ABUBAKA TAFAWA BALEWA UNIVERSITY, BAUCHI

A report on Student Industrial Work Experience Scheme (SIWES)

Undertaken At Bauchi State Agricultural Development Programme

(Headquarters Bauchi)

By

Mika yohanna

14/36274U/3

Being a report submitted to the department of Agricultural Economics and Extension

Programme, Abubakar Tafawa Balewa University, Bauchi

In partial fulfillment of the requirement for the award of bachelor of agricultural technology (B.

tech) Agricultural Economics And Extension

May, 2019

i
 DEDICATION

This my industrial training report is dedicated to my father [Link] haruna and my

mother [Link] Yohanna for there financial and moral support, and my siblings for their

prayers and support.

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 ACKNOWLEDGEMENT
I appreciate God”s kindness to me for giving strength and good health from the

beginning of my industrial training up to this moment.

I also want to acknowledge the contribution of my father,My mother and relatives for

their financial support and all they did to make me go through successful completion of my

training. I will also not forget to acknowledge the endeavour and physical support engaged

from my coursemates whom we conducted the industrial training together.

My gratitude also goes to the entire members of staff BSADP, especially the programme

manager Iliyasu Gital and the I.T Coordinator Umar Tirwun and Haruna Muhammad Dass for

their help.

Finally, I wish to acknowledge with thanks the contributions of my sisters for

encouragement and prayers to carry out my exercise effectively.

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 ABSTRACT

The purpose of student’s industrial work experience scheme is to prepare and provides

avenue for students in institution of higher learning to acquire industrial skills through the use

of practical knowledge of industry. The existence of this body was the endeavour of industrial

training fund (ITF) in 1973, which is mainly to organize programme and services that stimulate

human performance and improve productivity. The benefit of students industrial work

experience scheme (SIWES) does not limited to students but to organizations and institutions.

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 TABLE OF CONTENTS
Cover page……………………………………………………………………………………………………………….i

Dedication…………………………………………………………………………………………………………..……ii

Acknowledgement……………………………………………………………………………………………………iii

Abstract…………………………………………………………………………………………………………………….iv

Chapter One

1.0 Introduction………………………………………………………………………………………………………..1

1.1 History of siwes…………………………………………………………………………………………………..1

1.2 Objectives of the scheme……………………………………………………………………………………2

Chapter Two

2.0 History of Bauchi state agricultural development programme……………………………7

2.2 Main objectives of Bauchi state agricultural development programme………………9

2.3 Mission and vission of Bauchi state agricultural development programme…….…..9

2.4 Programme organization…………………………………………………………..………………………..10

Chapter Three

3.1 Activities carried out…………………………………………………………………………………………..13

3.2 Experiences gained……………………………………………………………………………………………..13

Chapter Four

4.0 Problems encountered…………………………………………………………………………………………29

4.1 possible solutions…………………………………………………………………………………………………29

Chapter Five

5.1 Summary…………………………………………………………………………………………………………….30

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5.2 Recommendation………………………………………………………………………………………………..30

5.3 Conclusion……………………………………………………………………………………………………………31

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 CHAPTER ONE

1.0 INTRODUCTION

1.1 History of SIWES

SIWES was established by ITF in the year 1973 to serve the problem of lack of adequate

practical skills preparatory for employment in industries by Nigerian tertiary institutions

graduates. The scheme educates students on industrial based skills essential for a smooth

transition from the classroom to the world of work. Student of tertiary institution are given the

opportunity of being familiarized and exposed to the needed experience in handling machinery

and equipment which are usually not available in the educational institutions. Partaking in

SIWES industrial training has become a crucial pre-condition for the award of diploma and

degree certificates in specific disciplines in most institution of higher learning in Nigeria in line

with the government education policies. The operators are the ITF, the coordinating agencies

(NUC, NCCE, NBTE), employers of labour and various institutions.

Funding-the federal government of Nigeria beneficiaries are undergraduate student of the

following disciplines: natural sciences, engineering and technology, education, agriculture, medical

science, environmental, and pure and applied sciences. AbubakarTafawaBalewa University Bauchi

(ATBU) is not exempted from this programme. The institution prepares its students for this national

programme at their 400 level for the period of 10 months during which the student are expected to

serve in various industries of their trade which will prepare them to proper knowledge relevant to their

courses of study in the university.

