Experience Scheme (SIWES), in order to bridge the gap between the conceptual

experience students have had during the course of learning in their respective institutions, with

an external practical and applied experience, with respect to what has been learned beyond the

four walls of the classroom (Industrial Training Fund, n.d.).

It’s a program that has been set-up to make students ready to survive and thrive in the

marketplace, regardless of the daily demands in the marketplace. It is a platform that exposes

and reconnects students to the discipline, lessons, principles and values that have been learned

during their time in school.

This scheme gives students the advantage of learning how to adapt to the work-life

environment, even after graduation.

During the developmental period of the Student Industrial Work Experience Scheme

(SIWES), Industrial Training Fund (ITF) was responsible for providing the funds through

which the scheme was effectively executed. As a result of financial impediments, ITF pulled

back from funding the SIWES.

Along the line, due to the distinct relevance of the training, with respect to the objectives

of SIWES and the impact it had on skills acquisition, the Federal Government of Nigeria took

responsibility for the next direction of running the SIWES program in 1979, by handing the

management of the SIWES program over to the National Universities Commission (NUC) and

the National Board of Technical Education (NBTE).

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1.2 Objectives of Student Industrial Work Experience Scheme (SIWES)

Goals provide a medium through which one’s purpose for carrying out a

responsibility are measured appropriately. In 1973, the Industrial Training Fund Policy’s

Document No. 1 which accepted Student Industrial Work Experience Scheme (SIWES)

defined the objectives of SIWES system (Industrial Training Fund, n.d.), which are to:

1. Make students ready for the Industrial Work conditions which they are likely to face

after graduation.

2. Enable the shift from school to the marketplace of work easygoing; and boost

students’ connections for later job employment.

3. Make opportunities available for students to apply what they know to real work

conditions, in order to close the gap between concept and practice.

4. Create a bond between the institution and employers in the entire educational process,

thereby getting students ready for employment in Industry and Commerce.

5. Make opportunities available for students in Institutions of higher learning to gain

industrial skills and experience in their field of study.

6. Expose students to work methods and techniques of handling the tools that may be

unavailable in their respective Institutions.

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1.3 Stakeholders engaged in the management of the Student Industrial Work
Experience Scheme (SIWES)

There are different stakeholders involved in the management of the scheme for

students, and some of them are listed below, which are:

A. Federal Government.

The Federal Government is in charge of the:

i. Provision of sufficient funds to run the scheme are made available through the

Federal Ministry of Trade and Investment to the Industry Training Fund (ITF).

ii. Regulation and mandating of companies and key players involved in nation

development to offer placement to students, under Decree No. 47 of 1971, as

amended in 2011.

iii. Provision of the prerequisite materials to ensure the administration of the

scheme is highly effective.

B. Industrial Training Fund Workforce.

The Industrial Training Fund Workforce oversees and administrates the:

i. Preparation of student participants ahead of the scheme.

ii. Planning of policies and guidelines with respect to SIWES for circulation to

every stakeholder involved in the scheme.

iii. Pay out for supervisor and student allowances by e-payment.

iv. Provision of information on companies for attachment and assistance rendered

with respect to students’ industrial placements.

v. Processing and examination of students’ logbooks and forms.

vi. Progressive revision and research with respect to the scheme operations.

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 vii. Provision of logistics and materials needed for productive, efficient and

effective management of the schemes, with examples of such documents like:

 I.T.F Form 8,

 S.C.A.F, etc.

C. Institutions.

The Institutions are responsible for the:

i. Assignment of staffs and coordinators to assure and establish efficient,

competent, effective and collaborative operation of the scheme, with respect to

the student participants and other stakeholders involved.

ii. Registration of students and capturing their bank details at the centres for

registration.

iii. Arrangement of orientations in partnership with the industrial training fund for

their students.

iv. Submission of all the completed I.T.F forms to a close-by I.T.F area office.

v. Awarding of credit units under federal government minimum academic

standard guidelines.

vi. Identification of placement opportunities for students’ placement with

employers.

