Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VIII (Eastern Visayas)
LEYTE DIVISION
Carigara National High School
Carigara, Leyte

Created by:

REY D. METRAN
RENELYN M. ROYLO
RECHIELYN M. ARANETA

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 APPROVAL SHEET

This Work Immersion Manual for Accountancy, Business and Management Strand is
prepared and submitted by __________________________________________ in partial
fulfillment of the requirements for SENIOR HIGH SCHOOL has been examined for
acceptance and approval.

The Committee:

REY D. METRAN, DPA MA. GLADYS F. APILADO, DM

Work Immersion Teacher Senior High Coordinator

JULIO B. TOLOSA, Ed. D.

Secondary School Principal II

Accepted and approved in partial fulfillment of the requirements for SENIOR HIGH
SCHOOL for the Accountancy, Business and Management Strand on this
_______________day of ______________________________, 20_____.

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ACKNOWLEDGMENT

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 TABLE OF CONTENTS
CONTENT PAGE
Cover Page 1
Approval Sheet 2
Acknowledgment 3
Table of Contents 4
DepEd Vision, Mission and Core Values 5
Foreword 6
Course Outline 7
Guide in Accomplishing the Work Immersion Portfolio 11
Background of the Institution 13
Vision 14
Mission 15
Core Values/ Code of Ethics 16
History and Development 17
Organizational Structure 18
Services Offered 19
Reflections 20
BODY 22
List of Tasks and Activities 23
Weekly Progress Report 26
Report on Punctuality 32
General Observations on the Institution 33
Challenges Encountered and Coping Mechanisms 35
Personal Development as a Result of the Program 37
Performance Evaluation 38
Evaluation of Work Immersion Experience 40
Reflection on Strengths, Weaknesses & Ratings 42
Career Plan 43
SUMMARY, CONCLUSION AND RECOMMENDATION 44
Summary 45
Conclusion 46
Recommendation 47
Guidelines for Work Immersion 48
Appendices 62
Parental Consent 63
Personal Data Sheet 64
Endorsement Letter 65
Certificate of Completion 66
Daily Time Record 67
Photo/ Documentation 68
DepEd Order No. 40- Child Protection Policy 70

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 DepEd Vision
We dreamed of Filipinos who passionately love their country
and whose values and competencies enable them to realize
their full potential and contribute meaningfully to building the
nation.
As a learner-centered public institution, the Department of
Education continually improves itself to better serve its
stakeholders.

DepEd Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:
- Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment
- Teachers facilitate learning and constantly nurture every
learner
- Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for
effective learning to happen.
- Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.

CORE VALUES
Maka-Diyos, Makatao, Makalikasan, Makabansa

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 FOREWORD

“True education means more than the perusal of a certain course

of study. It means more than a preparation for the life that now is.
It has to do with the whole being, and with the whole period of
existence possible to man. It is the harmonious development of
the physical, the mental, and the spiritual powers. It prepares the
student for the joy of service in this world and for the higher joy of
wider service in the world to come.” - Ellen G. White-

The promulgation of R.A. 10533 entitled “An Act Enhancing the

Philippine Basic Education System by Strengthening its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating
Funds Therefor and for Other Purposes,” otherwise known as the
“Enhanced Basic Education Act of 2013,” gave birth to K to 12
Enhanced Basic Education Curriculum which adds two more years in
basic education now called Senior High School.

K-12 does not only develop learners to excel academically but

also be fully equipped with the different skills and competencies for
them to be able to rub elbows with our fellow Asian counterparts and for
them to be ready for the real challenges of life.

It is said that experience is a good teacher so is DepEd’s Work

Immersion program. Learners will experience firsthand what have been
taught in the classrooms. The Work Immersion program will let the
learners simulate the actual work assigned to them by partner
institutions thereby supplementing their dreams and aspirations to
further pursue higher learning.

Araneta/Roylo/Metran

6
 COURSE OUTLINE

I. Introduction:
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. Specifically,
the students are able to: (i) gain relevant and practical industrial skills under the
guidance of industry experts and workers; (ii) appreciate the importance and
application of the principles and theories taught in school; (iii) enhance their
technical knowledge and skills; (iv) enrich their skills in communications and
human relations; and (v) develop good work habits, attitudes, appreciation, and
respect for work. These prepare them to meet the needs and challenges of
employment or higher education after graduation.
II. Objectives:
Work immersion will help develop among the learners life and career skills, and
will prepare them to make decisions on postsecondary education or employment.
Through partnership building, DepEd hopes that the Partner Institutions will
provide learners with work immersion opportunities, workplace or hands-on
experience, and additional learning resources. It aims to make learners:
1. 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; and
4. develop good work habits, attitudes, appreciation and respect for work.