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1.2 Objectives of the SIWES

1. Expose student to work methods and techniques in handling equipment and machineries

that may not be available in the university

2. Prepare student for industrial work situations they are likely to meet after graduation.

3. Provide avenues for student to acquire industrial skills for experience during their course

of study.

4. Provide student with opportunities to apply their educational knowledge in real work

situation, thereby bridging the gaps between theory and practical knowledge.

5. To prepare students on anticipated working condition after graduation.

6. To provide means for students in tertiary institutions to acquire industrial skills and

experience in their field of study, particularly in agriculture and allied field.

7. To strengthen the relationship between educational institutions and the industrial sectors.

1.3 Roles of Various Organizations Associated with the Management of SIWES

Programme

The Federal Government, the Industrial Training Fund (ITF), the Supervising Agency, National

Universities Commission (NUC), Employers of labour and Institutions have specific roles to

play in the management of SIWES.  The roles are:

1.       The Federal Government

1. To provide adequate funds to the ITF through the Federal Ministry of  Industry for the 

scheme;

2. To make it mandatory for all ministries, companies and parastatals to offer places to

students in accordance with the provisions of Decree No. 47 of 1971 as amended in 1990;

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 3. . Formulate policies to guide the running of the scheme nationally.

2.       The Industrial Training Fund (ITF).  This agency is to:

1. Formulate policies and guidelines on SIWES for distribution to all the SIWES

participating bodies;

2. Provide logistic material needed to administer the scheme;

3. Organize orientation programs for students prior to attachment;

4. Provide information on companies for attachment and assist in industrial placement of

students;

5. Supervise students on Industrial attachment;

6. Accept and process Master and Placement lists from institutions and supervising

agencies;

7. Vet and process students’ logbooks and ITF Form 8.

3.       The Supervisory Agencies (NUC, NABTEB, etc)

The NUC is to:

1. To ensure the establishment and accreditation of SIWES unit/Directorate in institutions

under their jurisdiction;

2. To vet and approve Master and Placement lists of students from participating institution

and forward same to ITF; Fund SIWES Directorate adequately in  participating

institutions;

3. To direct for the appointment of full-time SIWES Coordinator/Director;

4. Review programs qualified from SIWES regularly;

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 5. Participate in the Biennial SIWES conferences and seminars in conjunction with ITF. 

4. The Institutions

The institutions are to:

Establish SIWES Directorate with a separate account, adequately staffed and funded to ensure

effective operation of the scheme.  The unit must meet the following minimum requirements:

A.      Minimum Personnel Requirements

A full-time Head/Director of SIWES, rank should not be less than that of a Reader in a related

discipline

1. An Administrative Office (to assist the Head)

2. At least 4 full-time Industrial Coordinators to operate the scheme at Institutional level

3. A Secretary/Typist/Data Entry Clerk

4. A Driver

5. A Clerk

C.      The Institutions will also do the following:

1. Appoint SIWES Coordinator in Schools;

2. Prepare and submit Master and Placement lists to the respective coordinating agency and

ITF

3. Place students on attachment with employers;

4. Organize orientation programs for students to prepare them for industrial training;

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 5. Supervise students on attachment and sign their logbooks.  A minimum of three visits

should be made to the students by the institution’s supervisors during the period of

attachment;

6. Work out industrial tailor-made program with the employers-based supervisor on the

National Training Guidelines for each course;

7. Submit completed ITF Form 8 to the ITF;

8. Submit comprehensive reports on the scheme to the ITF after the program.

5. The Employers/Industry

1. Accept students and assign them to relevant on-the-job training;

2. Provide tailor-made training programs for the students;

3. Attach experienced staff to students for effective training and supervision on a ratio of

1:10 (staff : students);

4. Control and discipline students like permanent staff;

5. Provide medical care for students within the limit of employers conditions of service;

6. Permit representatives of ITF and Institutions’ based supervisors to visit the students on

attachment and Grade students in the assessment Form and the ITF Form.

6. The Students

1. To attend institution’s SIWES orientation program before going on industrial attachment;

2. Comply with the employers rules and regulations;

3. Keep proper records of training activities and other assignments in the logbook;

4. Arrange their own accommodation during the period of attachment;

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 5. Submit Log Books, Reports and other documents related to SIWES as required by their

institution at the end of the training period;

6. Submit to ITF through their institution, Evaluation Form (ITF Form 8) completed by the

students the employer and the institution;

7. Avoid changing of place of attachment except in special circumstances and with the

permission of your Centre Director and the SIWES Directorate.

