Development of SIWES Management System for Nasarawa State University, Keffi: A Web-Based Approach

Development of SIWES Management System for Nasarawa State University, Keffi: A Web-Based Approach

Joseph Abraham Dangana¹, Dr. Gilbert Aimufua¹, Chaku Shammah Emmanuel^2*, Yahaya Mohammed²

¹Centre for Cyberspace Studies, Nasarawa State University, Keffi

²SIWES Directorate, Nasarawa State University, Keffi

^*Corresponding Author

DOI: https://doi.org/10.51584/IJRIAS.2025.10020048

Received: 10 February 2025; Accepted: 14 February 2025; Published: 20 March 2025

ABSTRACT

The paper describes the design and implementation of a comprehensive Student Industrial Work Experience Scheme (SIWES) Management System for Nasarawa State University, Keffi. The goal is to develop a digital solution to streamline and enhance the inefficient paper-based processes currently used to manage SIWES at the university. The system leverages modern web technologies like HTML, Bootstrap 5, JavaScript, Jquery, PHP and MySQL. It is designed based on theoretical frameworks like Socio-Technical Theory and Active Network Theory, using UML and OOADM methodologies. The system provides functionalities tailored for administrators, students, supervisors, and coordinators involved in SIWES. Administrators can authenticate users, view student information, register coordinators/supervisors, assign supervisors, and export data. Students can register, upload documents, and access resources. Supervisors can assess performance and download student lists. Coordinators can download templates, register students, add supervisors, and manage records within their departments. The digital SIWES Management System aims to improve efficiency, user experience, and oversight across all aspects of managing the university’s industrial work experience program for students.

INTRODUCTION

The Student Industrial Work Experience Scheme (SIWES) stands as a cornerstone program in Nigerian universities, offering students invaluable hands-on experience that bridges the gap between theoretical knowledge and practical application (Oládunni & Okewole, 2016). However, the reliance on conventional paper-based processes for managing SIWES has proven to be fraught with inefficiencies, hindering the programme’s overall effectiveness (Adejumo et al., 2014). Nasarawa State University, Keffi, Nigeria, has grappled with the limitations of its traditional paper-based SIWES system, encountering challenges such as time-consuming manual tasks like student registration, supervisor assignment, and data management, all contributing to a sluggish programme workflow (Okojie & Egwue, 2013). Additionally, the heightened risk of human error inherent in paper-based systems has led to inconsistencies and inaccuracies in record-keeping, exacerbating operational challenges. Furthermore, the restricted accessibility of physical documents has posed hurdles for stakeholders dispersed across various locations, impeding seamless access to critical information and resources. Moreover, ensuring compliance with institutional requirements and program regulations has proven to be a daunting task in the face of manual processes. In light of these limitations and with the objective of enhancing the SIWES experience for all involved, this study endeavors to design and develop a bespoke SIWES Management System tailored specifically for Nasarawa State University. By harnessing modern web technologies, the envisioned system aims to streamline SIWES management processes, optimize user experience, and foster program efficiency (Adejumo et al., 2014). Hence this study seeks to develop a SIWES management system for Nasarawa State Univerity, Keffi

Research Problem

The current paper-based approach to managing the Student Industrial Work Experience Scheme (SIWES) at Nasarawa State University presents a significant challenge. Manual tasks associated with registration, supervisor assignment, and data management are slow and cumbersome. This inefficiency is further compounded by the vulnerability of paper-based systems to human error during data entry and record-keeping. Furthermore, physical documents hinder easy access to information and resources for administrators, students, supervisors, and coordinators spread across locations. Finally, the manual processes create difficulties in ensuring adherence to institutional requirements for the SIWES programme. In essence, the limitations of the paper-based system necessitate a more efficient and user-friendly solution for managing SIWES at Nasarawa State University.

