A TECHNICAL REPORT ON STUDENT INDUSTRIAL WORK EXPERIENCE

SCHEME (SIWES)

UNDERTAKEN AT
NIGERIAN TELEVISION AUTHORITY, ADO-EKITI, EKITI STATE

FAPOUNDA MORUF OLUWATOSIN

FPA/MC/23/2-0531

SUBMITTED TO

THE DEPARTMENT OF MASS COMMUNICATION SCHOOL OF

BUSINESS STUDIES
FEDERAL POLYTECHNIC, ADO-EKITI PMB 5351,
EKITI STATE

FEBRUARY 2025

1
 CERTIFICATION
This is to certify that this report was written by Fapounda Moruf Oluwatosin, matriculation
number FPA/MC/23/2-0531, of the department of Mass Communication, School of Business
Studies, Federal polytechnic, Ado-Ekiti, Ekiti State.

Signature Date

Industry Based Supervisor Date

Institution Based Supervisor Date

Head of Department Date

2
 DEDICATION
I dedicate this work first and foremost to the Almighty God for the gift of life, divine guidance,
protection and provision, and also to my beloved parents for their unwavering support and
contributions to the success of my academic pursuit.

3
 ACKNOWLEDGEMENT
I extend my deepest gratitude to God Almighty for the gift of life, His unwavering guidance,
abundant provision, and protection throughout my SIWES experience. My heartfelt appreciation
goes to my wonderful parents for their invaluable advice, constant encouragement, and
unwavering support in my academic journey. I am profoundly thankful to NTA Ado-Ekiti and its
exceptional staff for granting me the opportunity to learn and expand my knowledge in the
Programme Department. Lastly, I sincerely appreciate my colleagues for their cooperation,
assistance, and unwavering support in making this industrial training a rewarding and successful
experience.

4
 ABSTRACT
This report provides a detailed account of the Student Industrial Work Experience Scheme
(SIWES) carried out at the Nigerian Television Authority (NTA), Ado-Ekiti, Ekiti State, in the
News Department. The training offered hands-on experience in key aspects of broadcast
journalism, including news gathering, scripting, editing, and production. Throughout the
internship, I gained practical insights into newsroom operations, reporting techniques, interview
coordination, and the application of media technology in news dissemination. The experience
served as a vital link between academic knowledge and real-world practice, enhancing my
understanding of media ethics, accuracy, and the importance of timely news delivery. Despite
challenges such as working under tight deadlines and adjusting to the fast-paced newsroom
environment, these obstacles were effectively managed.

5
 TABLE OF CONTENTS

CERTIFICATION ............................................................................................................................. ii
DEDICATION .................................................................................................................................. iii
ACKNOWLEDGEMENT ................................................................................................................ iv
ABSTRACT....................................................................................................................................... v
TABLE OF CONTENTS.................................................................................................................. vi
CHAPTER ONE ................................................................................................................................ 1
INTRODUCTION ............................................................................................................................. 1

1.1 Introduction to SIWES ............................................................................................................. 1

1.2 History of SIWES .................................................................................................................... 1
1.3 Objectives of SIWES ............................................................................................................... 2
1.4 Functions of SIWES................................................................................................................. 2

CHAPTER TWO ............................................................................................................................... 4

ORGANIZAZATION PROFILE ...................................................................................................... 4

2.1 Organization History of the Nigerian Television Authority (NTA), Ado-Ekiti...................... 4

2.2 Organization Organogram of Nigerian Television Authority (NTA), Ado-Ekiti ................... 5
2.3 Role of Departments ................................................................................................................ 5

CHAPTER THREE ........................................................................................................................... 8

ACTIVITIES AND EXPERIENCE GAINED .................................................................................. 8

3.1 Overview .................................................................................................................................. 8

3.1.1 News Reporting ................................................................................................................. 8

3.1.2 Broadcast Journalism ........................................................................................................ 8
3.1.3 Editing ............................................................................................................................... 8
3.1.4 Newsroom Operations ....................................................................................................... 9
3.1.5 Live Broadcasting.............................................................................................................. 9
3.1.6 Production Crew................................................................................................................ 9
3.1.7 Some Equipment Used in The Television Studio ............................................................. 9

6
 3.2 Work Done During the Training ............................................................................................ 12
3.2.1 Participation in Editorial Meetings ................................................................................. 12
3.2.2 Field Reporting and News Gathering .............................................................................. 12
3.2.3 Scriptwriting and Content Editing .................................................................................. 13
3.2.4 Live Broadcasting Assistance ......................................................................................... 13
3.2.5 Newsroom Operations and Research .............................................................................. 13