7.       Orientation Programmes

All students accepted for SIWES must be given an orientation on SIWES by their institutions

during which ITF staff must be in attendance

8.    Supervision of Students

Students on attachment are to be supervised by the professional ITF staff and the institutions

supervisors (comprising staff of Schools and the Directorate).

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 CHAPTER TWO

2.1 About the Organization

The student industrial experience work scheme was carried out at

Bauchi State Agricultural Development Program (BSADP) in which over the period of the

training I was expose to life situation and the labor market in general

2.1 BAUCHI STATE AGRICULTURAL DEVELOPMENT PROGRAMME (BSADP)

The federal government in conjunction with the World Bank and the state government of the

north central, north east and North West decided to plot a scheme on agricultural development. They

embarked on investigation aiming at identifying suitable areas for developing agricultural project in the

mid 1970’[Link] investigation lead to the establishment of enclave ADP’s in Futua (North-central),

Gusau (North-West), and Gombe ADP (North-East) between 1974 and 1975.

The establishment BSADP was on the success of Gombe enclave’s project. During the midterm

review of the Gombe Agricultural development Project (GADP) which cover some part of Gombe and

Bauchi State; a conclusion was made by world Bank and Bauchi State Government that the concept of

GADP will be extended. And as much, the Bauchi State Government decided four to five years

development plan (1981-1986).

The first state wide ADP, i.e BSADP was designed and started function in 1981after successful

agreement between Bauchi State Government and world Bank in 1980 for a loan of 726 million naira.

BSADP seeks to carry through measures to ensure self sufficiency of food production for the state and

more contribution towards the aim of Agricultural Development Project (ADP’s). Bauchi support state

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 is among the Nation’s Agricultural Technical Support (NATSP), was sign as a loan between

International Bank for Reconstruction and Development (IBRD) and federal government of Nigeria on

August 25th 1992. The loan climax the initial preliminary works belongs, with preparation of project by

the Federal Agricultural Coordinating Unit (FACU) and IBRD has contributed 16% and 13%

respectively. The loan serves the following objectives;

1. To strengthen adaptive research along with farming system.

2. Support the project and financial administration in the state implementing the schemes.

3. Adaptation and promotion of animal treatment and simple farm implement for the use under

upland and irrigated Agriculture.

4. Adapting of planning, monitory and evaluating unit to improve their capacity to keep

management information and progress of Agricultural programme to evaluate their impact.

5. Support farm power development and training of their project.

This were to be under the five pioneering state of Bauchi, Jigawa, Kano, Kebbi, and Sokoto

which were formally appraisal for the purpose of strengthen adoption and dissemination of

technological package to farmers. To ensure adequate food supply all the year especially in

Northern region of the country where rainy is short. National Fadama Development Project

(NFDP) was also introduced with the aim of;

1. Improving irrigation management through fadama users Association (FUA).

2. Utilizes the small scale holder irrigation potentials identified in the variousstates.

3. Use simple technology water boreholes development and shallow tube well

drilling.

The increasing level of funding was reflected. In turn of the above mentioned activities by

ADP’s. in all the five state, in the area of provisions of infrastructure, length of rural road

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constructed increased from 1,240.7km in 1993 to 2,320.3km while the number boreholes wells

and earth dam drilled also increased from 3256 to 6025. Number of farm visits increased

substantially from 338.8 to 2,300412 with respect to farm input supply. Available data that land

area devoted to seed multiplication increase by 30% quantities supplies also raised to 63.8%.

The number of farm equipment supplied also increased from 1224 to 4535.

2.2 Objectives of the ADP

The objectives of the ADP were to increase crop production to raise more rural incomes and

standard of living of rural dwellers and to make agricultural inputs more readily available through

infrastructural and institutional development, financed in large measure by public fund.

Bauchi state agricultural development programme (BSADP) seeks to carry through measures

to ensure self-sufficiency in food production for the state and to make a contribution towards the aim

of eventual self-sufficiency for the nation.

2.3 Mission of the ADP

1. Promotion of even development as a cardinal objective of integrated rural development.

2. To mobilize and empower the rural population and to create wealth through increased agricultural,

industrial and other productive activities.

3. To provide rural support services needed to bring about increased production of goods and services

and to provide access to extension services, inputs, credit and marketing services.

