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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE
Introduction:
This module is created in order to guide the work immersion teacher
about the work immersion of Grade 12 Work Immersion students, it covers the
activities that develop work ethics, and values relevant to pursuing further
education. It also shows detailed pre-immersion activities, during immersion
activities, and post immersion activities. Pursuant to DepEd Order No. 30, s
2017, under section 1, paragraph 2, stipulates that work immersion is one of the
course requirements for graduation.
A. Course Description
Work Immersion is one of the course requirements for graduation. A Senior
High School student has to undergo Work Immersion in an industry that directly
relates to the student’s postsecondary goal. Through Work Immersion, the
students are exposed to and become familiar with work-related environment
related to their field of specialization to enhance their competence. Specially, the
students are able to:
i.
ii.
iii.
iv.
Gain relevant and practical industrial skills under the guidance of
industry experts and workers;
appreciate the importance and application of the principles an
theories taught in school;
enhance their technical knowledge and skills;
enrich their skills challenges of employment or higher education
after graduation.
B. Time Requirements
In pursuant of DepEd Order No. 30, s. 2017, the Work Immersion TVL
student is required to take 640 hours (from Grade 9 an finish Grade 11), Grade
12 students may take up another 160 hours. The work Immersion of the
students will take 240 hours.
On their Work Immersion, a work immersion student can choose an option
on the delivery of their work immersion. Below are the recommended Work
Immersion delivery models and description.
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE
DepEd Order No. 30, s. 2017, Section 6
Table 1. Work Immersion Delivery Options
Models
Model A
Model B
Work
Immersion
Hours
80 hours (This
is the
minimum
requirements
for Work
Immersion)
240 hours (80
+ 160 hours)
Learner’s Purpose and
Needs
School
For learners who only need
80 hours of work immersion
Has partners that
only accommodate 80
hours of work
immersion
Optional for learners who:
1. Decide to do more
Work Immersion
hours in the
specialization of their
choice; and
2. Have more Work
Immersion
opportunities
available.
Has several Work
Immersion partners
that can
accommodate all its
learners in the first
and second semester
of Grade 12
Options
1. Learners may start taking a 640 – hour
specialization in Grade 9 and finish Grade
12, s/he may take up another 160-hour
specialization
2. before or after the Work Immersion.
Examples are shown in Models B1 and B2.
3.Learners may start taking a 320-hour
specialization at Grade 11. For Grade 12, s/he
may take up another 160—hour specialization
before or after the work immersion.
Example are shown in Models B1 and B3.
3. Learners may also take up three 160-hour
specializations starting Grade 11. Work
Immersion may be done during the second
semester of Grade 12.
An example is shown in Model B4.
Model C
240 hours
distributed
Optional for learners who:
1. Decide to do more Work
Immersion hours in the
Has Work Immersion
venues but these
cannot accommodate
1. For a 640 – hour specialization, learners may
take the first 320 hours in Grade 11 then
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE
over several
terms
Specialization of their
choice;
2. Have more Work
Immersion opportunity
available; and
3. are enrolled in
specialization that
require more training
hours.
all learners in the 2nd
semester of Grade 12,
hence making it
necessary to spread
out the immersion
over several terms.
have 120 hours of Work Immersion during
summer.
They may then take up 160 specialization hours
during the first semester of Grade 12 and have
40 hours of work immersion during the semestral
break.
Learners may then take up the remaining 160
specialization hours during the second semester
of Grade 12 and have 80 hours of Work
Immersion.
An example is shown in Model C1.
2. Another option for a 640-houor specialization
is for learners to take 320 hours of
specialization in Grade 11 and have 160 hours
of work immersion during summer.
3. S/He may then take up 320 hours of
specialization during the first semester of
Grade 12 and have 80 hours of Work
Immersion during the second semester.
An example is shown in Model C2.
Model D
320 hours
distributed
over several
terms (80 +
240 hours)
Optional for learners who:
1. Are likely to proceed to
the employment after
basic education;
2. Decide to do more Work
Immersion hours in the
specialization of their
choice; and
3. Have work immersion
opportunities available to
them.
Has partners who
have more work
immersion slots
Has select learners
who are ready for
more training in the
workplace
1. For a 480-hour specialization and work
immersion for 320 hours, learner may take
up 320 specialization hours in Grade 11 and
have 80 hours of Work Immersion during
summer.