3.3 Experience Gained ................................................................................................................. 13

3.3.1 News Writing and Editing Skills..................................................................................... 13

3.3.2 Technical and Production Knowledge ............................................................................ 14
3.3.3 Professionalism and Ethical Journalism .......................................................................... 14

CHAPTER FOUR ........................................................................................................................... 15

CONCLUSION AND LIMITATION ............................................................................................. 15

4.1 Conclusion.............................................................................................................................. 15
4.2 Limitations ............................................................................................................................. 15

REFERENCES ................................................................................................................................ 16

7
 CHAPTER ONE

INTRODUCTION

1.1 Introduction to SIWES

In the early stage of science and technology education in Nigeria, students were graduating from
their respective institution without any technical knowledge or working experience. There was a
growing concern among industrialists that graduates of institutions of higher learning lack
adequate practical background studies necessary 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 labor. It was in this view that the student
undergoing science and technology related courses were mandated for training in different
institutions in view of widening their horizons so as to enable them to have technical knowledge
or working experience before graduating from various institutions.

1.2 History of SIWES

The Student Industrial Work Experience Scheme (SIWES) was established by the Industrial
Training Fund (ITF) in October 8th 1973 by the decree 4047 of the Nigeria law, the Student
Industrial Work Experience Scheme is a skilled training program of various tertiary institutions
for all Nigerians. It aimed at providing the student an opportunity to apply his/her knowledge in
real work situation. The Student Industrial Work Experience Scheme (SIWES) program began in
1973/1974 as Student Industrial Training (SIT), to enable students of tertiary institution have
technical knowledge of industrial work based on their course of study before the completion of
their program in their respective institutions. The Industrial Training Fund (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). Afterwards the
Federal Government in November 1984 transferred the management and implementation of the

8
SIWES to Industrial Training Fund, 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.
These agencies listed above ensure that there is.
 Adequate funding of the scheme.
 Accredit SIWES unit in the approved institution.
 Formulation of policies and guidelines for the participating bodies and institutions as well as
appointing a coordinator in the institutions involved.
 Supervision of students at their place of attachment and sign their logbook and ITF forms.
 Vetting of student’s logbook.
 Payment of allowances for students and supervisors.

1.3 Objectives of SIWES

The Industrial Training Funds Policy Document No.1 of 1973 which established SIWES outlined
the objectives of the scheme.
The objectives are to:
 Provide an avenue for students in higher institutions of learning to acquire industrial skills and
experiences during the course of study.
 Prepare students for industrial work situations that they are likely to meet after graduation.
 Expose students to work methods and techniques in handling equipment and machinery that
may not be available in their institutions.
 Make the transition from school to the world of work easier and enhance students’ contacts for
later job placement.
 Provides students with the opportunities to apply their educational knowledge in real work
situations, thereby bridging the gap between theory and practice.
 Enlist and strengthen employers’ involvement in the entire educational process and prepare
students for employments in industry and commerce.

1.4 Functions of SIWES

By the directive of National Universities Commission (NUC) and Industrial Training Fund (ITF),
the Unit is mandated to carry out the following functions.

9
 Seeking of industrial placement for undergraduate students enrolled in disciplines scheduled
for participation in SIWES.
 Supervision of the students undergoing their Industrial training in the various place of IT.
 Processing of students’ logbooks, ITF forms and industrial attachment reports upon which is
based on the Federal Government funding of supervision and students’ allowances.
 Fostering of close links between the university and industries participating in SIWES program.
 Provision of advisory guidance to participating students on career employment opportunities.
 Monitoring of compliance with the requirements of SIWES on the part of students in eligible
disciplines as a condition for graduation.
 Facilitation of the disbursement of the students’ allowance to deserving students through e-
payment.

10
 CHAPTER TWO

ORGANIZAZATION PROFILE

2.1 Organization History of the Nigerian Television Authority (NTA), Ado-Ekiti

NTA Ado-Ekiti is a regional branch of the Nigerian Television Authority (NTA), a national
network established in 1977. However, television broadcasting in Nigeria began much earlier, in
1959, with the creation of the Western Nigerian Government Broadcasting Corporation (WNTV)
in Ibadan—the first television station in Tropical Africa.
In 1976, the Nigerian military government centralized all regional television stations, leading to
the formation of NTA in 1977. This move granted NTA exclusive control over television
broadcasting in Nigeria until the 1990s, when private stations were finally permitted to operate.
Established in 2003, NTA Ado-Ekiti was part of a broader effort to extend NTA's reach
nationwide. It serves as Ekiti State's leading television station, delivering news, entertainment, and
educational content to the public. Since its inception, the station has played a crucial role in news
dissemination, cultural preservation, and national integration. With advancements in broadcasting
technology, NTA Ado-Ekiti has adopted digital transmission and modern production techniques
to enhance its programming. As a vital force in the media sector, it continues to educate, inform,
and entertain its audience while upholding professional broadcasting standards.