D. Industrial Training Student Participants.

Industrial Training Student Participants are in control of:

i. Attending orientation programs in preparation for participating in the

Students’ Industrial Work Experience Scheme (SIWES).

ii. Being punctual and regular at their various locations of placement.

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 iii. Completing the prerequisite forms and getting them endorsed by the

employers before taking them to the I.T.F office for submission.

iv. Being obedient to the authorities where they serve, as well as obeying the rules

and regulations stipulated by the organizations where they are attached.

v. Recording all the industrial training engagements in the logbook for the

purpose of proper assessment and for educative references when the recorded

ideas are needed.

vi. Regularly consulting with their Industry-based Supervisor with respect to the

scheme.

vii. Developing and exhibiting noteworthy characters, protecting the secrets,

properties and assets of the employers, during the SIWES period.

E. Employers of labour.

Employers of labour are responsible for:

i. Participating fully in the assessment of students, by appointing Industry-based

Supervisors to monitor the performance of students and provide assistance.

ii. Collaborating with the institutional stakeholders of higher learning in

preparation for meeting job requirements for their approved courses.

iii. Allowing training students gain access to learning and getting familiar with

the tools that will aid them discover and refine their skills.

5
 CHAPTER TWO

COMPANY’S BACKGROUND AND ORGANIZATION

2.1. Introduction

The Lagos State Ministry of Education is a ministry which is managed by the state

government and it’s saddled with the responsibility of making plans and working on the

implementation of education state policies. While Lagos State Office of Education Quality

Assurance was established as a result of executive order on the 13th September, 2013, and it

was launched into operation on the 2nd March, 2015 (Office of Education Quality Assurance,

2013).

Vision

Striving for Education Excellence.

Mission

To support and enhance improvement in the quality of educational provision

outcomes for learners in all school below tertiary level.

2.2. Needs that made the Office of Education Quality Assurance (OEQA) required

1. The longing of redefining the measures of delivery of Quantity Education in the state.

2. The increasing number of public and private schools as well as vocational institutions

in the state which require more analytic and evaluative supervision.

3. The search for consistent improvement of learner’s achievement, particularly external

examination.

4. The need to establishing the government’s control and regulation of school below

tertiary level.

6
2.3. Duties and obligations of the Office of Education Quality Assurance (OEQA)

1) Supervising and making sure standards in all schools’ below Tertiary level are

followed.

2) Advancement of a state –wide and appropriate school calendar in partnership with

stakeholders.

3) Qualification of schools for External Examinations.

4) Establishment of database of both public and private school below tertiary level in the

state which shall include all reports of assessments, grading, etc.

5) Quality Assurance Assessment of Public and Private Education institutions including

the evaluation and revision of the school curriculum in partnership of all stakeholders.

6) Creation of Annual State of Education Account.

7) Inspection of all the matters affecting learners and staff of educational institutions.

8) Making sure that every child in school obtains qualitative education through

partnership with other stakeholders.

9) Establishing programmes and social awareness activities for academic, social and

moral enhancement of learners.

10) Examining of internal and external execution in all schools (public & Private) below

tertiary level.

7
2.4. Departments of the Office of Education Quality Assurance (OEQA)

The Officer of Education Quality Assurance (OEQA) comprises of the following

departments:

1) Quality Assurance.

2) Private Education and Special Programmes.

3) Administration and Human Resources.

4) Planning, Research and Statistics.

5) Monitoring & Investigation.

Quality Assurance roles

 Handling of Teaching and learning monitoring in schools.

 Handling of the Whole School Evaluation (WSE) in all government and

private schools below the tertiary level in the state.

 Assessment of WSE reports.

 Distribution of assessed WSE reports to schools visited.

 Gathering of WSE reports from the districts and headquarters.

 Writing of executive summary.

 Creation of Annual State of education reports (ASER)

Private Education and Special Programmes roles

 Authorization of Private Institutions below the tertiary level in the State after

site and approval inspections and documentation.

 Coordinating Stakeholders meeting with Private Schools.

8
 Working in partnership with PPRS on Annual School Census.

 Allotting of Names to prospective School Owners.