4. To promote the human resources and technological capacity of rural communities through

education, training, extension and technical support services that facilitates the adoption of

relevant technology by rural producers.

2.4 Programme Organization

The BSADP has been divided into four (4) zonal projects each one corresponding in size to

enclave project they are:-

ZONE HEADQUATERS

Northern Azare

Western Nabordo

Central ` Miya

Eastern Gombe

After the creation of Gombe state in 1996, the BSADP was zoned into three (3) zonal areas

which were Northern, Western, and Central zones.

The zonal projects were sub-divided into sub-zonal development areas. This provide smaller

and more easily managed units, the zonal project areas were named by the zonal project manager

having zonal officers to assist him.

The programme headquarters of the BSADP is based in Bauchi acting as the co-coordinating

unit having nine (9) departments to coordinate the activities of the programme. The programme

manager is the head of the organization while each department has a director to man the department as

developmental head having staffs to assist him. These departments are:

a. Planning, Monitoring and Evaluation (PME).

b. Administrative and training.

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c. Finance department.

d. Agricultural technical service.

e. Agricultural Extension service.

f. Media and publicity.

g. Engineering Department.

Each of the units has its own sub-

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 BUDGET

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 CHAPTER THREE

3.0 Activities carried out during the Industrial Training

During my industrial training, I had practical experience and some theoretical aspect of agricultural

technology in the following section:

1. Fishery

2. Livestock(poultry)

3. Horticulture/Nursery

4. Seed

5. Extention

3.1 Experience Gained in Fishery Unit

The fishery unit is a subunit under Bauchi state agricultural development

programme (BSADP) that operate basically in production, processing and preservation of

fish for consumption or sales in the market. They educate farmers on the species of fish

to be kept, how to manage the fish pond, maximization and minimization of cost of

production, and they also train the farmers on how to compound a fish feed using

available and affordable ingredients for the purpose of reduction of feed cost of

production. The unit have various sub-unit which include;

i. Breeding house

ii. Broodingstock ponds

iii. Fingerling ponds

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 iv. Tablesize pond

In this unit we had a discussion on features of a good land for establishing fish farm,there are

fundamental factors to be put in to consideration when selecting a site for fish farm. This

include;

 Source of water ; reliable source of water and good quality water

 Soil type: recommended type of soil for a specific pond. E.g clay or sandy loam soil for

earthen pond.

 Availability of fish seeds.

 Seed should be from a reputable source.

 Topography of the land.

 Market.

 Accessibility.

 Skill and unskilled labour

NOTE; Recomment water ph for fish pond is 6.5-9

3.1.1 Stages in Fish

a. Larva or sac fry: newly hatched fish,they are slow moving and posses a yoke which

provide food for at least 24hours supply after hatching.

b. Preys or post larva: they do not have yoke sac and are weighing less than 1g.

c. Post fingerling: 7weeks old fish

d. Fingerling: a 3to4 weeks old fish weighing more than 1g.

e. Post juvenile: 11-12weeks old fish

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f. Juvenile: 13weeks fish weighing 3-4g.

g. Jumbo size: 15weeks old fish

h. Table size or brood stock: 6months old fish sexually mature fish.

3.1.2 Breeding Materials

The breeding materials include;

 Parent stock

 Hormone

 Saline water

 Egg collector rubber

 Hatching net

 Incubator

 Natural water

 Needle and syringe

 Aerator

 Disinfectant

 Dissecting blade

Procedures

The female fish is weigh and injected with a dose of ovaprim or ovulin (0.5ml per 1kg of

fish) to ease stripping of eggs. The male fish is then disserted and the sperm sac removed,

each male fish has two sperm sacs fertilized two female fishes ,after 8-9hours of injecting the

female fish ,it is then stripped of eggs into a egg collector rubber by pressing of the abdomen

15
 downward towards the genital area. The sperm sac is then disserted and the sperm poured

over the stripped eggs, saline water is then used to mix the sperm and the eggs, the fertilized

eggs are then spread on a hatching net immersed in water in a hatching bowl. Fertilized eggs

start to hatch after 24 hours of immersion in water,then newly hatched fingerlings are then

transferred to a pond or bigger bowl.

3.1.3 Siphoning

Is a management /routine operation whereby droppings and leftover by the fingerling are

removed. If this is not done, it will deny them from having free access to oxygen thereby causing

ammonia.