S/He may then take the remaining 160
specialization hours in the first semester of Grade
12 and have 240 hours of Work Immersion
during summer.
A sample is shown in Model D1 below.
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE
2. Learners may finish a 320-hour specialization
in Grade 11 and have 40 hours of Work
Immersion during summer
Leaners may then continue their Work Immersion
in the 320-hour specialization in the first
semester of Grade 12 for 240 hours and during
semestral break for 40 hours.
S/He may then take up another 160-hour
specialization during the second semester of
Grade 12.
A sample is shown in Model D2.
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE
C. Delivery Mode for School Year 2020-2021
Employing the different learning modalities or blended learning
approach which combines technology-based, e-learning, distance learning,
and traditional classroom-based methods, all schools shall ensure the
acquisition of the academic requirements for SHS without scarifying the
standards of quality education, and safety and security of learner and
teachers.
The activities in all tracks can be performed in different schemes which
include in-school, home-based, community-based and school-industry
partnership.
DM-CI-2020-00085 GUIDELINES FOR
Implementation During Crisis Situation
WORK
Different Schemes
Description
In-School
The School shall provide a mock environment
given
the
available
school
facilities.
Arrangements shall be made between the
school management and parents/guardians.
Guided by the learning competencies, SHS
learners will perform the activities.
IMMERSION
Health Protocol
needs to be followed
The learners shall ensure
to secure the following
documents;





Ang paaralan ay magtatalaga ng isang
kapaligiran at kondisyon na may pag-ayon sa
kung anumang kagamitan at pasilidad na
mayroon ang institusyon. Isang kasunduan
ang gagawin sa pagitan ng administrasyon ng
paaralan at ng mga magulang o tagapagalaga. Ang kasunduan ay alinsunod sa
kakayanan sa pag-aaral ng baiting na
tinutukoy. Ang mga mag-aaral ng Senior High
School ay inaasahan na maisagawa ang mga
sumusunod na kaukulang gawain
-
Certification from RHU
certified by Brgy.
Doctor
Medical Certificate
Parents’ Consent
Wear PPE (Face
Shield, Face Mask)
Thermal Scanner (C/o
Guard on duty)
Ang mag-aaral ay
kailangang magpasa
ng kaulang
dokumento;



Sertipiko mula sa
Rural Health Unit
ng kanilang
barangay na may
lagda at may
patunay ng Brgy.
Doctor
Sertipikong
Medikal na
nagsasaad na ang
bata ay may
kakayanang
pisikal upang
magpatuloy sa
gawain.
Pahintulot ng
Magulong
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE

Home-based
The learners shall perform their activities at
Home but will be monitored regularly by the
SHS teacher. This scheme is applicable only
for learners with available materials, tools, or
devices that can be used to demonstrate their
competencies. Guided by the learning
competencies, the teacher and learners need
to select the activities to be performed
Ang mga bata ay isasakatuparan ang mga
tinakdang Gawain sa kanilang tirahan, at ito
ay may regular na pagsubaybay ng kanilang
guro sa SHS. Ang panukala na ito ay maari
lamang sa mga mag-aaral na may kakayanan
sa mga kagamitan tinalaga para maipakita
ang inaasahang pagkatuto. Ang mga gawain
na kailangang maisakatuparan ng mag-aaral
ay dapat ayon sa pinagkasunduan ng guro at
mag-aaral, at kailangang umaayon sa
kakayanan sa pag-aaral na itinalaga ng
kagawaran.
Mga kasuotang
pang-kaligtasan
(Face Shield, Face
Mask)
The learners shall ensure
to secure the following
documents;


Signed
agreement
form from
parents.
Proper
documentation
of activities
done.
Ang mga mag-aaral ay
inaasahang
magsumite ng mga
sumusunod na
dokumento:
-
Community-based
The school may arrange with the government
and non-governmental organizations, such as
local government unit or private sector, the
necessary environment. They can participate
in
government’s
projects,
community
development activities, and other relevant
community projects guided by the learning
competencies.
Ang paaralan ay makikipag-ugnayan sa
pampublikong tanggapan o sa mga pribadong
organisasyon, tulad ng mga lokal na
pamahalaan, upang maitalaga ang tamang
kapaligiran para maisakatupran ang gawain.
Maaaring makilahok sa mga pampublikong
proyekto
at
gawain,
at
iba
pang
mahahalagang Gawain na ginagabayan ng
mga kakayanan sa pag-aaral.
