INTRODUCTION

This Computer System Servicing Teacher’s Training Module is created in order to

guide the work immersion teacher about the work immersion of Grade 12 CSS students.
This module 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 the DepEd Order No.30,
s. 2017, under section 1, paragraph 2, stipulates that work immersion is a requirement
for graduation.

A. GOALS

In this work immersion, a required subject has been incorporated into the
curriculum. This subject will provide work immersion students and work immersion
teachers with the following opportunities:

1. become familiar with Information and Communication Technology

(ICT) workplace;
2. perform ICT employment simulation; and
3. Apply acquired competencies in an authentic work environment.

B. GROUP SIZE

In the deployment of the work immersion students in the workplace, the

suggested group size is composed of Five (5) learners per institution. However,
necessary modification can be made if the need of the partner institution arises.

The target partner institutions on their Work Immersion are the following:
1. Public Elementary and Secondary School of Lopez, Quezon

***If a need in the nearby municipalities arises, the work immersion adviser can make
arrangements if necessary.
 DATELINE AND LIST OF ACTIVITIES

Pre-Immersion
DATE LINE LIST OF ACTIVITIES PERSON INVOLVE
First day of Seek potential ICT partner institutions School partnership focal
the 2ND on your locality and evaluate the person
SEMESTER potential partner institutions (refer to
ANNEX A).
Second day of Visit the prospect partner industry School partnership focal
the 2ND person
SEMESTER
Third day of the After the agreement has been made, • Work Immersion teacher
2ND SEMESTER the immersion teacher will conduct the • Work Partner institution
Partner’s Conference. supervisor
Third day of the Let the partner institution know the • Work Immersion teacher
2ND SEMESTER duties and responsibilities which is • Work Partner
stipulated under DepEd Order No.30, institution supervisor
s.2017, Section 7 of ANNEX B.
Third day of the MOU signing (refer to ANNEX B) • Work Immersion teacher
2ND SEMESTER • Work Partner institution
supervisor
Third day of the Know the skills needed for your ICT • Work Immersion teacher
2ND SEMESTER partner industry which are essentials • Work Partner institution
in preparing the students for this supervisor
program.
Fourth and The immersion teacher will immerse in • Work Immersion teacher
Fifth day of the the partner industry. • Working immersion
2ND partner institution
SEMESTER supervisor
First day of the Orient the immersion student on the • Work Immersion
Second week of operation of the partner institution, teacher
the 2ND working environment, facilities, and its • Work Immersion
policies. student
SEMESTER
Second day of Let the immersion student do the • Work Immersion
the Second Self- Assessment Guide on their teacher
week of the skills (refer to ANNEX C). • Work Immersion
student
2ND
SEMESTER
First day of the Orient the immersion student on the • Work Immersion
Second week of operation of the partner institution, teacher
the 2ND working environment, facilities, and • Work Immersion
its policies. student
SEMESTER
 DATE LINE LIST OF ACTIVITIES PERSON INVOLVE

Second day of Let the immersion student do • Work Immersion

the Second the Self- Assessment Guide on teacher
week of the their skills (refer to ANNEX C). • Work Immersion
student
2ND
SEMESTER
Second day of Tell the immersion student to • Work Immersion
the Second secure a Barangay Clearance, teacher
week of the and the Parent’s Consent. • Work Immersion
student
2ND
SEMESTER
Second day of Let the work immersion student •Work Immersion
the Second week know the accomplishment reports teacher
of the 2ND needed on their portfolios. • Working immersion
SEMESTER partner institution
supervisor
Third day of the Let the partner institution know the • Work Immersion
Second week of least learned skills of student teacher
the 2ND • Working immersion
partner institution
SEMESTER
supervisor
Fourth day of Collect the photocopies of their • Work Immersion
the Second Barangay Clearance and the teacher
week of the Parent’s Consent. • the Work Immersion
2ND student
SEMESTER
First day of the The work immersion student will be • Work immersion
third week of oriented on student
the 2ND Schedule of Activities, filling-up of the • Work immersion
SEMESTER DTR, facilities, and policies of the partner institution
institution. supervisor
Working days of Daily recording of the activity of the • Work immersion
their work work immersion student. student and the work
immersion immersion partner
institution supervisor
Every Friday Conference for feedback and • Work immersion
evaluation student, Work
immersion partner
institution supervisor,
and the work immersion
teacher
 Post immersion
DATE LINE LIST OF ACTIVITIES PERSON INVOLVED
At the end of the Evaluate the work immersion • Work immersion
Work Immersion experiences of the work immersion student, Work
student and the partner industry immersion partner
(Refer to ANNEX B: DepEd Order institution supervisor,
No.30, s.2017, ). and the work immersion
• teacher
Celebration of Accomplishment by • Work immersion partner
giving due recognition to the partner institution supervisor
institution. and the work immersion
• teacher
Collect and exhibit the Portfolios of • work immersion
the work immersion students that teacher and work
include photocopies of the following immersion students
documents: narrative reports, pictures
during work immersion, DTR