3.1.4 Fish Sorting

fishes according to size, mature and immature and to separate dead fishes from live ones in order

to determine the mortality rate of a particular species or breed.

Sorting takes place when:

- Harvesting juvenile fish before stocking them in fattening ponds.

- Separating faster from slower growing stock.

- Harvesting a pond where fish of various ages and sizes are present.

- During partial harvesting to select the fish which have reached market size.

Advantages of sorting

i. It reduces fish loses through cannibalism.

ii. It improves supplementary feeding efficiency through adequate food ration.

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 iii. It increases the accuracy of stock estimate

3.3 Experience Gained in Livestock (Poultry) Department

Livestock production is the art and science of rearing domestic animals for economic

benefits to man. In this unit i was taught on the classification of livestock based on their digestive

system, they have;

1. Ruminant(polygastric stomach, 4 stomach chamber)

2. Non-ruminant(monogastric stomach, single stomach chamber)

Four stomach chamber include; rumen, omasum, abomasums, reticulum.

Classification of Poultry

 Layer: egg type

 Broiler: meat type

 Dual purpose: they lay egg and also produce meat.

Rearing Management

 Free range: birds are allowed to go round and feed themselves with half supplement

 Semi –intensive: birds are raised in cages, but allowed to go around and feed themselves.

 Intensive: birds are raised in cages, sometimes feeding, water, egg collection, manure

removal are done automated.

Bird Growing Stages

There are three basic bird growing stage,it consists of;

 Brooding stage

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  Growing stage

 Layering stage

Brooding stage is the process of given birth to a day old chick at 0-8weeks for layers and 0-

4weeks for broiler depending on weather situation. Is at this stage basic vaccination are

administered orally (first, second and third gumboro administered). Growing stage start at 8-

20weeks,while the layering is from 20-72weeks. We were also taught how to project a cost

estimation for raising birds from day old to market weigh.

Practicals on how to identify a good and por layers was carried out.

Characteristics of a good layer

i. Bright red upright comb

ii. Moist and trafficating vent

iii. Prostrating on touching the back

Characteristics of a poor layer

i. Shrinked pale and smallish comb

ii. Dry and non-trafficating vent

iii. Runs away on attempt to touch the back.

Debeaking
Debeaking is the process of removing or cutting the beak that is curved end of the beak of
birds. Debeaking can be carried out manually that is by the use of a sharp knife or mechanically
or electrically.

During my industrial training debeaking was carried out electrically using the electric

debeaker. In debeaking only the curved end of the beak is cut, the upper beak which is usually

18
used for cannibalism is cut two- third while the lower beak mostly used for picking grains is cut

one-third.

Importance of Debeaking

- It prevents fighting between birds

- It discourages egg pecking

- It prevents cannibalism

3.4 Experience Gained in Horticultural/Nursery Unit

3.4.1 Mixing of Soil Needed for Filling Polythene Bags

- River sand

- Manure (cow dung)

- Top soil

- Saw dust

- Shovel

- Spade

- Digger

- Wheel barrow

- Hand gloves.

Procedures:

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 We first mix the river sand, manure (cow dung), top soil and saw dust in the ratio

respectively as written below;

River sand Top soil Manure saw dust

4/2 2/2 2/2 2/2

i.e. 2 : 1 : 1 : 1

After a thorough mixing of the soil with the shovel and spade, it is then left for filling the

very day and or the following day usually in the morning hours.

3.4 .2 Arrangement of Filled Polythene Bags

or 200cm x 200cm size with 1m distance between each of the rectangular arrangement. Each

rectangular arrangement consists of 100 and or 200 or more polythene bags, based on the size of

the polythene.

3.5 Experience Gained in Seed Unit

Seed Multiplication Unit

Seed been the most important input for increasing crop production is also one of the cheapest and

basic potential means of increasing efficiency of others agricultural input.

Objectives of the Unit

1. The seed multiplication unit is charge with the responsibility of sourcing foundation seed,

multiplication and distribution to seed out growers.

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2. To ensure the production and availability of high quality seed of recommending crop varies

such as:

i. Sorghum

ii. Millet

iii. Maize

iv. Rice

v. Groundnut

vi. Cowpea

vii. Cotton

viii. Soya bean

Throughout growers programmer

3. Identification of reliable out grower’s crop and varieties to be multiplies throughout growers

programs.