Nilagdaang
kasunduan
mula sa mga
magulang
Mga talaan ng mga
mga gawaing natapos.
The learners shall ensure
to secure the following
documents
 Certification from
RHU certified by
Brgy. Doctor
 Medical
Certificate
 Parents’ Consent
 Wear PPE ( Face
Shield, Face
Mask)
 Thermal Scanner
(C/o Guard on
duty)
 MOA from
partner.
Ang mag-aaral ay
kailangang magpasa
ng kaulang
dokumento;
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE




School and Industry
Tie-up
The school and partner institution shall
arrange the needed environment of learners
provided that physical distancing is observed
at all times.
“Ang paaralan at ang kanyang mga katuwang
na institusyon ay kinakailangang magsaayos
ng kinakailangang kondisyon para sa mga
mag-aaral, at kailangang may ‘physical
distancing.’.”
Sertipiko mula sa
Rural Health Unit
ng kanilang
barangay na may
lagda at may
patunay ng Brgy.
Doctor
Sertipikong
Medikal na
nagsasaad na ang
bata ay may
kakayanang
pisikal upang
magpatuloy sa
gawain.
Pahintulot ng
Magulong
Mga kasuotang
pang-kaligtasan
(Face Shield, Face
Mask)
The learners shall
ensure to secure the
following documents;
 Certification from
RHU certified by
Brgy. Doctor
 Medical Certificate
 Parents’ Consent
 Barangay
Clearance for
essential workers
 Wear PPE ( Face
Shield, Face Mask)
 Thermal Scanner
(C/o Guard on
duty)
 MOA from
partner.
Ang mag-aaral ay
kailangang magpasa
ng kaulang
dokumento;


Sertipiko mula sa
Rural Health Unit
ng kanilang
barangay na may
lagda at may
patunay ng Brgy.
Doctor
Sertipikong
Medikal na
nagsasaad na ang
bata ay may
kakayanang
pisikal upang
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE



magpatuloy sa
gawain.
Pahintulot ng
Magulong
Mga kasuotang
pang-kaligtasan
(Face Shield, Face
Mask)
Thermal Scanner
(c/o Guard on
duty)
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE
UNDERSTANDING WORK IMMERSION
EXPECTED BEHAVIOR
Being part of an organization requires a good behaviour. You are expected to behave
according to the organization’s norms and culture. Even the part time worker is
expected to working well as part of a team or group. Team work is essential to a
successful outcome in a group. Most employers appreciate those who can work well
with others. A positive attitude toward co-workers, the workplace, and the tasks of
the job is one of the most important aspects a worker should possess. As an employee,
you also expected to have a clean and suitable appearance, considering to the job
you do. In a workplace, you are also expected to respect others and respect for
individual differences. Being on time for work indicates that the worker loves what
he is doing. Lastly, be polite and helpful to anyone most especially clients. Listed
below are the attitude and behaviour needed for a successful organization.
1. WORK ETHICS
Work ethic is a belief that hard work and diligence have a moral benefit and an
inherent ability, virtue or value to strengthen character and individual abilities.[ It is a
set of values centered on importance of work and manifested by determination or
desire to work hard. Social ingrainment of this value is considered to
enhance character through hard work that is respective to an individual's field of
work.
2. SAFETY IN THE WORKPLACE
Occupational Safety and Health (OSH), also commonly referred to as occupational
health and safety (OHS), occupational health, or occupational safety, is a
multidisciplinary field concerned with the safety, health, and welfare of people
at occupation. These terms also refer to the goals of this field, so their use in the sense
of this article was originally an abbreviation of occupational safety and health
program/department etc.
The goal of an occupational safety and health program is to foster a safe and healthy
occupational environment. OSH also protects all the general public who may be
affected by the occupational environment.
In common-law jurisdictions, employers have a common law duty to take reasonable
care of the safety of their employees. Statute law may, in addition, impose other
general duties, introduce specific duties, and create government bodies with powers
to regulate occupational safety issues: details of this vary from jurisdiction to
jurisdiction.
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3. WORKPLACE RIGHTS AND RESPONSIBILITIES
Republic Act 11059 Section 4: Duties and Rights of Employers, Workers, and Other
Persons
A. Duties of Employers. – Every employer, contactor or subcontractor, if any, and any
person who manages, controls or supervises the work being undertaken shall:
1. Equip a place of employment for workers free from hazardous conditions that
are causing or are likely to cause death, illness or physical harm to the workers.