TIME REQUIREMENT
In pursuant to DepEd Order No.30, s.2017, the CSS student is required to take 640
hours (from 11 and finish at Grade 12). The work immersion of the student will take 80
hours.

DepEd Order No.30, s.2017

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 the description.
DepEd Order No. 30, s.2017, Section 6
Below are the suggested Work Immersion ICT training venues:
TRACK STRAND SPECIALIZATION OFFICE
TVL ICT CSS Computer Public
Laboratories Elementary and
Secondary
Schools of Lopez,
Quezon

***If a need in the

nearby municipalities
arises, the work
immersion adviser can
make arrangements if
necessary.

PRE IMMERSION

Below are the descriptions of the appropriate activities of an immersion teacher and the
partner industry supervisor necessary for this module’s program
ACTIVITY DESCRIPTION

1 Conduct Partner’s Conference • This is a conference between the

immersion teacher and the
partner institution.
2 MOU signing • This is an activity that will bind
the agreement between the
partner industry and the school.
3 Identification of Learning • It pertains to the expected activities
competencies that the immersion teacher would
like to know from the partner
industry which are essential in
preparing the students for this
program.
4 Teacher training immersion schedule • It is an activity where an
in the workplace immersion teacher will immerse
first in the partner industry in
order to gain knowledge on the
operation of the business,
working environment, facilities
and policies.
Partner’s conference

During the Partner’s conference, the following are the suggested activities which are
expounded on the table below

DATE ACTIVITIES EXPECTED OUTPUT

First week of the second The Senior High School • An agreement for the
semester Focal Person Visit of the acceptance of Work
Partner Industry. Immersion student.
Second week of the Conference between • Copies of rules and
second semester Immersion teacher and regulations, and the list
the Industry supervisor of facilities of the target
industry

Physical setting

Below is the description of the work immersion arrangements, duties and

responsibilities of both partner industry and school, for the comfort and security of each
party prior, during and after work immersion program. Note: item 11 of DepEd Order No.
30, s.2017 must be properly observed.
MOA signing
The MOA signing must be attended by the School Partnership Focal Person as a
representative of the school and the Partner Industry. Just see DepEd Order No.30,
s.2017 of ANNEX B

Learning Competencies

This learning competency pertains to the expected activities/learning skills that the
work immersion teacher would like to know from the partner institution which are essential
in preparing the students.

The work immersion teacher will let the work immersion student do the self-
assessment on their skills (refer to the Self-Assessment Guide designed by TESDA at
www.tesda.gov.ph ). After that, the work immersion teacher will identify the least learned
skills and match it to the core competencies of TESDA in Computer System Servicing
(refer to ANNEX D: TESDA Training Regulations of Computer System Servicing). The
work immersion partner institution should be informed on the status of every student for
further training.

Teachers Immersion training

It is an activity where a work immersion teacher will immerse first (it can be 2 days
or more) in the partner institution in order to gain knowledge on the operation of the
business, working environment, facilities, and policies. After that activity, the work
immersion teacher must orient the work immersion students regarding the profile of the
institution, workplace, facilities and its policies
 IMMERSION PROPER

This is an activity to be undertaken by the work immersion students in the partner

institution environment during work immersion. Here, the students will follow the schedule
of activities (refer to DepEd Order No.30, s.2017 of ANNEX B) under the supervision of
the partner institution supervisor and the lead contact person in the institution. Training
Competency Regulations of TESDA must be observed to ensure success of the whole
program. Conferences and giving of feedback on the performance of the students will be
given time within the scope of the immersion program. Next page is the matrix of the
Computer System Servicing training standards during the work immersion.