11
2.2 Organization Organogram of Nigerian Television Authority (NTA), Ado-Ekiti

General Manager

Programme Dept. News Department

Producers/Director
Reporters Editors Camera Men
s

Production Presenters News Crew

Crew

2.3 Role of Departments

 General Management Department

The General Management Department is led by the General Manager, who is the highest-ranking
officer in the station. This department oversees all operations, ensuring compliance with
broadcasting regulations and policies. The General Manager is responsible for managing
personnel, supervising content production, and liaising with regulatory bodies, advertisers, and
stakeholders. This department provides overall leadership to ensure that the station meets its
mission of informing, educating, and entertaining the public.

 Programme Department

The Programme Department is responsible for planning, producing, and managing the station’s
television programs. This department develops creative content, schedules programming, and
ensures a balanced mix of entertainment, educational, and informative shows. The team

12
coordinates talk shows, interviews, documentaries, and special features, ensuring that programs
align with audience expectations and broadcasting standards.

 News Department

The News Department serves as the core of the station’s information dissemination. It is
responsible for gathering, verifying, and reporting news to keep the public informed about current
events. The department ensures that news reports are accurate, objective, and well-structured.
News editors, reporters, and presenters work together to deliver timely and credible news
broadcasts, covering local, national, and international events.

 Editing Department

The Editing Department is responsible for reviewing and refining news scripts, reports, and other
content before broadcasting. Editors ensure that all news items are accurate, well-structured, and
free from errors. They fact-check sources, improve clarity, and maintain the station’s editorial
standards. This department plays a critical role in ensuring that the news content is professional
and adheres to ethical journalism practices.

 Camera Operations Department

The Camera Operations Department consists of camera operators (cameramen) who are
responsible for capturing high-quality video footage for news reports, interviews, and other
programs. They ensure proper lighting, angles, and visual composition during live broadcasts and
recorded segments. Their role is crucial in maintaining the visual quality and professionalism of
television production.

 News Crew Department

The News Crew Department consists of reporters, journalists, and technical staff who work
together to cover breaking news, conduct field interviews, and document live events. This
department ensures that news stories are well-researched and professionally presented. The news
crew collaborates closely with producers, editors, and presenters to deliver well-rounded news
reports.

13
 Production Department

The Production Department is responsible for the technical aspects of television production,
including directing, sound engineering, and post-production editing. Producers oversee the
creation and execution of programs, ensuring smooth production workflows. They develop
program ideas, manage production budgets, and coordinate the activities of other departments
involved in content creation.

 Reporting Department

The Reporting Department consists of journalists and reporters who gather firsthand information
from various sources, conduct interviews, and investigate stories. They write and present news
reports for television broadcasts, ensuring accuracy and balance in news coverage. Reporters play
a vital role in keeping the audience informed about current affairs and developments.

 Presentation Department

The Presentation Department consists of news anchors and presenters who deliver news bulletins,
host live programs, and engage with the audience. Their role is to present news in a professional
and engaging manner, maintaining clarity, confidence, and credibility. Presenters work closely
with editors and producers to ensure smooth news delivery and audience engagement.

14
 CHAPTER THREE

ACTIVITIES AND EXPERIENCE GAINED

3.1 Overview

To fully grasp the nature and scope of the activities performed during the Student Industrial Work
Experience Scheme (SIWES) training at the Nigerian Television Authority (NTA) Ado-Ekiti, it is
imperative to define and elaborate on key terminologies that are central to television broadcasting
and news production. These terms are essential for understanding the technical, editorial, and
operational aspects of television journalism.

3.1.1 News Reporting

News reporting refers to the systematic process of gathering, verifying, and disseminating
newsworthy information through various forms of media, including television, radio, print, and
digital platforms. It involves an in-depth investigation of current events, interviews with key
stakeholders, analysis of factual data, and the production of well-structured news reports that are
timely, accurate, and impactful. The core objective of news reporting is to inform the public about
significant developments while maintaining journalistic integrity and objectivity.