 Evaluating of Guidelines on Establishment of Private Institutions below the

tertiary level of education in the state.

 Coordinating Special Programmes such as Spelling Bee, School Invention

Platform (SIP) Family Life and HIV Education (FLHE) training with related

organizations and sponsors.

 Revising and retrieving information from the database of PEPS on Private

Institutions below the tertiary level of education.

 Issuance of Demand Notice and collection of Annual Dues through the Central

Billing System (CBS).

Units in the Private Education and Special Programmes Department

a. Access & Revenue Unit.

b. Coordination Unit.

c. School Registration Unit.

d. Special Programmes Unit.

e. Approval Unit.

i. Secondary School & Sixth Form Approval Unit.

ii. Nursery & Primary Approval Unit.

9
 Administration and Human Resources roles

 Workforce employment.

 Employee relationships.

 Human resources processes and accountability.

 Learning and growth.

 General management.

Planning, Research and Statistics roles

 Preparing intervention programmes for school leaders, gathering of data on

WSE, WASSCE and BESE to identify schools/districts intervention needs.

 Schedule for OEQA undertakings for the year.

 Stakeholders meeting on annual school calendar for schools below tertiary

institutions.

 Putting together instruments for types and modalities for intervention.

 Revising education policies and disseminating same to the districts.

 Ensuring improved supervising of curriculum establishment in public and

private schools’ below tertiary level.

 Setting up of library in all the 26 offices and the headquarters.

 Gathering of data on WSE and analysis.

 Gather WASSCE and BECE examination of all to decide the development

level of schools.

 Establishing annual education stakeholders’ forum.

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  Any other obligations assigned by the DG.

Monitoring & Investigation roles

 Supervising of schools’ obedience to government regulations.

 Coordinates supervising of internal examinations in public schools.

 Policies on preservation and child protection.

 Supervising of external examinations in government and private schools’

below tertiary level.

 Examination of all matter involving learners and staff of educational

institutions.

2.5. Districts and Zonal Offices

Six (6) districts coordinating offices were formed in all the 20 Local Government

Area and 37 LCDAs to make it easy for OEQA to run well with maximum productivity.

The district and Zonal Areas are stated below:

 District 1: - Agege, Ifako-Ijaye and Alimosho.

 District 2: - Ikorodu, Kosofe and Somolu.

 District 3: - Ibeju-Lekki, Eti-Osa, Epe and Lagos Island.

 District 4: - Apapa, Mainland and Surulere.

 District 5: - Ajeromi Ifelodun, Amuwo-Odofin, Badagry and Ojo.

 District 6: - Ikeja, Mushin and Oshodi-Isolo.

11
2.6. Simplified organogram of the Office of Education Quality Assurance (OEQA)

Office of Education Quality Assurance (OEQA)

Quality Assurance

Private Education and Special Programmes

Administration and Human Resources

Planning, Research and Statistics

Monitoring & Investigation

Accounts

12
 CHAPTER THREE

ACTIVITIES CARRIED OUT IN THE ORGANIZATION DURING

INDUSTRIAL TRAINING

3.1 Introduction

Practically, as a result of this Student Industrial Work Experience Scheme (SIWES)

training, I was able to experience how real-life works, with respect to Computer Science, time

management, skills acquisition beyond what I have learned so far in the University, work out

the gifts that has already been worked into me by divine disposition, like coaching skills,

speaking skills, writing skills, management skills, amongst every other nugget I learned,

understood and applied during the training.

Along the line, I gained experience in front-end website development, using HTML5,

CSS3, introduction to JAVASCRIPT, and some other programming concepts which I will

include in the remaining part of this report.

Beyond Computer Science, I also invested in myself, to fulfill the great destiny I was

sent to earth to manifest, by investing in the areas of Government, Kingdom, Spirituality, use

of Microsoft Word, Microsoft Excel, etc.