Computer System Servicing training standards

UNIT OF LEARNING METHODOLOGY ASSESSMENT DURATION

COMPETENCY OUTCOME APPROACH
1. INSTALL 1.1Assemble • Lecture • Written 6 hrs
• Discussion
AND computer examination
• Demonstration
CONFIGURE hardware • Practical
• Viewing multimedia
COMPUTER examination
SYSTEMS
1.2 Prepare installer • Lecture • Written 6 hrs
• Discussion examination
• Demonstration
• Viewing multimedia • Practical
examination
1.3 Install • Lecture • Written 10 hrs
Operating system • Discussion examination
and drivers for • Demonstration
• Viewing multimedia • Practical
peripherals/ devices examination
1.4 Install • Lecture • Written 14 hrs
• Discussion
application examination
• Demonstration
software • Practical
• Viewing multimedia
examination
1.5 Conduct testing • Lecture • Written 10 hrs
• Discussion
and documentation • Demonstration examination
• Viewing multimedia • Practical
examination
2. SET-UP 2.1 Install network • Lecture • Written 18 hrs
• Discussion
COMPUTER cables • Demonstration examination
NETWORKS • Viewing multimedia • Practical
examination
2.2 Set network • Lecture • Written 14 hrs
 UNIT OF LEARNING METHODOLOGY ASSESSMENT DURATION
COMPETENCY OUTCOME APPROACH
configuration • Discussion examination
• Demonstration
• Viewing multimedia • Practical
examination
2.3 Set router/Wi-Fi/ • Lecture • Written 14 hrs
wireless access • Discussion examination
• Demonstration
point/repeater • Viewing • Practical
configuration examination
multimedia
2.4 Inspect and test • Lecture • Written 14 hrs
• Discussion
the configured examination
• Demonstration
computer networks • Practical
• Viewing multimedia
examination
3.SET-UP 3.1 Set-up user • Lecture • Written 14 hrs
• Discussion
COMPUTER access • Demonstration examination
SERVERS • Viewing multimedia • Practical
examination
3.2 Configure • Lecture • Written 14 hrs
• Discussion
network services • Demonstration examination
• Viewing multimedia • Practical
examination
3.3 Perform testing, • Lecture • Written 14 hrs
documentation and • Discussion examination
• Demonstration
pre-deployment • Viewing multimedia • Practical
procedures examination
4.MAINTAIN 4.1 Plan and • Lecture • Written 14 hrs
• Discussion
AND REPAIR prepare for • Demonstration examination
COMPUTER maintenance and • Viewing multimedia • Practical
SYSTEMS AND repair examination
NETWORKS
4.2 Maintain • Lecture • Written 14 hrs
• Discussion
computer systems • Demonstration examination
and networks • Viewing multimedia • Practical
examination
4.3 Diagnose faults • Lecture • Written 18 hrs
• Discussion
of computer examination
• Demonstration
systems and • Practical
• Viewing multimedia
networks examination
4.4 Rectify/correct • Lecture • Written 18 hrs
defects in computer • Discussion examination
• Demonstration
systems and • Viewing multimedia • Practical
networks examination
4.5 Inspect and test • Lecture • Written 18 hrs
• Discussion
the computer • Demonstration examination
systems and • Viewing multimedia • Practical
networks examination
Training Competencies based on TESDA regulations

This includes the compliance of the Training Competencies as stipulated by

TESDA training regulations (refer to Post Immersion). In here, the learning skills should
be done in the workplace by the work immersion students is the least learned skills base
on the Core Competencies under TESDA Training Regulations in Computer System
Servicing NC II. The least learned skills can be determined using the tool of Self-
Assessment designed by TESDA. The work immersion teacher should map the least
learned skills to the Core Competencies base on TESDA Training Regulations Computer
System Servicing NC II. After that activity, the immersion teacher will design a matrix of
the Training Standards in Computer System Servicing (just see the table at Immersion
Proper) that serve as a guide of the work immersion student, work immersion teacher,
and the work immersion partner institution supervisor in accomplishing the work
immersion.