3.1.2 Broadcast Journalism

Broadcast journalism is a specialized branch of journalism that focuses on the delivery of news
and information through electronic communication channels such as television and radio. It
encompasses various forms of reporting, including live coverage, documentaries, news bulletins,
and investigative journalism. The process involves extensive research, professional scriptwriting,
seamless video and audio editing, and compelling on-air presentation. Broadcast journalism
demands a high level of coordination between reporters, producers, cameramen, and editors to
ensure the production of high-quality content.

3.1.3 Editing

Editing in broadcast journalism entails the meticulous process of refining raw footage, news
scripts, and audiovisual materials before they are broadcasted to the public. This phase ensures

15
that the final output is coherent, factual, and adheres to journalistic standards. Editing involves
video trimming, sound enhancement, graphic additions, fact-checking, and structuring reports to
maintain accuracy, brevity, and visual appeal. Editors play a critical role in enhancing clarity and
professionalism in news broadcasts.

3.1.4 Newsroom Operations

The newsroom is the central hub of a media organization where reporters, journalists, producers,
and technical experts work collaboratively to produce and broadcast news. It serves as the
operational base for editorial meetings, assignment briefings, research activities, news writing, and
script editing. A well-structured newsroom facilitates effective coordination, ensuring that news
content is properly curated and presented in a timely manner.

3.1.5 Live Broadcasting

Live broadcasting involves the real-time transmission of news events as they unfold. It is a high-
pressure aspect of broadcast journalism that requires swift decision-making, technical expertise,
and professional on-air presentation. Live reporting is commonly used for breaking news coverage,
political events, sports, and emergency updates. The execution of live broadcasts demands precise
coordination between field reporters, camera operators, sound engineers, and the production team
to ensure seamless delivery.

3.1.6 Production Crew

The production crew is an integral component of any television station, responsible for handling
the technical aspects of news production and broadcasting. This team includes directors, sound
engineers, lighting technicians, camera operators, and editors who work in unison to produce high-
quality television content. Their collective efforts ensure that news reports and programs are
visually appealing, audibly clear, and professionally executed.

3.1.7 Some Equipment Used in The Television Studio

 Cameras: Professional broadcast cameras for recording and live transmission.

 Tripods and Stabilizers: Used to keep cameras steady for clear video capture.
 Microphones: Includes lapel, boom, handheld, and condenser microphones for audio
recording.

16
 Audio Mixer: Used to adjust and balance audio levels from different sources.
 Video Switcher: Helps switch between multiple camera feeds and video sources.
 Teleprompter: Displays scripts for presenters to read while maintaining eye contact with the
camera.
 Lighting Equipment: Softboxes, LED panels, and floodlights to ensure proper illumination.
 Green Screen (Chroma Key): Enables virtual backgrounds and visual effects.
 Monitors and Control Screens: Used to view live feeds and pre-recorded content.
 Editing Software and Computers: Used for post-production tasks such as video and audio
editing.
 Graphics Generator: Produces on-screen graphics like lower thirds, logos, and news tickers.
 Intercom System: Facilitates communication between the control room and studio crew.
 Recording and Playback Devices: Used for storing and playing pre-recorded footage.
 Satellite and Transmission Equipment: Sends signals to transmitters for broadcast.
 Cueing System: Guides presenters with real-time prompts for smooth delivery.

Figure 3.1 A Video Camera Figure 3.2 A Tripod

17
Figure 3.3 A Microphone Figure 3.4 Studio Monitors

Figure 3.5 Studio Console Figure 3.6 In Ear Monitors

18
 Figure 3.7 A Video Switcher

3.2 Work Done During the Training

During my SIWES training at NTA Ado-Ekiti under the News Department, I was privileged to
engage in a wide array of activities that provided hands-on experience in news production and
television broadcasting. These tasks included field reporting, scriptwriting, content editing, live
broadcasting support, and newsroom operations. My active participation in these processes
significantly contributed to my understanding of the intricate workings of a television station.

3.2.1 Participation in Editorial Meetings

Editorial meetings are critical sessions where news stories are deliberated upon, assignments are
distributed, and strategies for news coverage are formulated. I attended several editorial meetings
where I observed how senior journalists and producers brainstormed ideas, allocated tasks to
reporters, and set deadlines for news production. These meetings provided a deeper insight into
the decision-making process in a newsroom environment.

3.2.2 Field Reporting and News Gathering

One of the most impactful aspects of my training was the opportunity to accompany reporters to
various news events, including press conferences, political gatherings, and community initiatives.
During these assignments, I assisted in conducting interviews, taking notes, capturing audiovisual

19
content, and ensuring the accuracy of information collected. This practical exposure enhanced my
ability to gather firsthand information and develop investigative journalism skills.

