TAMALE POLYTECHNIC

DEPARTMENT OF INFORMATION AND COMMUNICATION

TECHNOLOGY

HND YEAR TWO (2) SEMESTER TWO (2)

REPORT ON ONE MONTH SUPERVISED INDUSTRIAL

ATTACHMENT AT
KPONE METHODIST BASIC SCHOOLS

BY

DEBRAH ISAAC OFFEI

MATRIC NUMBER

08130971

SUPERVISED BY
MR ISSAH GIBRILLA
CHAPTER 1
1:1 Introduction

As a part of the curriculum, industrial attachment is an indispensable section to the

Polytechnic, Department of Information and Communication Technology, Tamale campus.
The second semester of every second year will not be completed without the Industrial
attachment. The attachment period is usually a maximum of eight weeks, during which the
students are expected to acquire additional practical experience to supplement their course of
study in the Polytechnic. In this section, students are also exposed to the real world of work
and its challenges which will prepare them towards their future careers.

This report is the outcome of the Four weeks practical experience I had at Kpone Methodist
Basic Schools in the Greater Accra region of Ghana. It is said to be a supervised programme it
forms a major component in the curriculum of the Polytechnic. And therefore, needs great
effort and hard work to pass part of the curriculum.

1.2 Objectives of The Industrial Attachment

The main objective of the attachment is to fulfil the following:

Enable students the ability to transform knowledge into people, society and the country at
large.

To provide students with an opportunity to apply knowledge in real work situation thereby
closing the hole between intellectual and practical work.

To make evolution from school to the workforce efficiently and effortlessly

To entree the interest of the student in the occupation he/she plans to undertake.

To expose students to different environments to learn and improve on both their intellectual
and practical ethics

To prepare the student for effective and dynamic performance at work

To Creating a social network between the Polytechnic and industries, hence paving
employment opportunities to students.

To improve good interpersonal relationship of the student

CHAPTER 2: DESCRIPTION OF THE SCHOOL
2.1 Location and Brief history of the School

Kpone Methodist basic School was established in 1965 with only Twelve (12) people at a
start. The school, which is now one of the top Basic schools in the Tema Metropolis, is fully
control by the government of Ghana.

The school was divided into two parts at its earlier age. They were Kpone Methodist Basic
One and Kpone Methodist Basic Two. This division brought a lot of academic challenges
among the students and the staff at large.

In 2006 and 2010, under the administration of Mr Samuel Kyeisu, Kpone Methodist Basic
School toped most of the top schools in the Kpone Katamanso Municipal.

In 2012 to date, under the administration Mrs Juliana Asante Sarpong, the school has
enormously increased in student population of about 70% as compared to the past years.

Due to the recent changes in the curriculum, the school has dedicated Computer Laboratories
for Primary and JHS respectively, where each laboratory accommodates about 50 computers
for the study of ICT.

The school has worn so many awards in both government and non-governmental competitions
like National Civic Education Competitions, Cargill Sports awards, regional and districts
sports awards and Indomine Sports champions in collaboration with Chelsea Football Club in
2012.

In 2013, both Basic One and Basic Two were merged to form Kpone Methodist Basic Schools
and now with student population of about 2500.

2.2 Mission and Vision of the School

The mission of the school is to build people with integrity and in love, ready to bring
transformation to society and the country at large.

Their motto is Knowledge is Power

Kpone Methodist Basic Schools believes that knowledge is what one needs in order to bring
transformation to everywhere in life.
2.3 Institutional Structure

The view of Academics, the school has Three Levels.

Kindergartens Lower level

Primary Middle level

Junior High Higher level

In view of Social activities, they have Four groups

Sports

Cadet

Cultural troop

Scripture Union

2.4 The various departments in the School and their functions

The School currently have two departments, teaching and Non-teaching staff

Teaching Staff

The teaching staffs includes all class teachers both train and untrained teachers who are in the
school and teaching various subjects as the school allows.

Non-Teaching Staff

The non-teaching staffs include the Headmistress and administrative members in staff.

The non-teaching staffs also include caterers employed to cook for the school children.
CHAPTER 3: MAJOR ACTIVITIES CARRIED OUT

I was assign to as assistant ICT Teacher. My main function was to take students through series
of practical like identifying to students the various parts of the computer, how to locate
information on the internet and how to save information on the internet. All these were done
practically in the computer Laboratory room with the students and less supervision from the
Class Teacher.