2. Provide complete job safety instruction and proper orientation to all workers
including, but not limited to, those relating to familiarization with their work
environment.
3. Ensure that, so far as is reasonably practicable, the chemical, the physical and
biological substance and agents, and ergonomic and psychological stresses
under their control are without risk to health when the appropriate measures of
protection are taken.
4. Use only approved specific industry set of standards of devices and equipment
for the workplace, as applicable.
5. Comply with OSH standards including training, medical examination, and when
necessary, provisions on protective and safety devices such as PPE and machine
guards. Training for workers shall include health promotion, hazards associated
with their work, health risks involved or to which they are exposed, preventive
measures to eliminate or minimize risks, steps to be taken in cases of emergency,
and safety instructions for the jobs, activities and tasks to be handled by workers.
6. Make arrangements for workers and their representatives to have the time and
resource to participate actively in the process of organizing, planning and
implementation, monitoring, evaluation and action for improvement of the OHS
management system.
7. Provide, when necessary, for measures identifying training and drills, evacuation
plans, etc., to deal with emergencies, fires and accidents including first aid
arrangements.
8. Comply with all reportorial requirements of the OSH standards; and
9. Register establishment to DOLE as provided under the OSH standards.
B. Duties of Workers – Every worker, in order to ensure compliance with OSH
standards shall;
1. Participate in the capacity building activities on safety and health and other OSH
related topics and programs.
2. Proper use of all safeguards and safety devices furnished for workers’ protection
and that of others.
3. Comply with instructions to prevent accidents or imminent danger situations in
the workplace.
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4. Observe prescribed steps to be taken in cases of emergency including
participation in the conduct of national or local disaster drills; and
5. Report to their immediate supervisor or any other responsible safety and health
personnel any work hazard that may be discovered in the workplace.
C. Duties of Other Persons – Any other person, including the builder or contractor
who visits, builds, renovates or installs devices or conduct business in any
establishments or workplace, shall comply with the provisions of this Rules and all
other regulations issued by the Secretary of Labor and Employment.
4. Confidentiality in the workplace
Confidentiality in the workplace is rule number one in the book of business etiquette.
Not only are you showing your customers, clients and employees a level of common
courtesy by protecting their data, but you're also fulfilling your legal responsibility to
prevent sensitive information from being leaked.
5. Effective conflict resolution
Conflict resolution is a way for two or more parties to find a peaceful solution to a
disagreement among them. The disagreement may be personal, financial, political, or
emotional. When a dispute arises, often the best course of action is negotiation
to resolve the disagreement.
Work Immersion Rules and Regulations
1. Work Immersion consists of 80 hours of hands-on-experience or work simulation
which is scheduled for no more than eight (8) cumulative or consecutive hours per
day.
2. The work immersion shall be allowed only between 8:00 o’clock in the morning and
5:00 o’clock in the afternoon.
3. Work immersion for students below 15 years old and with permission from their
parent or guardian, shall not be longer than four (4) hours in any given day.
4. Work immersion shall in no case result in the replacement of or diminution of benefits
of the workers in the partner enterprise / company.
5. SHS students regardless of age shall not be allowed for work immersion in industries
and activities considered as HAZARDOUS in accordance with DOLE Department Order
No. 149 series of 2016.
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6. Work Immersion Evidence Compilation
Learners should take a picture wherein S/He demonstrate competencies during
the process of their work immersion. Learners should prepare comprehensive
student portfolio that shows learning and relevant experiences related to their
tracks.
What is Comprehensive Student Portfolio?