Nevertheless, I also mastered soft skills that really made me stand out every time I had

to work with work staffs, directors, visitors or even total strangers. Some of those skills are:

“Conversational skills, kindness, empathy, silence as a medium to stop arguments or respond

to situations or temporary toxic people, attention to details with respect to working with other

staffs beyond where I was placed, being proactive, and most especially taking responsibility

when a mistake has been made by me, or with respect to someone affiliated with me when they

try to pass on the blame to me like a baton.”

13
3.2 Front-end website development

Client-side development is another way of referring to front-end website development.

It involves maximizing website resources like web documents, images, video files, fonts, with

the use of HTML, CSS, JavaScript, Version Control Systems (like Git, Subversion, Mercurial,

etc.). One of the challenges related to client-side development is that devices and systems

change constantly, which places a demand on the programmer for continuous learning and

development (Frontend Masters, n.d.).

3.2 Aims of front-end website development

1) To design a fast, responsive and interactive website for the users.

2) To help users access information and navigate across the platform easily.

3) To ensure the website appropriately displays well in separate browsers and across

several Operating Systems (OS).

a. Example of familiar browsers are:

i. Microsoft Edge.

ii. Google Chrome.

iii. Apple Safari.

iv. Internet Explorer.

v. Mozila Firefox.

vi. Opera Mini.

vii. Chromium.

viii. Brave.

14
3.3 Front-end website development terminologies

1) HTML (Hypertext Markup Language) is a markup language used for expressing the

organization and properties of web pages.

2) CSS (Cascading Stylesheet) is a styling sheet language used for designing web

pages.

3) JavaScript is a programming language used for making web pages interactive.

4) URL (Uniform Resource Locator) is used for viewing a web page which is accessed

through the address bar of a browser.

5) HTTP (Hypertext Transfer Protocol) is a protocol (collection of rules) that clients

and servers use to relate and exchange data with one another.

6) Object Model is the representation of elements on the page memory.

7) An HTML document consists of a DOCTYPE declaration that specifies the version

of HTML being used followed by a tree (hierarchy) of elements that define the

structure and content of the document.

8) Most HTML elements include an opening and closing tag.

9) We can use attributes to provide additional information about an element (like the

source of an image). Attributes are coded as part of the opening tag.

10) To style an element using CSS, we write a CSS rule which consists of a selector

and one or more declarations.

11) The selector is used to target one or more elements. We can select elements by their

type, class, ID and so on.

12) A declaration consists of a property, a colon, a value and is terminated by a

semicolon.

13) Prettier is an extension used for formatting codes.

15
14) Using validation facilities, we can ensure that our HTML/CSS code is authorized

and obeys the approved rules.

HTML Boilerplate on Visual Studio Code software – Press “!” + “Enter” when

you open a HTML file.

<!DOCTYPE html>

<html lang="en">

<head>

<meta charset="UTF-8">

<meta http-equiv="X-UA-Compatible" content="IE=edge">

<meta name="viewport" content="width=device-width, initial-scale=1.0">

<title>Document</title>

</head>

<body>

</body>

</html>

16
3.4 Test and Practice carried out

SNIPPET OF THE WEB PAGE

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 HTML CODES
<!DOCTYPE html>
<html lang="en">
<head>
<meta charset="UTF-8">
<meta http-equiv="X-UA-Compatible" content="IE=edge">
<meta name="viewport" content="width=device-width, initial-scale=1.0">
<title>10 QLA Habits</title>
<link rel="stylesheet" href="style.css">
</head>
<body>
<h1>10 QLA (Quantum Leap Advantage) Habits To Super Success</h1>
<div class="Tenhabits">
<a href="#1st-Habit">1st-Habit</a>
<a href="#2nd-Habit">2nd-Habit</a>
<a href="#3rd-Habit">3rd-Habit</a>
<a href="#4th-Habit">4th-Habit</a>
<a href="#5th-Habit">5th-Habit</a>
<a href="#6th-Habit">6th-Habit</a>
<a href="#7th-Habit">7th-Habit</a>
<a href="#8th-Habit">8th-Habit</a>
<a href="#9th-Habit">9th-Habit</a>
<a href="#10th-Habit">10th-Habit</a>
<a href="#Pagecodes">Page codes</a>
</div>