LITERATURE REVIEW

Adebayo et al.’s (2022) study on the development of a secure electronic Student Industrial Work Experience Scheme (SIWES) placement system addresses the security and efficiency shortcomings of existing manual and automated systems. The research highlights the security vulnerabilities in current systems and proposes a solution that integrates advanced security architectures at both the kernel and application layers. By utilizing modern web technologies and implementing user privilege management and password hashing, the proposed system ensures secure data handling and automation of the placement process. Comprehensive testing, including unit, integration, and system testing, confirms the system’s effectiveness in enhancing data security and operational efficiency, significantly improving upon the vulnerabilities of existing SIWES placement systems.

The importance of the Student Industrial Work Experience Scheme (SIWES) in bridging the gap between theory and practice for engineering and technology students is well-established (Sylvester et al., 2017). However, the traditional manual management of SIWES has faced numerous challenges, including financial constraints, difficulties in securing placements, and lack of proper planning (Ogbuanya et al., 2018; Oladimeji et al., 2017).

The growing number of students and participating departments at Nasarawa State University (NSUK) and other institutions has exacerbated the challenge of placement, often leaving students to find placements themselves (Ogbuanya et al., 2018). To address this, researchers have explored the use of information technology to streamline SIWES processes (Adeyewa, 2015).

Previous studies have proposed various digital solutions for SIWES management. For instance, Adeyewa (2015) advocated for automating placement using enrollment databases, while Babalola et al. (2015) leveraged web-based technology to improve supervision and mentoring. Sylvester et al. (2017) designed a web-based system to automate registration and payment processes. Zachariah & Yabuwat (2016) even developed a cloud-based system for real-time collaboration and supervision.

Limitations of Existing Literature

Recent studies have significantly advanced the digital transformation of SIWES management while beginning to tackle the persistent issue of data security. For instance, Modish Projects (2023) presented a case study on an online SIWES Management Information System (SMIS) at Akwa Ibom State Polytechnic, Ikot Osurua. Although their evaluation—based on user satisfaction surveys and system usage data—demonstrated improvements in efficiency and data access, the study noted that the system’s long-term scalability and the robustness of its security protocols require further investigation. Similarly, Udeozor, Osemeke, and Obamiro (2023) explored how digital transformation can enhance SIWES effectiveness across Nigerian universities. Their work underscores the need for integrated security features; however, it falls short of providing detailed security frameworks, leaving open questions about how sensitive data is fully safeguarded. In the same period, Adebayo et al. (2022) developed a secure SIWES placement system that addressed many vulnerabilities present in earlier systems. Yet, while this approach improves data protection, its testing was largely confined to controlled environments, raising concerns about its performance under real-world, high-traffic conditions. Additionally, Babalola and Ogunyemi (2022) conducted an empirical study on security enhancements in web-based SIWES systems. Although their work highlighted the necessity of advanced security measures, it also revealed that even modern systems can experience gaps in access control and data integrity, pointing to a need for further refinement.

In 2021, several studies contributed to the ongoing digitalization of SIWES management. Adekunle and Akinola (2021) introduced a web-based management system that streamlined processes such as student registration and supervisor allocation. While the system demonstrated clear efficiency gains, it did not incorporate advanced security features beyond basic authentication, leaving the data vulnerable to emerging cyber threats. In parallel, Adetiba et al. (2021) proposed DeepFacematch—a convolutional neural network model for contactless attendance on the e-SIWES portal. This innovation enhanced user functionality by reducing manual attendance procedures; however, its integration with existing legacy systems was not fully explored, and potential security vulnerabilities in the machine-learning component remain a concern. Chukwu (2021) also described the design and implementation of an e-SIWES management system tailored for Nigerian universities. Despite its promising functionality, the study acknowledged limitations in its pilot testing scope and the absence of a comprehensive security audit. An additional study published under “Technologies” (2021) detailed an electronic logbook system for SIWES. Although this solution digitized record keeping, it did not sufficiently address issues such as secure user authentication and consistent network connectivity in remote locations.

ProjectReserve.com (2020) offered an empirical study on an electronic SIWES management system (e-SIWES) that effectively reduced manual processing times and improved communication among stakeholders. Yet, the study admitted that while the system enhanced user experience, it did not integrate robust security measures to prevent unauthorized data access. Ogbuanya et al. (2018) examined the challenges of SIWES in Nigerian universities and identified inefficiencies in the traditional system; however, their research was more diagnostic than prescriptive, providing limited guidance on how digital solutions could fully mitigate these issues—particularly in the realm of data security.