By the time learners reach Senior High School, they would have already acquired
almost all the competencies and skills that would prepare them for the curriculum
exits (higher education, employment, middle-skills development, and
entrepreneurship). Work immersion provides them with an avenue to test
themselves and apply what they have learned in a non-school scenario. In work

7
 immersion, learners are not only able to apply their previous training but are also
able to experience the social interactions in a work environment. Their
experiences during work immersion will develop many skills and values that
would help them as they transition from high school to real life.

III. Qualifications:
1. Must be a bona fide student of Carigara National High School
2. Enrolled in work immersion subject;
3. Submitted all pre-immersion requirements;
4. In good academic standing;
5. Physically, mentally, and emotionally fit;
6. Articulate in both written and verbal communication.

IV. Work Immersion Requirements:

1. Parent’s Consent
2. Paid Insurance premium
3. Bio Data or resume with current picture
4. Police and Barangay Clearance
5. Performance Evaluation Rating accomplished by the supervisor
6. Certificate of Completion issued by the cooperating institution.
7. Duly accomplished Work Immersion Portfolio
8. Attended the Post-Immersion Evaluation

V. Procedures and Guidelines

A. Prior to Deployment
1. Prior to graduation, a qualified student from the Accountancy, Business
and Management Strand must enroll the subject, Work Immersion in
order to be admitted to the work immersion program.
2. The student prior to seeking enrolment in the subject should submit for
grade evaluation in order to determine that the enrollee has taken all the
pre-requisite subjects.

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 3. Coordinate with the Work Immersion teacher and focal person for the
agency assignment and arrangement.
4. Attend the Pre-Deployment Orientation Seminar (PDOS) to be facilitated
by their work immersion teacher. The PDOS aims to:
a. Raise the awareness on the students with the goals and objectives
of the program.
b. Inform the students on the process of the conduct of the work
immersion program.
c. Inculcate in the students the desirable attitudes, office etiquette and
values at work.
d. Teach the students how to prepare the reports as a course
requirement.

B. Work Immersion Proper

1. The partner institution in coordination with the Work Immersion Teacher
and Work Immersion Focal Person takes charge in the assignment of the
students into the different departments within the institution.
2. The trainee is expected to comply and observe the policies of the
institution.
3. The trainee should always wear their uniform during the duty hours and
in any other officials unless not required.
4. A trainee seeking absence from duty should ask permission from the
Supervisor and Work Immersion Teacher. Only valid reasons shall be
allowed for the trainee to be excused. A policy of 1 absent equals to 2
days make-up duty should be observed for unexcused absences.
5. The trainee is required to complete the minimum number of duty hours of
eighty hours; wherein the student is to work eight hours a day for ten
days.

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C. Post Immersion Evaluation
1. Prior to completion of the required number of hours, the trainee should
report to their supervisor for the computation of the total number of
hours.
2. After completion, the trainee should seek for performance evaluation
rating and certificate of completion from the supervisor.
3. The final rating of the student should be based on the following criteria:
a. Performance rating of the cooperating institution - 50%
b. Performance rating by Work Immersion Teacher - 50%
Work Immersion Manual - 15%
Trainee Progress Report - 5%
Work Immersion Experience Report
(Feed backing Activity) - 15%
Attendance in W.I. Activities - 5%
Behavior - 10%
Total 100%

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 GUIDE IN ACCOMPLISHING THE WORK IMMERSION JOURNAL

I. Background of the Institution

1. Vision
2. Mission
3. Core Values and Institution’s Code of Ethics
4. History and Development
5. Organizational Structure
6. Services Offered
7. Reflections:
7.1 How does the vision of the institution serves as your guide in making
your work immersion become successful?
7.2 In your little way, how were you able to contribute in the realization of
the mission of the institution?
7.3 How did you internalize and lived the core values within the entire
training?
7.4 What have you done in making the organizational structure more
functional?

II. Body
1. Work Immersion Progress Report
2. Report on Punctuality
3. General Observations on the Institution:
a. Service to the clients
b. Relationship among employees
c. Relationship between supervisors and employees
d. Relationship towards the trainees
4. Challenges Encountered and coping mechanisms in dealing with the:
a. Clients
b. Supervisors
c. Co-trainees
5. Personal Development as a result of the work immersion program
6. Performance Evaluation:
a. Reflection on the strengths, weaknesses and ratings
7. Evaluation of Work Immersion Experience
a. Work Immersion Teacher Performance Evaluation of the trainee
b. Personal Evaluation of Work Immersion Experience
8. Career Plan for professional growth within the next ten years.

III. Summary, Conclusion and Recommendation

1. Summary
2. Conclusion

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 3. Recommendation
a. Regarding the perceived problems observed
b. Ways to improve the work immersion program

Appendices

1. Personal Information Sheet

2. Parent’s Consent and Waiver
3. Work Immersion Training Agreement
4. Endorsement Letter
5. Certificate of Completion
6. Daily Time Record
7. Photo Documentation

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13
14
15
16
17
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19
7.1 How does the vision of the institution serve as your guide in making
your work immersion become successful?