4. Purchase and distribution of foundation seed to farmers out growers.

5. Recovery of seed on cost recovery bases.

6. Provision of technical assistance to out grower through field monitoring, visit and inspection.

7. Training and re training of seed officers at the zonal level as well as farmers.

8. Encourage improved seed production through farmer’s precipitation.

Classification of Seed

The seeds are classified into four.

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 i. Grain e.g.; rice and maize

ii. Rhizomes e.g.; ginger

iii. Tuber crop e.g.; yam and cocoyam

iv. Stem portion e.g.; cassava and sweet potato

Types of Seed

1. Breeder seed

2. Foundation seed

3. Certified seed

Sources of Improved Seed

1. National seed service

2. National agric research institute

3. Private seed company

Seed Purity

It is a measure of how clean how suitable or uniform a particular variety is, seed purity is

divided into two.

1. Physic purity

2. Genetic purity

Physical purity: is the measure of that amount (percentage) of the physical substance that are

present in the seed lot.

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 Genetic purity is the measure of uniformity of characteristics of seed with given seed lot.

Seed lot is a collection of the same variety of seed with identical history and has been subjected

to the same condition or right from production to storage.

3.6 Experience Gained in Agricultural Extension Services

There are four different types of extension carried out by the unit, these includes unified, commercial, T

and V and community extension but unified extension is mostly carried out.

UNIFIED EXTENSION – Is a type of extension system where a personnel is responsible for

transmitting agricultural innovation in all the disciplines under agriculture.

Advantages of unified extension

 It strip-line the extension activities in that the small scale farmers come in contact with only one

extension worker at a time

 It has the potential of enhancing the extension agent credibility with the farmers, who have

broad knowledge with little or no referral to somebody else.

 It can lead to better effectiveness of extension services because more farmers will be reached by

extension agents. This is so because less number of extension agents will be required for each

location hence, area covered and consequently the number of farmers reach will increase.

Disadvantages of unified extension

 The existing extension agents are specialist in their chosen field hence, some of them know little

or nothing of other fields

 The adoption of UAES would call for a review of training curriculum of the institution

responsible for pre-training services of the extension agents

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  Socio- cultural factor may cause problems in some areas.

Activities carried out in the unit includes

- Monthly technological review meeting (MTRM)

- Monthly technological field visit (MTFV)

- Demonstrations

3.6.1 Monthly Technological Review Meeting (MTRM)

Monthly technological review meeting (MTRM) is a forum where interdisciplinary teams

consisting of scientists, extension officers, subject matter specialists (SMS) e.t.c discuss new

innovations and provide answers and solution to farmers’ problems brought by the extension agent or

contact farmer.

The MTRM (Monthly Technical Review Meeting) was carried out during our industrial

training in BSADP on monthly basis at the end of every monthly at the MTRM hall located

within [Link] a pre-field visit where the experts meet i.e. ATBU and BSADP staff with the

farmers during the visit to interact and discuss specific problems facing the (farmers) also to

know who the farmers does a specific farm operation. In the MTRM, they compare and contrast

and come up with hybrid or improve or a better technique capable of solving the farmer’s

problems. The subject matter specialist (SMS) then takes it to their various zones and with the

help of village extension workers (VEW) reached the farmers. The meeting is characterizes with

the opening prayer and the last minute was read by one of the participant and secretary

respectively. Paper presentations then followed on subject matter discussed with the farmers

during the pre-field visit. The presentation of the paper was however, done by an expert from

ATBU and other experience staffs from BSADP to the participants selected within three zone in

Bauchi State. Participants are also called SMS (Subject Matter Specialist) from each zone. Most

24
of them are graduate/experienced staff with HND or degree in the field of their specialization.

They (SMS) go back to their respective zone and train VEW (Village Extension Worker) who

are junior staffs with ND, certificate from the farm training center or relevant institution.

The general objective of this department is to implement a cost effective unified extension

service through the principle training and visit (T&V) system of extension to increase

productivity and income of farmers,

Dissemination of agricultural innovations and new technology through extension service agents

Method of Agricultural Extension Service

Agricultural extension is broadly define to include any non-formal education system whose

clientele are rural people and whose content is primarily agricultural (FAO) 1988)

The following extension method have been used to reach the farmers

1. the general agricultural extension method : the basic assumption with this method is that

technology and information are available which not used by farmers and if knowledge of

these could be communicated to the farmers, farming practice would improve

2. the commodity specialized method: the assumption here is to increase productivity and

production of a particular commodity and to groups, all function relating to it under one

administration

3. The training and visit method: (T&V) the basic assumption of this approach is that under the

ministry of agriculture, the extension workers are poorly trained lacking supervision and

logistics support and the do not contact with farmers.