POST IMMERSION (8 HRS)

ACTIVITY PERSON INVOLVED EXPECTED OUTPUT
Evaluate the work Work immersion Testimony of the
immersion experiences of student, Work students.
the work immersion student immersion partner
and the partner industry. institution supervisor,
(2 Hours) and the work
immersion teacher
Collect and exhibit the work immersion Portfolios
Portfolios of the work teacher and work
immersion students that immersion students
include photocopies of the
following documents:
narrative reports, pictures
during work immersion,
DTR, Brgy. Clearance
(3 Hours)
Celebration of Work immersion Pictures/MOVs
Accomplishment by giving partner institution
due recognition to the supervisor and the
partner institution and the work immersion
people behind in the teacher
success of the work
immersion.
(3 Hours)
 LIST OF MATERIALS/EQUIPMENT NEEDED FOR THE ENTIRE WORK
IMMERSION PROCESS

Credentials/Document Requirements of the students

Resume
Brgy. Clearance
Daily Time Record form

Materials in the Preparation of portfolios

Bond papers
Camera
Printer
Photo papers
Folders and Fasteners
Desktop Computers
Materials and Equipment needed for operations

Desktop Computer
Laptop computer/Netbook
Computers for server
Server cabinet/Frame
Patch panel (48-ports)
Working tables
Internet subscription (at least 2 MBPS)
Uninterruptible Power Supply (UPS)
Hub / Switch
Managed switch
Network controller
ADSL Router with Wi-Fi
Wireless Access Point
PC Video camera
External optical drive
USB External HD
Network External HD
scanner
USB printer
Network printer
Flash disk / Memory stick
Electronic tester VOM
LAN Cable tester
RJ 45
Modular box (RJ45)
 Raceway or Slotted PVC 1.5” x 1.5” x 48”
UTP cable
Contact cleaner
Whiteboard
Fastener
Filler (lead-free)
Desktop OS (license for proprietary software)
Network OS (license for proprietary software)
Office productivity software (license for proprietary software)
Anti-virus (license for proprietary software)
Disk utility software
Virtualization software (license for proprietary software)

Materials and Equipment needed for operations

Disk creator software
Disk image software
Motherboard’s manual and installer
Device driver installer

EVALUATION

In this activity, the work immersion teacher must provide an appropriate evaluation
instrument both for the program or activity described in this module, and for the evaluation
of the facilitator (refer to ANNEX E). The evaluation should reflect the expectations or
goals of the program, the facilitator (work immersion partner institution supervisor) and
the participants (work immersion students). In rating the grades of the work immersion
students, the work immersion teacher must base on the DepEd Order No.8, s.2015.
 ANNEX A COMPETENCY MAP
BASIC COMPETENCIES
Receive and Respond Participate in
Demonstrate Work Work in a Team Practice Career
to workplace Work with Others Workplace
Values Environment Professionalism
communication Communication
Solve Problems
Practice occupational Practice Lead Workplace Develop and Practice
Lead Small Team Related to Work
Health and Safety Housekeeping Communication Negotiation Skills
Activities
Procedures Procedures (5S)
Use Mathematical Apply Problem Solving
Use Relevant Utilize Specialist Develop Team and Collect, Analyze and
Concepts and Techniques in the
Technologies Communication skills Individual Organize Information
Techniques Workplace
Promote
Plan and Organize Environmental
Work Protection

COMMON COMPETENCIES
Terminate and
Perform Computer Perform Mensuration Prepare and Interpret Connect Electrical
Apply Quality Use Hand Tools
Operations and Calculation Technical Drawing Wiring and
Standards Electronic
Circuits
Test Electronic /
Maintain and Repair
Electromechanical
Electronic Systems Components and
and Components Devices