Comprehensive Student Portfolio is a collection of learners work that can
demonstrate learning and be used as an effective assessment tool. A simple
collection of teachers identified leaners assignments to a more complex
learner-driven product demonstrating learning standards with the teacher
evaluating mastery of content for a grade. Below is the portfolio content need
to observe;
CONTENT OF PORTFOLIO
I. Title Page
II. Acknowledgment
III. Introduction
-
Objectives of work immersion place
Descriptive of work place
IV. Immersion Experience
- Daily journals with picture (learning engagement and challenges)
V. Post Immersion
-
Portfolio rubric and work immersion
Performance appraisal
Reflection (Work immersion experience)
VI. Appendices
-
DTR
Certificates
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GSCNSSAT – WORK IMMERSION LEARNER’S GUIDE
ANNEXES1.1
Terms and condition of the Memorandum of Agreement
MEMORANDUM OF AGREEMENT FOR WORK IMMERS1ON PARTNERSHIP
This Memorandum of Agreement is entered into this 2nd day of October 2019 at Gen. Santos
City by and between:
The GENERAL SANTOS CITY NATIONAL SECONDARY SCHOOL OF ARTS AND TRADES, with
School Identification Number
a public high school, with principal address at
Tiongson St., Lagao, Gen. Santos City represented in this Agreement by its PRINCIPAL,
MARILYN E. CATEQUISTA, FILIPINO of legal age, and hereinafter referred to as the SCHOOL;
-and<NAME OF COMPANY>, a duly registered <CORPORATION, PARTNERSHIP, SOLE
PROPRIETORSHIP> operating under the laws of the Philippines, with principal address at
represented in this Agreement by its <Position>, <NAME>,
of legal age, hereinafter
referred to as the "COMPANY',
WITNESSETH:
WHEREAS, the Department of Education of the Philippines, hereinafter referred to as
"DepEd", is the primary government instrumentality mandated to formulate, implement, and
coordinate policies, plans, programs, and projects in the areas of formal and non-formal basic
education; supervise all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provide for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to
the goals of national development;
WHEREAS, the DepEd has introduced the K to 12 basic education reform program that
includes Senior High School, hereinafter referred to as "SHS", with the major objective of
ensuring that graduates of basic education are ready for employment, entrepreneurship, and
higher learning;
WHEREAS, the SHS curriculum can be customized at the local levels to take into consideration
the needs of local industries and the labor market;
WHEREAS, DepEd believes that for the effective delivery of SHS instruction, there is a need
for school-industry partnerships that will provide the school the necessary expertise and
venue for practical, on-the-job, enterprise-based training for SHS learners;
WHEREAS, DepEd will start full implementation of SHS in School Year 2016-2017;
WHEREAS, the SCHOOL is among those that will offer SHS to students in the community to
carry out DepEd's objectives for SHS as spelled out above;
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WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work Immersion
Partnership with the COMPANY;
WHEREAS, the COMPANY operates in the area where the School is located and has offices,
facilities, project sites, and expertise that it can make available to the School for purposes of
student Work Immersion;
WHEREAS, the COMPANY considers going into a Work Immersion partnership with the School
as part of its mission to create a positive impact on the community, especially the young
people;
WHEREAS, the COMPANY may avail itself of the revenue regulation no. 10 s. 2003
implementing the tax incentives provision of R A. 8525 otherwise known as the Adopt-ASchool Act of 1998;
WHEREAS, the SCHOOL and the COMPANY hereinafter collectively referred to as "PARTES",
undertake to collaborate for the successful implementation of the SHS in <Municipality>
cognizant of the need for special protection of the child and with the best interest of the SHS
learner at heart;
NOW, THEREFORE, for and in consideration of the foregoing premises, the PARTIES hereby
agree as follows:
DESCRIPTION OF THE WORK IMMERSION PROGRAM
With the passage of the Enhanced Basic Education Act of 2013 or Republic Act 10533, DepEd
was tasked to implement the K to 12 Program, essentially adding two (2) years of
specialization within the Basic Educational System;
DepEd designed the implementation of RA 10533 within the framework of increased
community involvement in the learner's experience;
With this premise, DepEd offers venues for various stakeholders to participate in the
implementation of RA 10533 and, the same offer, accepted by the PARTIES herein;
The Work Immersion Program is one of the course requirements for graduation. A SHS
student has to undergo Work Immersion in a business organization or establishment with
work requirements related to the specialization. Through Work Immersion, the students are
exposed to and are familiarized with the work environment related to their field of
specialization. Specifically, the students are able to:
l. Appreciate the importance and application of the principles and theories learned
in school.
2. Enhance their technical knowledge and skills.
3. Enrich their skills in communications and human relations.
4. Develop good work habits, attitudes, appreciation and respect for work
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1. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP
The Work Immersion Partnership has the following objectives:
l. To supplement the formal curriculum of the SHS program with special inputs from the
COMPANY experts and practitioners in order to align the SHS program with work
standards.
2. To develop in the students of the SHS program the knowledge and skills that are
relevant to the needs of the job market in the area.
3. To provide SHS students relevant learning experiences by giving them exposure to the
actual workplace setting.