<p class="habits">There are 10 main habits Dan Pena identified that highly successful
people live by.</p>
<h2 id="1st-Habit">1st habit</h2>
<div class="png1"><img src="QLA 10 Habits to Super Success/1.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/1.png"
target="_blank">1st-Habit</a></div>
<h2 id="2nd-Habit">2nd habit</h2>
<div class="png1"><img src="QLA 10 Habits to Super Success/2.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/2.png"
target="_blank">2nd-Habit</a></div>

<h2 id="3rd-Habit">3rd habit</h2>

<div class="png1"><img src="QLA 10 Habits to Super Success/3.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/3.png"
target="_blank">3rd-Habit</a></div>

<h2 id="4th-Habit">4th habit</h2>

<div class="png1"><img src="QLA 10 Habits to Super Success/4.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/4.png"
target="_blank">4th-Habit</a></div>

<h2 id="5th-Habit">5th habit</h2>

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 <div class="png1"><img src="QLA 10 Habits to Super Success/5.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/5.png"
target="_blank">5th-Habit</a></div>

<h2 id="6th-Habit">6th habit</h2>

<div class="png1"><img src="QLA 10 Habits to Super Success/6.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/6.png"
target="_blank">6th-Habit</a></div>

<h2 id="7th-Habit">7th habit</h2>

<div class="png1"><img src="QLA 10 Habits to Super Success/7.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/7.png"
target="_blank">7th-Habit</a></div>

<h2 id="8th-Habit">8th habit</h2>

<div class="png1"><img src="QLA 10 Habits to Super Success/8.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/8.png"
target="_blank">8th-Habit</a></div>

<h2 id="9th-Habit">9th habit</h2>

<div class="png1"><img src="QLA 10 Habits to Super Success/9.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/9.png"
target="_blank">9th-Habit</a></div>

<h2 id="10th-Habit">10th habit</h2>

<div class="png1"><img src="QLA 10 Habits to Super Success/10.png" alt=""></div>
<div class="Habitdesign"><a href="QLA 10 Habits to Super Success/10.png">10th-
Habit</a></div>
</body>

<footer>
<div id="Pagecodes"><a href="10 QLA Habits HTML and CSS codes.docx">Download
Page Codes Here</a></div>
<div class="Habitsfd"><a href="#">Back to the top</a></div>
</footer>
</html

CSS CODES
h1 {
text-align: center;
color: aliceblue;
}

h2 {
text-align: center;
color: aliceblue;
background-color: rgb(112, 0, 0);

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 padding: 80px;
}

body {
background-color: black;
font-family: 'Times New Roman', Times, serif;
font-size: 20px;
margin: 0;
}
img {
height: 50%;
width: 50%;
padding-left: 25%;
}

p{
text-align: center;
padding: 20px;
}

.habits {
color: rgb(0, 0, 0);
background-color: white;
font-size: 25px;
}

.png1 {
background-color: white;
}

a{
color: rgb(255, 255, 255);
text-underline-position: auto;
text-align: center;
padding-left: 2px;
margin-left: 35px;
text-decoration: none;
}

.Tenhabits {
background-color: rgb(112, 0, 0);
margin: 0%;
}

.Habitdesign {
text-align: center;
padding-top: 20px;
}

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.Habitsfd {
color: aliceblue;
background-color: rgb(112, 0, 0);
margin-top: 10px;
margin-bottom: 10px;
padding-top: 10px;
padding-bottom: 10px;
text-align: center;
}

#Pagecodes {
text-align: center;
background-color: rgb(78, 20, 20);
margin-top: 20px;
padding-top: 10px;
padding-bottom: 10px;
}

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SNIPPET OF THE WEB PAGE

22
 HTML CODES
<!DOCTYPE html>

<html lang="en">

<head>
<meta charset="UTF-8">
<meta http-equiv="X-UA-Compatible" content="IE=edge">
<meta name="viewport" content="width=device-width, initial-scale=1.0">
<title>OEQA - Approval Unit</title>
<link rel="stylesheet" href="style.css">
<link rel="shortcut icon" href="LAG_Logo.png" type="image/x-icon">
</head>