CORE COMPETENCIES
Start-up and Diagnose and
Install Calibrate Configure Loop Check Maintain and Repair
Commissioning Troubleshoot
Instrumentation and Instrumentation and Instrumentation and Instrumentation and Instrumentation and
Instrumentation and Instrumentation
Control Devices Control Devices Control Devices Control Devices Control Devices
Control Devices Control Systems
Diagnose and
Maintain and Repair Commission
Troubleshoot
Calibrate and Configure and Apply Mechatronic Mechatronic
Install Mechatronic Mechatronic Service and Repair
Configure Mechatronic (Industrial (Industrial
Devices (Industrial Domestic Appliances
Mechatronic Devices Software Programs Automation) Automation)
Automation)
Systems Systems
Systems
 Service and Repair Diagnose and
Service and Repair Install Computer Configure Computer Maintain Computer
Consumer Video Service and Repair Troubleshoot
Audio Systems and Systems and Systems and Systems and
Systems and Business Machines Computer Systems
Products Networks Networks Networks
Products and Networks
Maintain and
Install and
Set-up Computer Set-up Computer Repair Computer
Configure
Networks Servers Systems and
Computer Systems
Networks
DEFINITION OF TERMS

GENERAL
1) Certification - is the process of verifying and validating the competencies of a person
through assessment
2) Certificate of Competency (COC) – is a certification issued to individuals who pass
the assessment for a single unit or cluster of units of competency
3) Common Competencies - are the skills and knowledge needed by all people working
in a particular industry
4) Competency - is the possession and application of knowledge, skills and attitudes to
perform work activities to the standard expected in the workplace
5) Competency Assessment - is the process of collecting evidence and making
judgments on whether competency has been achieved
6) Competency Standard (CS) - is the industry-determined specification of
competencies required for effective work performance
7) Context of Assessment - refers to the place where assessment is to be conducted
or carried out
8) Core Competencies - are the specific skills and knowledge needed in a particular
area of work - industry sector/occupation/job role
9) Critical aspects of competency - refers to the evidence that is essential for
successful performance of the unit of competency
10)Elective Competencies - are the additional skills and knowledge required by the
individual or enterprise for work
11)Elements - are the building blocks of a unit of competency. They describe in outcome
terms the functions that a person performs in the workplace.
12)Evidence Guide - is a component of the unit of competency that defines or identifies
the evidences required to determine the competence of the individual. It provides
information on critical aspects of competency, underpinning knowledge, underpinning
skills, resource implications, assessment method and context of assessment
13)Level - refers to the category of skills and knowledge required to do a job
14)Method of Assessment - refers to the ways of collecting evidence and when,
evidence should be collected
15)National Certificate (NC) – is a certification issued to individuals who achieve all the
required units of competency for a national qualification defined under the Training
Regulations. NCs are aligned to specific levels within the PTQF
16)Performance Criteria - are evaluative statements that specify what is to be assessed
and the required level of performance

17)Qualification - is a cluster of units of competencies that meets job roles and is

significant in the workplace. It is also a certification awarded to a person on successful
completion of a course in recognition of having demonstrated competencies in an
industry sector
18)Range of Variables - describes the circumstances or context in which the work is to
be performed
19)Recognition of Prior Learning (RPL) – is the acknowledgement of an individual’s
skills, knowledge and attitudes gained from life and work experiences outside
registered training programs
20)Resource Implications - refers to the resources needed for the successful
performance of the work activity described in the unit of competency. It includes work
environment and conditions, materials, tools and equipment
21)Basic Competencies - are the skills and knowledge that everyone needs for work
22)Training Regulations (TR) – refers to the document promulgated and issued by
TESDA consisting of competency standards, national qualifications and training
guidelines for specific sectors/occupations. The TR serves as basis for establishment
of qualification and certification under the PTQF. It also serves as guide for
development of competency- based curricula and instructional materials including
registration of TVET programs offered by TVET providers
23)Underpinning Knowledge - refers to the competency that involves in applying
knowledge to perform work activities. It includes specific knowledge that is essential
to the performance of the competency
24)Underpinning Skills - refers to the list of the skills needed to achieve the elements
and performance criteria in the unit of competency. It includes generic and industry
specific skills
25)Unit of Competency – is a component of the competency standards stating a specific
key function or role in a particular job or occupation; it is the smallest component of
achievement that can be assessed and certified under the PTQF

