TECHNICAL REPORT ON

STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

HELD AT

NICROPRIME OIL AND FEED MILLS,

KM5, OGBOMOSO-ILORIN OLD RD, OGBOMOSO, OYO STATE, NIGERIA

PRESENTED BY:

ADEBAYO TAIWO ISRAEL

MATRIC NUMBER: 196648

BEING A REPORT SUBMITTED

TO

DEPARTMENT OF AGRICULTURAL ENGINEERING,

FACULTY OF ENGINEERING AND TECHNOLOGY,

LADOKE AKINTOLA UNIVERSITY OF TECHNOLGY,

P.M.B 400 OGBOMOSHO, OYO, NIGERIA.

IN PARTIAL FULFILMENT OF THE AWARD OF BACHELOR OF

TECHNOLOGY (B.TECH) IN AGICULRURAL ENGINEERING.

(APRIL, 2024)
CERTIFICATION

This is to certify this report was duly compiled and completed by ADEBAYO TAIWO
ISRAEL during the period November 2023 to February 2024 as part of the requirements for
the Industrial Training Program in fulfillment of the Bachelor of Technology degree in
Agricultural Engineering at Ladoke Akintola University of Technology.

Date of Submission:

Signature

____________________________

ADEBAYO TAIWO ISRAEL

ACKNOWLEDGEMENT

I am thankful to the Almighty God for His inspiration, guidance and strength throughout the
course of this work. Many thanks to my supervisor, MRS KOLAYO F. S for taking time to
supervise me during my training .I also express my profound gratitude to all members of staff
of NICROPRIME OIL AND FEED MILLS who gave me training and provided a
conducive environ for the exercise.
SECTION ONE
1.0 INTRODUCTION
1.1 STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES) BACKGRO
UND
In the earlier stage of science and technology education in Nigeria, students were graduating
from their respective institutions without any technical knowledge or working experience. It
was in this view that students undergoing science and technology related courses were
mandated for students in different institution in view of widening their horizons so as to
enable them have technical knowledge or working experience before graduating from their
various institutions. The Student Industrial Work Experience Scheme (SIWES) was
established by the Industrial Training Fund (ITF) in 1973 to enable students of tertiary
institution have technical knowledge of industrial work base on their course of study before
the completion of their program in their respective institutions. The scheme was designed to
expose students to industrial environment and enable them develop occupational
competencies so that they can readily contribute their quota to national economic and
technological development after graduation. The major background behind the embarkment
of students in SIWES was to expose them to the industrial environment and enable them
develop occupational competencies so that they can readily contribute their quota to national
economic and technological development after graduation. The major benefit accruing to
students who participate conscientiously in Students Industrial Work Experience Scheme
(SIWES) are the skills and competencies they acquire. The relevant production skills remain
a part of the recipients of industrial training as life-long 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.

1.2 OBJECTIVES
The Industrial Training Funds policy Document No. 1 of 1973 which established SIWES
outlined the objectives of the scheme. The objectives are to:
1. Provide an avenue for students in higher institutions of learning to acquire industrial skills
and experiences during their course of study.
2. Prepare students for industrial work situations that they are likely to meet after graduation.
3. Expose students to work methods and techniques in handling equipment and machinery
that may not be available in their institutions.
4. Make the transition from school to the world of work easier and enhance students’ contacts
for later job placements.
5. Provide students with the opportunities to apply their educational knowledge in real work
situations, thereby bridging the gap between theory and practice.
6. Enlist and strengthen employers’ involvement in the entire educational process and prepare
students for employment in Industry and Commerce (Information and Guideline for SIWES,
2002).

1.3 BODIES INVOLVED IN THE MANAGEMENT OF SIWES

The bodies involved are: The Federal Government, Industrial Training Fund (ITF). Other
supervising agents are: National University Commission (NUC), National Board for
Technical Education (NBTE) and National Council for Colleges of Education (NCE). The
functions of these agencies above include among others to:
 Ensure adequate funding of the scheme;
 Establish SIWES and accredit SIWWES unit in the approved institutions;
 Formulate policies and guideline for participating bodies and institutions as well as
appointing SIWES coordinators and supporting staff;
 Supervise students at their places of attachment and sign their lob-book and IT forms;
 Vet and process student’s log-book and forward same to ITF Area office;
 Ensure payment of allowances for the students and supervisors.