4. To form Work Immersion Partnership between SCHOOL and the COMPANY, allowing
the students, faculty, and staff of the schools concerned the use of and access to the
COMPANY workplace and equipment as part of their Work Immersion Program.
11.
RESPONSIBILITIES OF THE PARTIES
A. Join Responsibilities
Both the SCHOOL and the COMPANY shall:
1.
Create a joint working group that will prepare the action plan to operationalize
the partnership.
2.
Form a joint steering committee to monitor the progress of the partnership
and to make sure that the provisions of this Memorandum of Agreement (MOA) are
met.
3.
Adhere to all laws, memorandums, and circulars especially those pertaining to
child protection as provided for in the Guidelines for Work Immersion (Guidelines).
4.
Develop the students' Work Immersion module specifying goals and
objectives, desired outcomes of the program and how these outcomes will be
achieved, also noting the specific knowledge, skills, attitudes, and competencies that
the student should acquire after completing the program. (See Annex A and Annex C
of the Guidelines.)
5.
Develop a Work Immersion Daily Schedule of Activities that will be followed
by the students during the whole duration of the Work Immersion Program. (See
Annex C of the Guidelines.)
6.
Formulate local school Work Immersion policies and guidelines on selection,
placement, monitoring, and assessment of students (Immersion participants) to
ensure that each student is assigned to an Immersion partner matched to his/her
desired track, qualifications, and aptitude.
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B. Responsibilities of the School
The SCHOOL shall:
1.
Identify and indicate the SHS track/s, strand/s, and/or specialization/s which
will be the subject of the partnership.
2.
Make the needed adjustments to contextualize the SHS subjects based on
inputs from the COMPANY.
3.
Designate a person in charge of coordinating with the COMPANY and
supervising the activities of the students for the duration of the Work Immersion
Program.
4.
Provide insurance coverage for learners during the work Immersion program.
5.
Continue to exercise its Special Parental Authority under the Family Code over
the Senior High School student under immersion in the premises of the partner.
6.
Monitor each student's progress throughout the duration of the entire work
immersion program so as to make sure that the tasks assigned to each student are
meaningful, challenging, and applicable to his/her particular programs, and are able
to maximize the quality of the learning experience.
7.
Provide the CONIPANY an evaluation tool for the students' Immersion
performance.
8.
Issue a final grade to the student upon completion of the requirements within
a prescribed period.
9.
Ensure that the student will adhere to the nondisclosure policies of the
COMPANY as agreed to by the School.
10.
Provide signed Consent forms from the parents as applicable.
11.
Provide the COMPANY a Certificate of Participation in the SHS program for
whatever purpose it may serve.
12.
Execute a deed of acceptance as a way of recognizing and acknowledging the
donation/s received from the COMPANY
13.
Review, facilitate, and endorse the application of the COMPANY to avail of the
tax incentives/exemption as specified m the R A. 8525 otherwise known as The AdoptA-School Act of 1998
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C. The Company shall:
1.
Assign a competent Immersion Coordinator from the COMPANY to liaise with
the School and supervise the students without prejudice to the special parental
authority of the school, its administrators, and teachers for the duration of the Work
Immersion program so as to ensure efficient implementation of all stages of the
program.
2.
Provide inputs into the curriculum through the discussions or workshops that
DepEd will organize.
3.
Lend its expertise by making available its resident resource persons to provide
training to the students
4.
Allow
the
students
to
be
deployed
to
the
different
sections/departments/project sites of the CONPANY based on the Work Immersion
Daily Schedule of Activities.
5.
Agree to the required number of hours of the immersion program set under
the DepEd SHS curriculum. (See Annex A of the Guidelines.)
6.
Provide immersion opportunities for <number of students> students for
<School Year>.
7.
Provide students with an orientation about the COMPANY, its line of business,
and the work its employees do, and expose them to the various stakeholders of the
community in which the COMPANY operates for the students to get a holistic
understanding of its business.
8.
Similarly ensure that students undergo training related to their course, and
provide the students with work or activities based on the activities listed in the
prescribed template for the Immersion Program of Activities (Annex C of the
Guidelines).
9.
Make its workplace and facilities available to students and teachers, and shall
similarly take all necessary action to ensure the safety of students within their areas
of operation at all times, which shall include, but shall not be limited to, the provision
for Personal Protective Equipment (PPE), if applicable. Ensure that the students will
not be exposed to hazardous materials and working environment throughout the
duration of the immersion.
10.