SECTOR SPECIFIC

1. Computer System - The complete computer made up of the CPU, memory and
related electronics (main cabinet), all the peripheral devices connected to it and its
operating system. Computer systems fall into two broad divisions: clients and servers.
Client machines fall into three categories from low to high end: laptop, desktop and
workstation. Servers range from small to large: low-end servers, midrange servers
and mainframes.
2. Computer Network, or simply a Network, is a collection of computers and other
hardware interconnected by communication channels that allow sharing of resources
and information. Where at least one process in one device is able to send/receive data
to/from at least one process residing in a remote device, then the two devices are said
to be in a network. It is a group of devices connected to each other. Networks may be
classified into a wide variety of characteristics, such as the medium used to transport
the data, communications protocol used, scale, topology, benefit, and organizational
scope.
3. Configuration - The makeup of a system. To "configure" is to choose options in order
to create a custom system. "Configurability" is a system's ability to be changed or
customized.
4. Connector - Any plug and socket that links two devices together. Although taken for
granted and rarely in the limelight, connectors are a huge industry, and the quality of
these components is more critical than most people would imagine. When not
designed or constructed properly, they often become the weakest element in an
electronic system.
5. Display Adapter - A plug-in card in a desktop computer that converts the images
created in the computer to the electronic signals required by the monitor. It determines
the maximum resolution, refresh rate and number of colors that can be displayed,
which the monitor must also be able to support. On many PC motherboards, the
display adapter circuits are built into the chipset, and an AGP or PCI card is not
required.
6. Expansion Board - A printed circuit board that plugs into an expansion slot and
extends the computer's capability to control a peripheral device. All the boards (cards)
that plug into a computer's bus are expansion boards, such as display adapters, disk
controllers, network adapters and sound cards.
7. Expansion Bus - An input/output bus typically comprised of a series of slots on the
motherboard. Expansion boards (cards) are plugged into the bus. ISA and PCI are the
common expansion buses in a PC.
8. Graphical User Interface - A graphics-based user interface that incorporates
movable windows, icons and a mouse. The ability to resize application windows and
change style and size of fonts are the significant advantages of a GUI vs. a character-
based interface. GUIs have become the standard way users interact with a computer, and the
major GUIs are the Windows and Mac interfaces along with Motif for Unix and the GNOME
and KDE interfaces for Linux.
9. LAN - a local area network (LAN) is a computer network that interconnects
computers in a limited area such as a home, school, computer laboratory, or office
building using network media. The defining characteristics of LANs, in contrast to wide
area networks (WANs), include their usually higher data-transfer rates, smaller
geographic area, and lack of a need for leased telecommunication lines.
10. Motherboard - Also called the "system board," it is the main printed circuit board in
an electronic device, which contains sockets that accept additional boards. In a
desktop computer, the motherboard contains the CPU, chipset, PCI bus slots, AGP
 slot, memory sockets and controller circuits for the keyboard, mouse, disks and
printer. It may also have built-in controllers for modem, sound, display and network,
obviating the need to plug in a card.
11. Networks – see Computer Network.
12. Operating System - The master control program that runs the computer. The first
program loaded when the computer is turned on, its main part, the "kernel," resides in
memory at all times. The operating system sets the standards for all application
programs that run in the computer. The applications "talk to" the operating system for
all user interfaces and file management operations.
13. Peripheral -Any hardware device connected to a computer, such as a monitor,
keyboard, printer, disk, tape, graphics tablet, scanner, joy stick, paddle or mouse\
14. Server - A computer system in a network that is shared by multiple users. Servers
come in all sizes from x86-based PCs to IBM mainframes. A server may have a
keyboard, monitor and mouse directly attached, or one keyboard, monitor and mouse
may connect to any number of servers via a KVM switch. Servers may be also be
accessed only through a network connection as well.
15. Sound Card - Also called a "sound board" or "audio adapter," it is a computer
expansion board that records and plays back sound, providing inputs from a
microphone or other sound source and outputs to speakers or an external amplifier.
The de facto standard for sound card compatibility in PCs is Creative Labs' Sound
Blaster.
16. User Interface - All graphics based today, the user interface includes the windows, menus and
method of interaction between you and the computer. Prior to the Mac, Windows and Motif
(UNIX) interfaces, all interaction was based on commands entered by the user. Operating
systems may support optional interfaces and allow a new shell, or skin, to be used instead.
17. Virus - Software used to infect a computer. After the virus code is written, it is buried
within an existing program. Once that program is executed, the virus code is activated
and attaches copies of itself to other programs in the system. Infected programs copy
the virus to other programs.
18. WAN - a Wide Area Network (WAN) is a network that covers a broad area (i.e., any
telecommunications network that links across metropolitan, regional, or national
boundaries) using private or public network transports. Business and government
entities utilize WANs to relay data among employees, clients, buyers, and suppliers
from various geographical locations. In essence, this mode of telecommunication
allows a business to effectively carry out its daily function regardless of location
19. WEEE Directives - the prevention of waste electrical and electronic equipment
(WEEE), and in addition, the reuse, recycling and other forms of recovery of such
wastes so as to reduce the disposal of waste. It also seeks to improve the
environmental performance of all operators involved in the life cycle of electrical and
electronic equipment, e.g. producers, distributors and consumers and in particular
those operators directly involved in the treatment of waste electrical and electronic
equipment.
 Tasks/Activities to be done during work immersion
Name of Grade and
Student Section
School Immersion
Site
Track Strand/
Specialization
Duration of
Work
Immersion