<body>

<header>
<div class="OEQA_1st_title">OEQA - APPROVAL UNIT (2022)</div>
<div class="OEQA_2nd_title">PRIVATE EDUCATION AND SPECIAL
PROGRAMMES DEPARTMENT</div>
</header>

<main>
<div class="OEQA_2nd_title">SCHOOLS APPROVAL UNIT</div>

<div class="OEQA_3rd_title">Frequently Asked Questions (FAQ)</div>

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<span id="1">
<div class="OEQA_4th_title">1) How do I commence the Approval of my school
as a first timer?</div>

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 <div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">Read through Government Guidelines for the
Establishment and Operation of Private schools in Lagos State.</div>
</span>

<span id="2">
<div class="OEQA_4th_title">2) What are the processes involved in Schools
Approval?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<ul class="OEQA_7th_title">
<li>i. School Registration.</li>
<li>ii. Site Inspection.</li>
<li>iii. Revisit (Optional).</li>
<li>iv. Payment of Approval Inspection and Approval Form (N50,000).</li>
<li>v. Approval Inspection.</li>
<li>vi. File Documentation.</li>
<li>vii. Payment of Approval Fees.</li>
<li>viii. Issuance of Approval Letters to Schools.</li>
</ul>
</div>
</span>

<span id="3">
<div class="OEQA_4th_title">3) What are the requirements for Nursery and Primary
School Approval?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<ul class="OEQA_7th_title">
<li>• Purpose built or restructured/converted building with the necessary
Government structural Approval documents.</li>
<li>• Minimum of four (4) special rooms e.g. Library, Sickbay, ICT room and
Head Teacher’s office + 9 classrooms – (3 pre-primary + 6 Primary Classes).</li>
<li>• Science laboratory/school hall (Optional), reading corner with relevant
Lagos State Government recommended textbooks.</li>
<li>• Eight (8) tiled water system toilets.</li>
<li>• Statutory records.</li>
<li>• Lagos State Scheme of Work & 9 Year National Curriculum for all
subjects.</li>
<li>• National Early Childhood Education Curriculum.</li>
<li>• Qualified teachers and teaching assistants.</li>
<li>• Staffing ratio – classes should not be too large (All minimum of 25 in a
class).</li>
<li>• Fire Extinguishers (Minimum of 2).</li>
<li>• Sand buckets in strategic areas.</li>
<li>• Marker boards in all classes.</li>

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 <li>• The school must be painted, considering bright color for the inner
rooms.</li>
<li>• Beautification of the school compound.</li>
<li>• Well-plastered perimeter fence.</li>
<li>• Reference books and materials.</li>
<li>• Adequately stocked First Aid Box with a paramedic or a First Aider.</li>
<li>• Sick bay: 2x1/2 by 6 single wooden beds x two beds (male and female).
<li>• Weighing machine.</li>
</ul>
</span>

<span id="4">
<div class="OEQA_4th_title">4) What are the requirements for Secondary
School?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<ul class="OEQA_7th_title">
<li>1. Six standard classrooms.</li>
<li>2. Principal’s office.</li>
<li>3. Ten (10) special rooms:</li>
<li>&nbsp; &nbsp; a. Biology Laboratory.</li>
<li>&nbsp; &nbsp; b. Chemistry Laboratory.</li>
<li>&nbsp; &nbsp; c. Physics Laboratory.</li>
<li>&nbsp; &nbsp; d. Home Economics Room.</li>
<li>&nbsp; &nbsp; e. Sick Bay.</li>
<li>&nbsp; &nbsp; f. Library.</li>
<li>&nbsp; &nbsp; g. ICT Room.</li>
<li>&nbsp; &nbsp; h. Basic Technology Room.</li>
<li>&nbsp; &nbsp; i. Examination Hall.</li>
<li>&nbsp; &nbsp; j. Fine Art Room.</li>
<li>4. Fire Extinguishers – Minimum of eight (8).</li>
<li>5. Sand Buckets – Minimum of eight (8).</li>
<li>6. All classrooms and special rooms’ floor must be tiled, well-ventilated and
illuminated, also relevant Educational Charts must be displayed.</li>
<li>7. Toilets: Water Closets (W.C) – Minimum of eight (8), the floor and wall
should be tiled to the window level.</li>
</ul>
</span>