Therefore the success or otherwise of the SIWES depends on the efficiency of the
Ministries, ITF, Institutions, Employers of labor and the general public involved in
articulation and management of the program. Thus the evaluation of SIWES in
tertiary institutions in meeting up with the needs for the establishment of the program
is necessary.
SECTION THREE
3.0 NATURE OF WORK, ACTIVITIES, SKILLS AND EXPERIENCE GAINED ON
SIWES SITE
Nicroprime Feed Mills is a renowned facility in the region, specializing in the production of
high-quality poultry feed. The mill operates with a commitment to excellence, employing
modern technologies and adhering to stringent quality control measures to ensure the
nutritional integrity and safety of its products. It is located at Km5, Ogbomoso-Ilorin Old Rd,
Ogbomoso and its operations was divided into five departmental units:
1. Raw materials and Storage Unit
2. Production Unit
3. Sales and Marketing
4. Administration and Management
5. Logistic and Distribution

During my few weeks of industrial training, I was assigned to the production unit under the
guidance of the Supervisor, Mr. JIMOH ABAYOMI. My primary responsibilities included
assisting in the various stages of feed production, monitoring equipment performance,
conducting quality checks, and contributing to process optimization efforts.

3.1 PRODUCTION DEPARTMENT/UNIT

The production unit is where the synthesis of raw materials undergoes a meticulously
choreographed process, guided by precision machinery and the expertise of skilled operators.
As an engineering apprentice immersed in this dynamic environment, my tenure within the
production unit has afforded me a unique vantage point to witness the convergence of theory
and practice, as well as the seamless integration of mechanical prowess and agricultural
ingenuity. Through hands-on experience and close collaboration with seasoned professionals,
I have delved into the intricacies of feed production, gaining invaluable insights into process
optimization, quality control methodologies, and the symbiotic relationship between
engineering innovation and agricultural productivity. This report encapsulates my journey
within the production unit, detailing the myriad learnings, challenges overcome, and
contributions made during my tenure..The outline of production unit operation exposed to in
course of my training includes:
1. Raw Material Handling and Preparation:
  Procurement procedures for sourcing raw materials.
 Inspection and quality control measures upon raw material receipt.
 Handling and storage protocols to maintain ingredient integrity.
 Preparation processes such as cleaning, sorting, and grinding of raw materials.
2. Mixing and Formulation:
 Introduction to formulation software or manual calculations for feed recipes.
 Operation of mixing equipment to blend raw materials according to
formulations.
 Understanding the importance of accurate ingredient measurement and mixing
times.
 Quality control checks during the mixing process to ensure uniformity and
consistency.
3. Pelleting or Extrusion:
 Overview of pelleting or extrusion machinery and their functions.
 Parameters for adjusting pellet or extrudate size, density, and texture.
 Maintenance and troubleshooting of pellet mills or extruders.
 Quality control procedures for monitoring pellet or extrudate quality and
integrity.
4. Packaging and Labeling:
 Packaging materials and equipment used for bagging feed products.
 Procedures for labeling bags with product information, batch codes, and
expiration dates.
 Quality control checks to ensure accurate packaging weight and seal integrity.
 Storage and handling practices for packaged feed products prior to
distribution.
5. Quality Control and Assurance:
 Sampling protocols for testing raw materials and finished feed products.
 Laboratory analysis techniques for assessing nutrient content, moisture levels,
and contaminants.
 Interpretation of test results and adjustments to production processes as
needed.
 Adherence to regulatory standards and certification requirements for feed
manufacturing.
6. Maintenance and Safety Protocols:
  Routine maintenance schedules for production equipment.
 Training in equipment operation, safety procedures, and emergency protocols.
 Participation in safety audits, hazard assessments, and incident reporting.
 Collaboration with maintenance personnel to address equipment breakdowns
or malfunctions.
7. Process Optimization and Continuous Improvement:
 Identification of inefficiencies or bottlenecks in the production process.
 Participation in brainstorming sessions or improvement initiatives.
 Implementation of process enhancements to increase productivity or reduce
waste.
 Monitoring of key performance indicators to evaluate the effectiveness of
improvements

3.1.1 EQUIPMENT FAMILIARIZATION AND OPERATION

As an agricultural engineering student, my training within the production unit of the feed
mill encompassed an in-depth exploration of the machinery and equipment essential for feed
manufacturing. This report aims to provide a detailed overview of the equipment
familiarization and operation experiences gained during my Internship.