School Contact
Partnership Number
Focal
Person
Work Contact
Immersion Number
Teacher

LIST OF TASK/ACTIVITIES

Competencies Tasks / Activities Time Actual Remarks

Allotment Schedule

Certified True and Correct:

_______________________________ ________________________________
Student’s Signature Over Printed Name Parent’s/Guardian’s Signature Over Printed Name

_______________________________ ________________________________
Work Immersion Teacher’s Signature Over Printed Name Supervisor’s Signature Over Printed Name
MEMORANDUM OF UNDERSTANDING FOR WORK IMMERSION PARTNERSHIP
This Memorandum of Understanding is entered into this of , 20 in , by
and between:

The - <NAME OF SCHOOL>, with School Identification Number a

public high school, with principal address at , represented in this
Agreement by its <Position>, <Name>, <nationality> of legal age, m and hereinafter
referred to as the SCHOOL;

-and-

The Barangay / Municipality / City /Province of , of the Republic of

the Philippines, with principal a d d r e s s at , and represented in
this Agreement by its <School Head> , of legal age, hereinafter referred to as the
PARTNER.

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, the 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, the DepEd started 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;
WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work
Immersion partnership with the PARTNER;

WHEREAS, the PARTNER 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 PARTNER 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 institutionalization and implementation of the K to 12 program is among

the priority programs of the Government for promoting inclusive growth;

WHEREAS, the PARTNER is encouraged to fully support the successful

implementation of the K to 12 Program of the Department of Education as stated in
Paragraph 4, Section 2 of the Republic Act 9155 or “Governance of Basic Education
Act of 2001”;

WHEREAS, the PARTNER recognizes the need for a work immersion environment that
is safe for the students and teachers, and conducive to learning, and has the capability
to provide these;

WHEREAS, the SCHOOL and the PARTNER, hereinafter collectively referred to as

“PARTIES”, undertake to collaborate towards the successful implementation of the
Senior High School in the Barangay/Municipality/City/Province 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,
the DepEd was tasked to implement the K to 12 Program, essentially adding two (2)
years of specialization within the Basic Educational System;

The DepEd designed the implementation of RA 10533 within the framework of

increased community involvement in the learner’s experience;

With this premise, the 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-related environment related
to their field of specialization. Specifically, the students are able to:
1. Gain relevant and practical industrial skills under the guidance of industry
experts and workers;
2. Appreciate the importance and application of the principles and theories taught
in the classroom;
3. Enhance their technical knowledge and skills;
4. Prepare them to meet the needs and challenges of employment,
entrepreneurship, or higher education after their graduation.

I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP

The Work Immersion Partnership has the following objectives:

1. To supplement the formal curriculum of the SHS program with special inputs coming
from the LGU experts and practitioners in order to make the SHS program aligned
and consistent 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 the SCHOOL and the PARTNER,
allowing the students, faculty, and staff of the schools concerned will be allowed the
use of and access to the PARTNER workplace and equipment as part of their Work
Immersion Program.