<span id="5">
</div>
<div class="OEQA_4th_title">5) What is the time limit for Schools
Approval?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">Six (6) months, depending on the facilities available
and the readiness of the owner of the school.</div>
</span>

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 <span id="6">
<div class="OEQA_4th_title">6) What is Documentation in Approval process?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">This is the collation of relevant documents and
materials, relating to the ownership and facilities in a school seeking Government
Approval.</div>
</span>

<span id="7">
<div class="OEQA_4th_title">7) What is the importance of documentation in
Approval Process?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<ul class="OEQA_7th_title">
<li>- It provides a clear idea about facilities available in the school.</li>
<li>- It gives proof or evidence of the ownership of the school. </li>
<li>- It ensures consistency, efficiency and standardization.</li>
</ul>
</span>

<span id="8">
<div class="OEQA_4th_title">8) What are the documents required for Approval
Process?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<ul class="OEQA_7th_title">
<li>1. Application for Name Search.</li>
<li>2. Receipt for Name Search payment.</li>
<li>3. Clearance for the Use of Name.</li>
<li>4. Receipt for Renewal of Name.</li>
<li>5. Application for Site Inspection.</li>
<li>6. Receipt of payment for Site Inspection.</li>
<li>7. Site Inspection Report.</li>
<li>8. Revisit Inspection Report (if applicable).</li>
<li>9. Receipt of payment for Approval inspection.</li>
<li>10. Approval Inspection Report.</li>
<li>11. Receipt of payment for Approval form.</li>
<li>12. Completed Application Form with two (2) Passport photographs.</li>
<li>13. Sponsor’s Curriculum Vitae (CV) and Credentials (not more than two
sheets).</li>
<li>14. Nominal Roll of Board of Governors on school letter-head paper.</li>
<li>15. Constitution of Board of Governors on school letter-head paper.</li>
<li>16. School Prospectus (include the brief history of the school).</li>
<li>17. School Bill.</li>
<li>18. Head Teacher’s Letter of Appointment and Acceptance.</li>

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 <li>19. Current Staff Nominal roll on School letter-head (please include all
credentials for citing).</li>
<li>
<li>20(a) PAYE Deduction Receipt of Staff.</li>
<li>&nbsp; &nbsp; (b)&nbsp;Proprietor/Proprietress 3 years Tax
Clearance.</li>
</li>
<li>
21. Printed Colored Photographs of the following:
<li>&nbsp; &nbsp; (i) Front View of the School.</li>
<li>&nbsp; &nbsp; (ii) Inner View of the School.</li>
<li>&nbsp; &nbsp; (iii) Sick Bay.</li>
<li>&nbsp; &nbsp; (iv) Library.</li>
<li>&nbsp; &nbsp; (v) Information Technology Room.</li>
<li>&nbsp; &nbsp; (vi) Nursery Class.</li>
<li>&nbsp; &nbsp; (vii) Primary Class.</li>&nbsp; &nbsp; (viii)
Playground (Not exceeding 2 sheets).
</li>
<li>22. Inspection Reports for various Departments/Unit.</li>
<li>23. Fumigation Certificate.</li>
<li>24. Receipt of payment for Waste Disposal by LAWMA.</li>
<li>25. Director’s (PESP) Report.</li>
<li>26. Head of Unit’s Report.</li>
<li>27. Receipt of payment for Approval.</li>
<li>28. Approved Building Plan/Building Integrity Test Report.</li>
</ul>
</span>

<span id="9">
<div class="OEQA_4th_title">9) Why can’t I operate a Secondary and
Nursery/Primary school within the same premises?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">They are separate entities. Hence, they should be
clearly demarcated.</div>
</span>