I also receive instructions from the Class Teacher about the number of students to
accommodate in the Lab and the maximum time to spend with each group.

Also, I was responsible for making sure that computers are in good working condition and
that internet is working, updates done and antivirus installed on every single computer that is
used in the Lab.

I also assisted other teachers to preparing automated excel sheets for keeping assessments.

For almost a whole week, I dedicated myself and repaired Nine desktops computers which
were not functioning in the Lab.

Apart from the work assigned to me, I mostly takes opportunity in the absence of some
teachers to advice and motivate the pupil to do their possible best to get to the tertiary and
why so.
Chapter 4: KNOWLEDGE ACQUIRED

Though the attachment period was short, I really learned more than I was expecting.
Throughout the attachment period, I worked with the class Teacher as his Teaching Assistant,
terminating LAN cables to be connected Peer to Peer for internet access, or opening and
clearing system units, memories and hard disks.

The attachment has also built my level of confident that there is much I could and can do.

Through asking and answering from some staff members and students, it has reduced the
pressure and frustrations I mostly face when in the position of talking to people or class.

Throughout the attachment period, I also learned how to take instructions and work by it
effectively

During the attachment period, I also learned how to reduce or control pressure at work or at
school
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.
5.1 Summary

As a part of the curriculum, industrial attachment is an indispensable section to the

Polytechnic, Department of Information and Communication Technology, Tamale campus. In
this section, students are also exposed to the real world of work and its challenges which will
prepare them towards their future careers.

Some of the objective of the Industrial Attachment is to enable students the ability to
transform knowledge into people, society and the country at large and to provide students
with an opportunity to apply knowledge in real work situation thereby closing the hole
between intellectual and practical work.

Kpone Methodist basic School was established in 1965 with only Twelve (12) people at a
start. The school, which is now one of the top Basic schools in the Tema Metropolis, is fully
control by the government of Ghana. The school is divided into Kindergartens Lower level,
Primary Middle level and Junior High Higher level.

My major activity was assign to as assistant ICT Teacher and my main function was to take
students through series of practical like identifying to students the various parts of the
computer, how to locate information on the internet and how to save information on the
internet.

Some challenges I encountered was that, there were inadequate computers for the school and
then most off the students have bad concept about ICT as a subject.

Throughout the attachment period, I worked with the class Teacher as his Teaching Assistant
and repairing computers which were not functioning.

As a result to the experienced received, the Industrial Attachment appears to builds, supports
and prepares students for effectiveness at work and therefore needs maximum attention from
both staffs and students.
5.2 Problems and Challenges

The School has a well dedicated computer lab but contains less computers as compared to the
number of students in the school, making teaching and learning uncomfortable.

Also, I realised many of the student do not actually know the importance of bringing ICT into
their syllabus, making them thinks that it is not force to learn and this low spirit of learning
also draws Class teachers back since students show no improvement of understanding.

The attachment period too was very short therefore putting much pressure on me to even get a
place to offer the attachment and to learn much from them.

In the mist of time, I realised the administration itself was not ready to accommodate new
ideas as to how to use technology to substitute man power make it uncomfortable to introduce
to them new ideas.

5.3 Recommendations

Due to challenges previously outlined, it is highly recommendable that schools such as Kpone
Methodist Basics, with high student population be aided with adequate tools and resources
such as computers to enhance performance in the school.

Also, suggest that since the industrial attachment forms a part in the curriculum, there should
be enough time for it than the One month period to help students do their best to work for the
mark associated to it.

Much more, I recommend that the Polytechnic emphasises more on the practical even that the
theories.

I also suggest that, since the industrial attachment is in connection with companies, it should
be considered as labour and that student should be given if not cash, provisions from the
companies to reduce any cost involved during the period of the attachment.

Lastly, the Polytechnic should also put in measures to protect and support students during the
attachment since it is still considered to be part of students assessment in the school.
 TAMALE POLYTECHNIC

DEPARTMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY

Table of Content
Chapter 1: Introduction

1.1 Background

1.2 Objectives

Chapter 2: - Description of the establishment of attachment

2.1 Location and Brief history of establishment

2.2 Objectives of establishment

2.3 Organisational structure (including organogram)

2.4 The various departments and their functions

Chapter 3: Major activities carried out

Chapter 4: Knowledge acquired

Chapter 5: Summary, Conclusions and Recommendations.

5.1 Summary of attachment activities

5.2 Problems encountered during the programme

5.3 Suggestions for improvement of the scheme.