EQUIPMENT INVENTORY
The production unit of the feed mill is equipped with a range of machinery tailored to various
stages of the feed production process. This includes but is not limited to:
1. Grinders and Crushers: These machines are used for the initial processing of raw
materials, such as grains and oilseeds, to reduce particle size for further processing.

2. Mixers: Mixing equipment is crucial for blending different ingredients according to

feed formulations. Ribbon mixers, paddle mixers, and vertical mixers are commonly
utilized.
3. Pellet Mills and Extruders: Pellet mills or extruders are employed to shape and
densify feed into pellets or extrudates, enhancing digestibility and palatability for
animals.
4. Packaging Machinery: Bagging machines, conveyors, and sealing equipment
facilitate the packaging of finished feed products into bags or containers for
distribution.
TRAINING AND OPERATION
During my internship, I underwent comprehensive training on the operation, maintenance,
and safety protocols associated with each piece of equipment. This training encompassed:
 Hands-On Demonstrations: I received hands-on demonstrations from experienced
operators, learning the functions, controls, and operational procedures for each
machine.
 Safety Precautions: Safety protocols, including proper machine guarding, lockout-
tagout procedures, and personal protective equipment (PPE) requirements, were
emphasized to ensure a safe working environment.
 Maintenance Procedures: I gained insight into routine maintenance tasks, such as
lubrication, belt tension adjustments, and screen cleaning, to ensure optimal
equipment performance and longevity.
 Troubleshooting Techniques: In the event of equipment malfunctions or
breakdowns, I learned how to identify common issues and implement troubleshooting
measures to minimize downtime.
CHAPTER FOUR

4.0 PROBLEMS AND DISEASES EXPERIENCED AND SOLUTIONS DURING THE

SIWES TRAINING

There were quite a number of problems identified on the farm staring from
the management to the staff and staff health, to mortality rate due to diseases outbreak, and
pen orientation.

4.1 PROBLEMS EXPERIENCED AND OPINED SOLUTION

4.1.1 PROBLEM

During my tenure in the production unit of the feed mill as part of the Student Industrial
Work Experience Scheme (SIWES), I encountered several challenges that tested my
problem-solving abilities. These challenges spanned various aspects of feed production and
operational management, requiring innovative solutions to ensure smooth workflow and
optimal performance. Below is an overview of the problems faced and the corresponding
solutions implemented:

1. EQUIPMENT BREAKDOWNS:

PROBLEM: Frequent breakdowns of critical machinery disrupted production schedules

and led to inefficiencies.
SOLUTION: Implemented a preventive maintenance program, conducting regular
inspections, lubrication, and component replacements to minimize downtime and extend
equipment lifespan. Additionally, established a system for prompt response to breakdowns,
with designated personnel trained in troubleshooting and repair procedures.

2. MATERIAL VARIABILITY:

PROBLEM: Inconsistent quality of raw materials affected the uniformity and nutritional
content of the feed.
SOLUTION: Strengthened supplier relationships and implemented supplier quality
assurance protocols, including thorough inspection and testing of incoming raw materials.
Developed formulations adaptable to variations in material quality and implemented strict
inventory management practices to minimize material variability.
3. PROCESS BOTTLENECKS:

PROBLEM: Congestion at certain stages of the production process slowed down overall
throughput and increased lead times.
SOLUTION: Conducted a thorough analysis of production flowcharts to identify
bottlenecks and streamline processes. Implemented workflow optimization measures, such as
adjusting equipment settings, reallocating resources, and redesigning layouts to increase
efficiency and reduce wait times.

4. LABOR SHORTAGES

PROBLEM: Inadequate staffing levels strained existing workforce capacity and

productivity.

SOLUTION: Instituted cross-training programs to enhance workforce flexibility and

resilience to fluctuations in staffing levels. Empowered employees with diverse skill sets to
perform multiple tasks and roles within the production unit, mitigating the impact of labor
shortages on operations.

5. REGULATORY COMPLIANCE:

PROBLEM: Adhering to stringent regulatory requirements and industry standards

presented ongoing challenges.

SOLUTION: Established a dedicated regulatory compliance management team tasked with

monitoring regulatory changes, conducting internal audits, and implementing compliance
measures. Provided ongoing training and education to employees to ensure awareness of
regulatory obligations and foster a culture of compliance within the organization.

Through proactive problem-solving and collaboration with colleagues and supervisors, these
challenges were effectively addressed, contributing to the overall success and operational
resilience of the production unit. The experience gained in navigating these challenges has
enriched my skill set and prepared me for future endeavors in the field of agricultural
engineering.