Evaluate students' performance in the Immersion venue by accomplishing
provided evaluation tool.
11.
Issue a Certificate of Completion to the student trainees upon satisfactory
compliance with all requirements of the program.
12.
Execute a deed of donation in favor of DepEd for the completed Work
Immersion Partnership
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13.
Submit to the Adopt-A-School Program Secretariat all pertinent documents in
support of the amount specified/claimed for the tax exemption application of the
COMPANY
III. EFFECTIVITY
This agreement shall hold for the duration of the <from year-to year> Academic
School Year and is renewable every year. The COMPANY and the SCHOOL shall submit their
intention for renewal of this agreement through formal notice within thirty (30) days before
the expiration of this Agreement.
The COMPANY and the SCHOOL reserve their respective rights to terminate their
participation in the agreement through formal written notice within thirty (30) days before
the effectivity of the termination. Both parties shall tum over all deliverables agreed thereto
in the Work Immersion Program. Termination shall be subject to the mutual agreement
between the parties.
A material breach of the Work Immersion Guidelines and/or this MOA shall constitute
a ground for termination of the MOA, in whole or in part, by the aggrieved party, without
prejudice to other legal remedies.
IV. LIABILITY
The school, its administrator, and teachers exercising authority and supervision over
the Senior High School Student undergoing Immersion in the premises of the partner may be
held accountable for the student's acts.
Each law party shall answer for losses and damages arising from any accident, act, or
omission directly attributable to its fault or negligence, which may cause death or bodily
injury to any persons, or loss or damage to property, by or on account of the performance of
the respective obligations by the parties pursuant to this Agreement. Such responsibility shall
continue to remain that of the responsible party's even after the termination of this
agreement, if such losses and damages were incurred during the effectivity of this
agreement.
DepEd shall not be liable for opportunity losses of the Company during the duration
and after the termination of this agreement.
V. NONDISCLOSURE PROVISION
It is expressly understood by DepEd and the students that all information on
technology, manufacturing process, process standards, quality assurance methodologies,
quality standards, production capabilities, raw material purchasing, marketing, finance, and
all other related documents, manuals, operational, and technical matters that the Company
shall make available to them shall be used for the sole purpose of student training. All of
these matters are classified as confidential in nature and proprietary to the Company and
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thereby each student hereby undertakes to prevent transfer of such information by any of
its members to any party outside of the Company.
VI. OWNERSHIP OF OUTPUT AND INTELLECTUAL PROPERTY
Intellectual properties developed by the student as part of his or her regular Work
Immersion in the COMPANY and their corresponding copyrights and/or patents shall belong
to the COMPANY
Intellectual properties developed by the student outside of his or her regular Work
Immersion duties in the COIVIPANY and their corresponding copyrights and/or patents shall
belong to the student, even if the student used the time, facilities, materials of the
COMPANY, unless otherwise stipulated in a separate agreement between the student and
his or her parent or guardian and the COMPANY
The above provisions shall apply in proportion to the intellectual properties
developed by the student in case intellectual property is jointly developed by the student
with an employee or personnel of the COMPANY, unless otherwise stipulated in a separate
agreement between the student and his or her parent or guardian and the COMPANY.
V. OTHER PROVISIONS
It is expressly understood by the PARTIES that the Company is not obliged to pay wage
or salary since no employer-employee relationship exists between them. However, the
Company is not precluded from providing the student with any monetary or financial
assistance in the form of transportation fee, food allowance, etc.
In determining the existence of an employer-employee relationship, the following
elements are considered: (1) the power to hire; (2) the payment of wages; (3) the power to
dismiss; and (4) the power to control the employee's conduct, with the control test generally
assuming primacy in the overall consideration.
No employer-employee relationship exists between the student and the partner in
work immersion if all the following criteria are met:
1. The training, even though it includes actual operation of the employer's
2.
3.
4.
5.
6.
facilities, is similar to training provided in an educational program.
The training is for the benefit of the student.
The student does not displace regular employees, and works under close
supervision.
The students are not entitled to a job at the conclusion of the training period
and are free to take jobs elsewhere in the same field
Any clinical training is performed under the supervision and direction of people
who are knowledgeable and experienced in the activity.
The training is general, and qualifies the student to work in any similar
business. It is not designed specifically for a job with the employer that offers
the program.
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7. The screening process for the Immersion program is not the same as for
employment, and does not appear to be for that purpose. The screening only
uses criteria relevant for admission to an Independent educational program.