RESPONSIBILITIES OF THE PARTIES

A. Joint Responsibilities

Both the SCHOOL and the PARTNER 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 Understanding (MOU)
are met.

3. Adhere to all laws, memoranda and circulars pertaining to child protection.

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.

5. Develop a Work Immersion Daily Schedule of Activities that will be followed by

the student during the whole duration of the work immersion inside the
PARTNER.

6. Formulate local school work immersion policies and guidelines on selection,

placement, monitoring, and assessment of student (immersion participants), in
order to ensure that each student is assigned to an immersion partner matched
to his/her desired track, qualifications and aptitude.

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 coming from the PARTNER.

3. Designate a person who will be in-charge of coordinating with the PARTNER

and supervising the activities of the students for the duration of the work
immersion program.

4. 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.

5. 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.

6. Provide the PARTNER evaluation tool for the students’ immersion performance.

7. Issue a final grade to the student upon completion of the requirements within a
prescribed period.

8. Ensure that the student will adhere to the non-disclosure policies of the
Municipality/City/Province as agreed to by the School.

9. Provide signed Consent forms from the parents as applicable.

10. Provide the PARTNER a Certificate of Participation in the SHS Program for
whatever purpose it may serve.
 11. Execute a deed of acceptance as a way of recognizing and acknowledging the
donation/s received from the PARTNER.
C. The PARTNER shall:

1. Assign a competent Immersion Coordinator from the PARTNER 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 student to be deployed to the different sections/departments/project

sites of the PARTNER 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.

6. Provide immersion opportunities for <number of students> students for School

Year 2016-2017.

7. Provide students with an orientation about the PARTNER, the job as well as
expose them to the various stakeholders of the community in which it operates
for the students to get a holistic understanding of the PARTNER.

8. Similarly, ensure that students undergo training related to their course, and
provide the students with work or activities that are varied and applicable to their
field of study.

9. Make its workplace and facilities available to students, 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’s), 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.
II. EFFECTIVITY

This agreement shall hold for the duration of the <from year-to year> Academic
School Year and is renewable every year. The PARTNER 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 PARTNER and the SCHOOL reserve their respective rights to terminate
their participation in the agreement after the duration of this Agreement through formal
written notice within thirty (30) days before the effectivity of the termination. Both parties
shall turnover all deliverables agreed thereto in the Work Immersion Program.
Termination shall be subject to the mutual agreement between the parties.

III. 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 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 PARTNER during the
duration and after the termination of this agreement.

IV. NON-DISCLOSURE 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 PARTNER 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 PARTNER and thereby each student hereby undertakes to
prevent transfer of such information by any of its members to any party outside of the
PARTNER.
V. OTHER PROVISIONS

It is expressly understood by the PARTIES that the PARTNER is not obliged to

pay wage or salary since there is no employer-employee relationship that exists.
However, the LGU 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

facilities, is similar to training provided in an educational program;
2. The training is for the benefit of the student;
3. The student does not displace regular employees, and works under close
supervision;
4. 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;
5. Any clinical training is performed under the supervision and direction of
people who are knowledgeable and experienced in the activity;
6. 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;
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;
and
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 PARTNER:

<NAME> <NAME>
<POSITION> <POSITION>

WITNESSED BY:

APPROVED BY:

<NAME>
<POSITION>
<DEPARTMENT>
PARENTS’ / GUARDIAN’S CERTIFICATION OF WAIVER/PERMISSION

This is to certify that I am allowing my son/daughter, ___________________________,

to go on work immersion for a minimum of 80 hrs starting second semester of SY 2017-
2018 at _____________________________, in partial fulfillment for the requirements for
graduation in the senior high school program.

It is understood that he/she abides by the rules and regulations that may be imposed by
the Supervisor/Staff- in-Charge for his/her welfare and safety.

I fully agree to waive any responsibility on the part of LOPEZ NATIONAL

COMPREHENSIVE HIGH SCHOOL, _________________________________, and/or
representatives, in case of any untoward incident that may happen to my son/daughter
during the duration of the work immersion.

_______________________________
SIGNATURE OVER PRINTED NAME

_________________________
DATE