Earlier works laid important groundwork for digital transformation but also revealed critical security shortcomings. Zachariah and Yabuwat (2016) introduced a cloud-based SIWES system that was innovative for its time; however, the system suffered from server downtime and reliability issues, casting doubt on its capacity to handle real-time data securely. Similarly, Oluwatosin (2018) attempted to enhance security by incorporating time and location restrictions, yet the system still encountered significant access control problems, indicating that such measures alone were insufficient to protect sensitive information. Ogunde and Idialu (2019) proposed a recommender system for student placements that effectively streamlined the matching process but did not explicitly discuss the implementation of robust security measures, leaving a gap in how data protection could be achieved. Furthermore, Okojie and Egwue (2013) highlighted challenges within SIWES—particularly in the context of library and information science departments—underscoring the persistent issues in managing SIWES through conventional, often paper-based methods.

Foundational studies provide the theoretical basis for understanding system design and security. Baxter and Sommerville (2011) offered insights into socio-technical systems and the interplay between human and technical elements; however, their work was largely conceptual and did not delve into practical security implementations in SIWES environments. Latour (2005) introduced Actor-Network Theory, a framework that has been instrumental in understanding complex system interactions, but again, this theoretical work did not address the concrete challenges of digital security in educational management systems.

While early studies primarily focused on introducing digital solutions and theoretical frameworks, more recent literature has shifted toward integrating these systems with advanced security measures. Nevertheless, a common limitation across the literature is that many systems either do not provide comprehensive security protocols or are tested in controlled environments that may not reflect real-world challenges. This body of work collectively highlights the urgent need for SIWES management systems that balance functional efficiency with robust, scalable security solutions to protect both institutional and student data.

Theorectical Framework

Socio-Technical Theory

Socio-Technical Theory (STT) provides a comprehensive framework for understanding the interplay between social and technical elements within an organization or system. This theory posits that the successful implementation of a system requires a balanced consideration of both its social context and technical capabilities (Baxter & Sommerville, 2011). In the context of the development of an Electronic Secure Students’ Works Experience Scheme (SIWES) Placement System, STT is particularly relevant.

Actor-Network Theory (ANT)

Actor-Network Theory (ANT) is another valuable theoretical framework for analyzing the development and implementation of the Electronic Secure Students’ Works Experience Scheme Placement System. ANT emphasizes the roles and interactions of both human and non-human actors within a network, treating technology, individuals, and organizations as interconnected entities that influence each other (Latour, 2005).

RESEARCH METHODOLOGY

For this study, the Object-Oriented Analysis and Design Methodology (OOADM) was employed, alongside the Unified Modelling Language (UML), to conduct system analysis and application design. OOADM offers a formal and systematic approach to analyzing and designing information systems. Additionally, the project adopted the object-oriented model as its software development lifecycle model.

The decision to utilize Object-Oriented Analysis and Design Methodology (OOADM) was influenced by several factors, including the nature of the system, the complexity involved in navigating and managing multimedia data, and the necessity for seamless integration of navigation and functionality within the SIWES program. OOADM facilitates the abstraction of object-oriented concepts and provides guidance to developers throughout the development process.

Furthermore, the research process involved a comprehensive review of relevant theories such as the socio-technical theory and the actor-network theory, as well as an examination of related studies sourced primarily from platforms like Google Scholar, ResearchGate, and ProQuest, with a focus on keywords related to SIWES, management system, student assignment. Additionally, the workflow of the SIWES Directorate of Nasarawa State University was analyzed, informing the proposal for the new system.