8. Advertisements, posting, or solicitations for the program clearly discuss
education or training, rather than employment, although employers may
indicate that qualified graduates may be considered for employment.
FOR THE SCHOOL:
FOR THE COMPANY
WITNESSED BY:
APPROVED BY:
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ANNEX 1.2 – Sample Portfolio frontpage
Sample Title Page
TITLE ( Work Immersion Experience at Banawheels Autocenter)
(4 spaces)
_______________________________________
(3 spaces)
Work Immersion Portfolio
Submitted to the Senior High School Department
General Santos City National Secondary School of Arts and Trades
(3 spaces)
________________________________
(3 spaces)
In partial Fulfillment of the Requirement for Work Immersion, TVL – Industrial Arts
Automotive Servicing
(7 spaces)
Name of Student
(2 spaces)
Date (Month, Year)
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ANNEX 1.3 PORTFOLIO RUBRICS
CRITERIA
10
PORTFOLIO RUBRIC
9
8
7
Portfolio contains
some of required
material/part
Portfolio contains
little of the
required
material/part
Portfolio shows
some attempt at
organization. A
reader has
difficulty finding
things
Show random
student progress
and some
knowledge
Errors in spelling ,
punctuation are
numerous
Contents
Portfolio contains
all of the required
material/part
Organization
Portfolio is
completely and
neatly organized.
A reader can
easily find things
Portfolio contains
most of the
required
material/part
Portfolio is well
organized. A
reader has little
difficulty finding
things
Show student
progress and
knowledge
Show student
progress and
some knowledge
There are no
errors in spelling ,
punctuation or
grammar
All reflections
include insights
and personal
reaction are
related to work
immersion
There are few
errors in spelling ,
punctuation
Show some
student progress
and some
knowledge
Errors in spelling ,
punctuation are
evident
Most of the
reflections
include insights
and personal
reaction are
related to work
immersion
The portfolio
helps
demonstrate
student’s skills,
abilities, and
knowledge
Some of the
reflections
include insights
and personal
reaction are
related to work
immersion
The portfolio
does little to
demonstrate the
student’s skills,
abilities, and
knowledge
Documentation
(Pictures)
Technical
Personal
Reflection
Overall Portfolio
Impact
The portfolio
demonstrates
well the student’s
skills, abilities,
and knowledge
Portfolio is fairly
well organized. A
reader may have
little difficulty
finding things
Few of the
reflections
include insights
and personal
reaction are
related to work
immersion
The portfolio
does not
demonstrate the
student’s skills,
abilities, and
knowledge
TOTAL
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SCORE
ANNEX 1.4
CRITERIA FOR WORK IMMERSION
Weight
CRITERIA
1. Work Immersion Teacher
a. Attendance (Before and after work immersion)
b. Company’s Feedback
35%
c. Timeliness/Promptness (submission of requirements)
2. Work Immersion Supervisor (Company)
(Refer to Work Immersion Evaluation Form)
3. Portfolio
15%
50%
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ANNEX 1.5
WORK IMMERSION
DAILY TIME RECORD
Name of Student: _________________________________ Track: ____________
Delivery Mode: [ ] In School [ ] Home-based [ ] Community-based [ ] Industry
Name of Industry: ________________________________ Strand: _____________
No
Date
Morning
Afternoon No. of Work Immersion
In
Out In Out Hours In-Charge (Signature)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Prepared by:
_____________________________
Name and Signature of student
Checked by:
_____________________________
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ANNEX 1.6
DAILY JOURNAL TEMPLATE
Name of Student: _________________________________ Track: ____________
Delivery Mode: [ ] In School [ ] Home-based [ ] Community-based [ ] Industry
Name of Industry: ________________________________ Strand: _____________
Task: ___________________________________________________
Total equivalent Time: ________________________
Note: Daily or Per tasks capture as proof of evidence.
Picture
Brief discussion of task
Prepared by:
_____________________________
Name and Signature of student
Checked by:
_____________________________
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APPRECIATING THE IMPORTANCE OF CREDENTIALS
Writing a resume
When applying for a job, resume is required to understand the background of the applicant.
A good resume presentation may entice the employer to hire the applicant.
ANNEX 1.5
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ANNEX 1.5
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Filling out application forms
Visiting the concerned offices where the following could be secured;
-
Barangay Clearance
Police Clearance
Mayor’s Clearance
Medical Certificate
Job Interview Skills Training
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