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4. The agricultural extension participatory method: the assumption is that farmers have much

wisdom regarding production of food from their land. But their level of living could be

improved by learning more what is known outside their environment.

5. The project method approach. This method assumption is that a rapid agricultural and land

development is necessary through the establishment of project farm directly in order to

increase production.

6. The farming system development method approach: this method provides the technology

which fits the needs of farmers, particularly small farmers locally

7. The cost sharing method approach: the assumption here is that, personnel are more likely to

serve local people interest if part of the cost of agricultural extension is paid locally by

farmers.

8. The education institutional method approach: the assumption is that faculties or colleges of

agriculture have technical knowledge which is relevant and useful to farmer, the purpose is to

help farmers’ learn about scientific agriculture.

Major Features of Training and Visit of Extension Service:

1. Professionalism

2. Single line of command

3. Concentration of effort

4. Time bound work

5. Field and farmers orientation

6. Regular and continuous training

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7. Linkage with research institution

Roles of Extension Agent

1. visit regularly each of his 6-8 sub circle

2. teaches farmers recommended production practice

3. Ensure or encourage farmers to adopt recommended practice at least on small portion of their

farms.

4. Advices farmers on the price and availability of input, market conditions

5. Reports farmers response to production recommendations and problems input demand and

availability and market condition to the BES and at fortnight training and BES meetings

6. Attends fortnight training

7. Attends BES meeting

8. Attends meeting and assist sms in research

9.

CHAPTER FOUR
4.0 DIFFICULTIES ENCOUNTERED AND POSSIBLE SOLUTIONS

4.1.0 Difficulties Encountered

 Despite the fact that the period of attachment was interested practical knowledge

acquisition privilege, it was also tedious and monotonous exercise which required both

financial and time commitment.

 Another major problem was that no provision offer to student for transportation despite

the stimulated nature of training exercise, one has to be reported daily.

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  Another problem was lack of support from the organization to students’ going on field

trips, as students have to contribute their own money to embark on such trips, for

example the field trip to Alh Aminu tukur farm (gesel integrated farm) in Bauchi local

government area of Bauchi state close to tafawabalewa local government was made

possible out of student’s limited financial aid to fund the trip.

4.2.0 Possible Solution

solutions are of paramount important. Some of these solutions could probably be cater by the

government or the industry itself. There are:

 Government should provide resources of fund to important organizations so as to carry

out their activities more effectively.

 The industrial training allowances given to the student by the ITF agency should be on

monthly basis so as to help the student cater for their immediate financial problem.

 The organization should make provision of transportation means during field trips.

CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1.0 Summary and Conclusion

me to great deal of practical knowledge ,and has also proven the ability of the Bauchi state agricultural

development programme in impacting practical knowledge to the siwes students. The departments

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visited include the following agricultural technology service, agricultural extension services.

Knowledge was received through lectures, practicals, trips and some printed material.

5.2.0 Recommendation

I will like to recommend and advice the future SIWES students on the following

1. To see the program as a great opportunity towards bridging the gap between university

work and actual practical knowledge.

2. To be patient with their superiors and colleagues and learn as much as they can from the

program.

3. To take duties assigned to them by their supervisors seriously.

I will also like to recommend to the universities that they should at least assign a

supervisor to every student that will be visiting the students primary place of assignment

every two weeks from the inception of the program till when it elapses to checkmate if the

students is really getting the practical knowledge required of him, with that I think the

accommodating industries will take the program more serious.

5.3.0 Conclusion

The SIWES program was an interesting one as it provided me with the opportunity to

experience working in Bauchi state agricultural development program (BSADP), relating to my

superiors who are professional and passionate about their jobs, acquiring skills on how to carry

out various agricultural activities and acquainted with various equipment use in the organization

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(BSADP), better understanding of agricultural practices and there challenges which I see from a

different angle.

Basically, I will say I have been exposed to a working environment and I am prepared to

apply the practical skill and knowledge I have acquired in similar or related field of work.

My gratitude goes to the ITF for initiating the SIWES program and to the staff of BSADP for

making my SIWES program an educative and memorable one.

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