System Design and Implementation

System Design

Fig 4.1: Use Case Diagram for SIWES Management System

Table 4.1 SIWES Directorate Use case diagram for Administrator

Table 4.2 SIWES Directorate Use case diagram for Student

Table 4.3 SIWES Directorate Use case diagram for Co-ordinator

Table 4.4 SIWES Directorate Use case diagram for Supervisor

Fig. 4.2: Activity Diagram of SIWES Management System

In the Figure 4.2 activity diagram of the SIWES management system, the Administrator first logs into the system. After a successful login, the system directs the administrator to their dashboard where they can set the academic session, register departmental coordinators, and perform other administrative tasks such as assigning supervisors to students, exporting master lists, placement lists, assigning students, setting dates for acceptance letter submissions, and defining the period of attachment for the current session. After the administrator registers coordinators, the system sends a default password to the coordinators’ registered email addresses. Coordinators can then log in to perform tasks such as downloading student templates in xlsx format, uploading xlsx files or registering single students, adding supervisors, and viewing supervisors. Students create an account by validating their Matric Number. The system sends a default password to their email addresses, after which they can log in to perform tasks such as downloading introduction letters, filling out their bank details, and uploading their acceptance letters. Finally, supervisors who have been assigned to students can log into the system to mark the students assigned to them.

Fig 4.3: Entity Relation Diagram (ERDs) for SIWES Management System

The ER diagram illustrates the structure of a database system, for the SIWES Management System. The central entity, “student_details,” stores comprehensive information about each student, including personal details, academic information, and contact information. This entity is connected to several other entities: “coordinator,” “administrator,” and “supervisor_details,” each representing individuals who play a role in the student’s academic journey. The “bank_details” entity links each student to their respective bank, while “states_in_nigeria” indicates the student’s state of origin or residence. Additional entities like “faculty,” “department,” “current_information,” and “closing_date” provide further context about the academic structure and timeframes for the application. Overall, the diagram demonstrates how various entities are interconnected to manage and track student data within the educational system.

Fig 4.4  Data flow Diagram of the SIWES Management System

The Data Flow Diagram depicts the SIWES (Student Industrial Work Experience Scheme) Management System’s data flow at Nasarawa State University. Four main actors interact with the system: Administrators authenticate users, manage student records, supervisor records, coordinator records, and generate reports. Students access and update their records and resources. Supervisors manage their records and assess student performance. Coordinators handle student records, supervisor records, coordinator records, student resources, and generate templates. The central SIWES Database stores and manages all data related to users, records, resources, assessments, and reports. The diagram illustrates the actors’ interactions with various processes within the system and the data flowing to and from the central database.

Figure 4.5: Deployment diagram of the SIWES Management System.

The diagram above illustrates the web application architecture with a load balancing setup. It consists of a database server hosting a MySQL database to store application data. Multiple web/application servers run the PHP application code, serving web pages and handling application logic. A load balancer, which can be a software or hardware component, distributes incoming HTTP/HTTPS requests from client workstations (computers, smartphones, etc.) across the available web/application servers. The load balancer acts as a traffic cop, forwarding requests to the least busy server to improve performance, scalability, and ensure high availability. The web/application servers fetch data from the MySQL database using PDO or ODBC protocols. After processing the request, the servers generate responses which are sent back to the client workstations through the load balancer. This architecture allows for easy scaling by adding more web/application servers to handle increased traffic loads, with the load balancer ensuring even distribution of requests across the servers.

Fig. 4.6: SIWES Management Home Page

Figure 4.6 above shows the landing page of the SIWES Management System. It provides visitors with key information about the site, including navigation to important sections like registration, login, and dashboard. The page has a simple and user-friendly design with clear menus, announcements, and a professional layout. It helps users easily access and understand the system.

Fig. 4.7: Administrator Login Page

Figure 4.7 above shows the Administrator Login page of the SIWES Management System. It allows administrators to securely access their accounts and manage the system.

Fig. 4.8:   Administrator Dashboard

Figure 4.8 above shows the Administrator Dashboard, providing a complete overview of the system. It displays key features, statistics, and management tools for efficient system administration.

Fig. 4.9 : Register Coordinator Page

Figure 4.9 above shows the Register Coordinator page, where administrators can add new coordinators by entering their details into the system.