<span id="10">
<div class="OEQA_4th_title">10) Can I operate a school without an Approval
Letter?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">No, because it is against Government
Guidelines.</div>
</span>

<span id="11">

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 <div class="OEQA_4th_title">11) Is it mandatory to tile all special rooms in the
school?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">Yes.</div>
</span>

<span id="12">
<div class="OEQA_4th_title">12) Is it compulsory for my school to have Approved
Building Plan?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">Yes, or Integrity Test report in lieu of Approved
Building Plan.</div>
</span>

<span id="13">
<div class="OEQA_4th_title">13) Why is it compulsory to have Preparatory rooms
in the Science Laboratories?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">It’s for the preparation of solutions and materials
needed for practical classes and also to avoid learners’ exposure to dangerous
chemicals/materials.</div>
</span>

<span id="14">
<div class="OEQA_4th_title">14) Is it compulsory to have a Playground in
Nursery and Primary school?</div>
<div class="OEQA_5th_title"><a href="#">&UpArrowBar;</a> Answer <a
href="#">&UpArrowBar;</a></div>
<div class="OEQA_6th_title">Yes, it improves the physical health of kids and
development of psychomotor skills.</div>
</span>
</p>

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 CHAPTER FOUR

WORKING EXPERIENCE

4.1 Summary of your activities

This SIWES period gave me the platform to discover and develop some of my potentials to

the fullest. Beyond just Academics, which I have stated earlier. Like leadership, human interaction,

interdependence, empathy, kindness potentials.

I worked with several officers within my department – Approval Unit, the Office of

Education Quality Assurance (OEQA), and with other directors and staffs of different departments

like Access and Revenue, Special Programmes, Administration and Human Resources, etc.

The key lessons I learned during the period of my IT is stated below:

1) Know who you are, to protect yourself from other people calling you who you are not

negatively.

2) Intrapersonal relationship is a priority compared to interpersonal relationships.

3) Kindness can earn you what bribery cannot.

4) Work with all of your heart and your acts will speak for you.

5) Dressing gives people the perception of who you are, before you even open your mouth to

communicate to people.

6) Never rely on a degree to make it in life, but on the discovery, development and deployment

of your innate gift within you.

7) Your background should not be the reason why you put your back on the ground.

8) In life, challenges would arise, how you deal with them is more important than anything at all.

9) Your decisions are personal, but they are not private.

10) Anyone who looks forward to making a difference in life must be ready to swim against the

current.

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4.2 Challenges encountered

Some of the challenges I faced during the period of SIWES are numerous, but I will

only state a few of them, which are:

1) Working beyond work hours of 4pm, to around 5 - 7pm when the demand is so high.

2) Cost of transportation of about #1,300 - #1,500 per day, depending on the scarcity of

fuel or buses.

3) Demand on skills I never knew I had before – Customer Service.

4) Staffs trying to pass the blame of what they should have taken responsibility for, on

the IT student.

5) Little to no tolerance for errors and how it attracts derogatory remarks.

4.3 Conclusion

During this IT experience I discovered that life is way beyond academics. It is human

to make mistakes and it’s divine to forgive. It takes a higher level of wisdom to have a great

self-esteem, work well with people and at the same time take risks where necessary.

This SIWES period was insightful and trying, and it also exposed me to the beauty

about life as a whole, both during the good and bad times. In all, always have it at the back of

your mind that everything is seasonal.

4.4 Recommendation

1) Our University should work hand-in-hand with organizations to make it easy for

students to get job placements with them.

2) Transportation and accommodation provisions should be sorted out with students.

3) Enforcement of laws should be in place for every organization under the authority of

the government.

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 REFERENCES

Office of Education Quality Assurance. (2013, September 13). Retrieved December 3,

2022, from https://oeqa.lagosstate.gov.ng

Siwes — Siwes. (n.d.). Retrieved December 3, 2022, from

https://www.siwes.itf.gov.ng/Identity/LandingPage/siwes

What Is a Front-End Developer? (n.d.). Retrieved December 3, 2022, from

https://frontendmasters.com/books/front-end-handbook/2018/what-is-a-FD.html

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