3.2.3 Scriptwriting and Content Editing

News scriptwriting is an essential skill in broadcast journalism, as it ensures that news reports are
structured in a clear, concise, and engaging manner. I actively participated in drafting news scripts
under the supervision of experienced editors. Additionally, I worked alongside editors to refine
scripts, correct factual inconsistencies, and enhance the overall coherence of reports. This
experience sharpened my writing and editing skills.

3.2.4 Live Broadcasting Assistance

Live news broadcasting requires a high level of coordination and professionalism. I assisted the
production team during live broadcasts by handling on-set arrangements, ensuring proper camera
angles, adjusting microphone settings, and managing teleprompter operations. This hands-on
experience provided me with a deeper understanding of the technical aspects of real-time news
presentation.

3.2.5 Newsroom Operations and Research

In addition to field assignments, I was actively engaged in various newsroom operations, including
sorting and analyzing news materials, conducting background research, and preparing news briefs.
I also learned how to verify sources and cross-check facts to maintain the credibility of reports.
This exposure improved my ability to process and evaluate news content critically.

3.3 Experience Gained

My SIWES training at NTA Ado-Ekiti was an invaluable learning experience that exposed me to
the practical realities of television broadcasting and news production. I gained firsthand knowledge
of how news is sourced, verified, edited, and presented to the public. The diverse range of tasks I
undertook helped me develop essential journalistic skills and a greater appreciation for the
complexities of broadcast media.

3.3.1 News Writing and Editing Skills

One of the most significant skills I acquired was news writing and editing. I learned how to craft
clear, concise, and engaging news scripts that adhered to professional journalism standards. I also

20
became proficient in identifying and correcting inconsistencies in news reports, ensuring that final
broadcasts were polished and well-structured.

3.3.2 Technical and Production Knowledge

My training provided me with hands-on experience in the technical aspects of television

production. I gained insights into camera operations, audio recording techniques, studio
management, and live broadcasting coordination. Understanding these elements improved my
ability to work effectively in a television production environment.

3.3.3 Professionalism and Ethical Journalism

Through my interactions with seasoned journalists, I gained a deeper understanding of the

principles governing journalism, including accuracy, objectivity, and fairness. I learned the
importance of verifying sources, maintaining neutrality, and upholding journalistic integrity in
reporting news.
Overall, my SIWES training at NTA Ado-Ekiti significantly enhanced my practical skills and
broadened my knowledge of broadcast journalism, equipping me with the necessary expertise to
pursue a career in the media industry.

21
 CHAPTER FOUR

CONCLUSION AND LIMITATION

4.1 Conclusion

The Students Industrial Work Experience Scheme (SIWES) at the Nigerian Television Authority
(NTA), Ado-Ekiti, Ekiti State, was a valuable opportunity to gain hands-on experience in the
broadcasting industry. My time in the Programme Department allowed me to develop practical
skills in television production, content scheduling, and program coordination. This exposure
deepened my understanding of media operations, teamwork, and professional ethics, effectively
bridging the gap between academic knowledge and industry practices. Overall, the SIWES
experience was instrumental in enhancing my professional skills and preparing me for future career
opportunities in the media sector.

4.2 Limitations

Despite the benefits of the SIWES program, certain challenges were encountered. Limited access
to advanced broadcasting equipment restricted a more in-depth technical learning experience, as
some tasks were handled solely by senior staff. Additionally, the program's duration was not
sufficient to explore all aspects of television production in detail. Furthermore, occasional
technical issues, such as signal disruptions and equipment malfunctions, posed minor obstacles to
hands-on practice. Nevertheless, the experience provided a strong foundation in media operations
and contributed significantly to my professional development.

22
 REFERENCES

Asemah, E. S. (2011). Principles and practice of mass communication. Great Future Press.

Dominick, J. R. (2012). The dynamics of mass communication: Media in the digital age (12th ed.).
McGraw-Hill.

Federal Government of Nigeria. (2004). Students Industrial Work Experience Scheme (SIWES)
guidelines and operation manual. Industrial Training Fund (ITF).

McQuail, D. (2010). McQuail’s mass communication theory (6th ed.). SAGE Publications.

Nigerian Television Authority. (2023). About NTA. Retrieved from https://www.nta.ng

Salawu, A. (2006). Broadcast media in Nigeria: Political and social perspectives. University of
Ibadan Press.

23