Fig. 4.10: View Coordinator Page

Figure 4.10 above shows the View Coordinator page, where administrators can see a list of registered coordinators along with their details.

Fig. 4.11: Assigned Student to Lecturer Page

Figure 4.11 above shows the Assigned Student to Lecturer page, where administrators can assign students to lecturers for supervision.

Fig. 4.12: View Student Uploaded Page

Figure 4.12 above shows the View Student Uploaded page, where administrators can view files or documents uploaded by students.

Fig. 4.13: Download Master list, Placement List, Set Session Page

Figure 4.13 above shows the Download Master List, Placement List, and Set Session page, where administrators can download important lists and configure the academic session.

Fig. 4.14: Student Placement Page

Figure 4.14 above shows the Student Placement page, where students can upload their acceptance letters and enter details about their placement.

Fig. 4.15: Coordinator Dashboard

Figure 4.15 above shows the Coordinator Dashboard, where coordinators can manage students, view reports, and oversee the SIWES activities.

Fig. 4.16: Register Student Page

Figure 4.16 above shows the Register Student page, where coordinators can add students to the system by registering them individually or uploading a bulk list for their department.

Fig. 4.17: View Uploaded Student Coordinator Page

Figure 4.17 above shows the View Uploaded Student page, where coordinators can see the list of students they have registered or uploaded into the system.

Fig. 4.18: Coordinator Add Supervisor Page

Figure 4.18 above shows the Coordinator Add Supervisor page, where coordinators can add supervisors to oversee students during their SIWES program.

Fig. 4.19: List Supervisor Registered Page

Figure 4.19 above shows the List Supervisor Registered page, where coordinators can view the list of supervisors who have been registered in the system.

Fig. 4.20: Student Validation Page

Figure 4.20 above shows the Student Validation page, where students can verify their identity before proceeding with their registration in the system.

Fig. 4.21: Student Validated Successful Page

Figure 4.21 above shows the Student Validated Successful page, confirming that a student has successfully verified their identity and can proceed with registration.

Fig. 4.22: Student Email Default Password Page

Figure 4.22 above shows the Student Email Default Password page, where students receive their default login credentials via email to access the system.

Fig. 4.23: Default Password Coordinator Page

Figure 4.23 above shows the Default Password Coordinator page, where coordinators receive their default login credentials to access the system.

Fig. 4.24: Student Login Page

Figure 4.24 above shows the Student Login page, where students can enter their credentials to access the system.

Fig. 4.25: Student Dashboard

Figure 4.25 above shows the Student Dashboard, where students can access their profile, upload documents, view placement details, and manage their SIWES activities.

Fig. 4.26: Student Introduction Letter Sample

Figure 4.26 above shows a sample of the Student Introduction Letter, which is provided to students for submission to their placement organization as an official introduction from the institution.

Fig. 4.27: Student Data Form Page

Figure 4.27 above shows the Student Data Form page, where students can enter and update their personal details, academic information, and bank details required for the SIWES program.

Fig. 4.28: Supervisor Dashboard

Figure 4.28 above shows the Supervisor Dashboard, where supervisors can manage assigned students.

Fig. 4.29: Supervisor Mark Student Page

Figure 4.29 above shows the Supervisor Mark Student page, where supervisors can assess students’ performance and assign marks based on their SIWES activities.

Fig. 4.30: Download Assigned Supervisor Page

Figure 4.30 above shows the Download Assigned Student page, where Supervisor can download a list of students assigned to them.

DISCUSSION

The system provides functionalities tailored for administrators, students, supervisors, and coordinators involved in SIWES. Administrators can authenticate users, view student information, register coordinators/supervisors, assign supervisors, and export data. Students can register, upload documents, and access resources. Supervisors can assess performance and download student lists. Coordinators can download templates, register students, add supervisors, and manage records within their departments. The digital SIWES Management System aims to improve efficiency, user experience, and oversight across all aspects of managing the university’s industrial work experience program for students.

Similar to recent works by Adebayo et al. (2022), Modish Project (2023), and ProjectReserve.com (2020), this study aims to automate and streamline the SIWES management processes using modern web technologies. It provides functionalities tailored for various stakeholders, akin to other proposed solutions. However, this work explicitly addresses the gap in robust security measures, prioritizing security considerations in the SIWES Management System’s design and implementation.

By building upon the objectives of automating SIWES management processes shared by previous works, this study addresses the critical gap of security concerns, incorporates theoretical foundations, employs rigorous methodologies, and tailors the solution to the specific institutional context of Nasarawa State University, Keffi, distinguishing it from other studies in the field.

However, a major gap identified in the literature review is the lack of emphasis on robust security measures in many of the existing systems. This work explicitly addresses this gap by prioritizing security considerations in the SIWES Management System’s design and implementation. Potential security features incorporated could include user authentication, data encryption, access control mechanisms, secure communication protocols, and other industry-standard security practices, although the specific measures are not detailed in the provided document.

Additionally, this work distinguishes itself by grounding the system’s design in established theoretical frameworks like Socio-Technical Theory and Actor-Network Theory, providing a solid conceptual foundation lacking in some previous studies. The adoption of the Object-Oriented Analysis and Design Methodology (OOADM) and Unified Modeling Language (UML) demonstrates a rigorous and systematic approach to system analysis and design, ensuring a well-structured and maintainable codebase.

In summary, while building upon the objectives of automating SIWES management processes shared by previous works, this study addresses the critical gap of security concerns, incorporates theoretical foundations, employs rigorous methodologies, and tailors the solution to the specific institutional context of Nasarawa State University, Keffi, distinguishing it from other studies in the field.

SUMMARY

This research describes the design and implementation of a web-based SIWES (Student Industrial Work Experience Scheme) Management System for Nasarawa State University, Keffi. The system aims to replace the inefficient paper-based processes currently used to manage SIWES with a digital solution. It outlines the system requirements, design using UML diagrams, and implementation details including user interfaces for administrators, students, coordinators, and supervisors. The web-based system utilizes technologies like HTML, CSS, JavaScript, PHP, and MySQL to streamline SIWES management processes and improve efficiency.

CONCLUSION

The implementation of the web-based SIWES Management System represents a significant stride towards streamlining and enhancing the efficiency of the Student Industrial Work Experience Scheme at Nasarawa State University, Keffi. By leveraging modern web technologies and adopting a structured system design approach, this digital solution addresses the key limitations of the conventional paper-based system. The SIWES Management System provides a centralized platform that facilitates seamless coordination among administrators, coordinators, supervisors, and students. Features such as user authentication, data management, supervisor assignment, and resource sharing contribute to an improved user experience while ensuring compliance with institutional requirements. Through this system, administrators can effectively oversee the entire SIWES program, coordinators can manage student registrations and supervisor assignments, supervisors can assess student performance, and students can access essential resources conveniently. The elimination of manual processes and the implementation of security measures safeguard data integrity and confidentiality.

RECOMMENDATION

Areas of Application of Work

The SIWES (Student Industrial Work Experience Scheme) Management System developed in this project can be applied not only at Nasarawa State University, Keffi but also at other universities and institutions that offer similar industrial training programs for students. The web-based nature of the system allows for easy adaptability and scalability across different educational environments.

Suggestions for Further Work

Based on the work done in developing the SIWES Management System, the following are recommended for further research and development:

1. Explore the integration of the system with other university management systems, such as student information systems or learning management systems, to create a more comprehensive and unified digital ecosystem.
2. Investigate the implementation of advanced features, such as machine learning algorithms, to assist in tasks like optimal supervisor-student matching or predictive analytics for performance evaluation.
3. Conduct long-term studies to assess the system’s impact on the overall efficiency and effectiveness of the SIWES program, including potential cost savings and improvements in student learning outcomes.
4. Adapt the system for use in different educational settings, such as vocational training institutes or industry-specific internship programs, to understand how it can be tailored to meet diverse needs.
5. Enhance the system’s functionality by incorporating additional features like online collaboration tools, virtual industrial visits, or industry-academia networking platforms to further enrich the SIWES experience.

REFERENCES

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