7.2 In your little way, how were you able to contribute to the
realization of the mission of the institution?

7.3 How did you internalize and live the core values during the entire
training?

7.4 What have you done in making the organizational structure more
functional?

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21
22
 LIST OF 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
Partnerships Number
Focal Person
Work Immersion Contact
Teacher Number

LIST OF TASKS / ACTIVITIES

Time Actual
Competencies Tasks /Activities Remarks
Allotment Schedule
Pre-Immersion *Pre-immersion orientation 6 hours
Phase (Work Ethics, Safety in the
A. Understanding workplace, Workplace rights
work and responsibilities,
Immersion confidentiality in the
Behavior workplace, effective conflict
resolution and teamwork
skills.)

B. Appreciating *Securing and accomplishing

the importance forms.
of credentials *Resume, Application forms)
*Validating accomplished
forms
*Providing checklist
containing things to do and
documents needed for pre-
immersion, during and after
immersion (Brgy. Clearance,
Police Clearance etc.)

C. Discussion on *Compulsory 1 Work

how to Immersion Portfolio per
complete the student. Discuss on how it will
Work be accomplished.
Immersion
Portfolio
D.

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 LIST OF 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
Partnerships Number
Focal Person
Work Immersion Contact
Teacher Number

LIST OF TASKS / ACTIVITIES (Immersion Proper)

Time Actual
Competencies Tasks /Activities Remarks
Allotment Schedule
A. Appreciating *Observe, identify, and describe 6 hours
Management the following:
Processes - Nature of the business
-Description of products and
Services, target clientele
-Organizational Structure
-Company rules and regulations

B. Appreciating *Observe and participate in the 10 hours

Business following:
Processes -Safety, Production and
Maintenance
-Quality Control/ Quality
Assurance/ Customer Satisfaction/
Housekeeping and Hygiene
*Describe the nature and give
examples of company transactions
C. Applying skills
-Performs hands-on activities that 52 hours
learned and
are related to the skills acquired
proper values
in his/her chosen field of
acquired in
specialization
school
-Performs other required tasks
based on agreement
_ Renders reports to the teacher
and the industry
-Records the daily tasks
performed

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LIST OF TASKS / ACTIVITIES (Post-Immersion)

Time Actual
Competencies Tasks /Activities Remarks
Allotment Schedule
A. Evaluate the Observe, identify, and describe 6 hrs.
work the following:
immersion  Present his/her portfolio
experience by:

B. Presenting a  Discusses his/her work

portfolio with immersion experience
weekly diary and relates its
entries importance to his/her
specialization

C. Comparing and  Participates in the

contrasting exhibit organized by the
school and teacher
work
application of
skill, knowledge
and attitudes

D. Writing an  Writes an updated

updated resume resume taking into
consideration his
experience while in the
work immersion venue

E. Reflecting on  Reflects on their work

their Work immersion experience
Immersion
experiences.

Students shall not be given other activities outside of those previously agreed upon, which
are anchored on the stated competencies.

Certified true and correct:

Student’s Signature Over Printed Name Parent’s Signature Over Printed Name

Work Immersion Teacher’s Signature Over Industry Supervisor’s Signature Over

Printed Name Printed Name

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
LEYTE DIVISION
Carigara National High School
Carigara, Leyte
SENIOR HIGH SCHOOL DEPARTMENT

WEEKLY PROGRESS REPORT

Name: __________________________________________ Week: __________________

Name of agency assigned to: _________________________________________________
Department: _____________________________________________________________
Name of Supervisor: _______________________________________________________

Accomplishments:
1.______________________________________________________________________
________________________________________________________________________
2._______________________________________________________________________
________________________________________________________________________
3._______________________________________________________________________
________________________________________________________________________
4._______________________________________________________________________
________________________________________________________________________
5._______________________________________________________________________
_________________________________________________________________________
6._______________________________________________________________________
________________________________________________________________________
7._______________________________________________________________________
________________________________________________________________________
8._______________________________________________________________________
________________________________________________________________________
9._______________________________________________________________________
________________________________________________________________________
10._____________________________________________________________________
________________________________________________________________________
Report on Punctuality:

No. of hours & minutes obtained No. of days absent No. of minutes late

Reason(s) for being absent

Significant Achievements:
1.

26
2.

3.

Knowledge Acquired:

Checked:

_________________________________

Work Immersion Teacher

27
 Republic of the Philippines
DEPARTMENT OF EDUCATION
LEYTE DIVISION
Carigara National High School
Carigara, Leyte
SENIOR HIGH SCHOOL DEPARTMENT

WEEKLY PROGRESS REPORT

Name: __________________________________________ Week: ___________________

Name of agency assigned to: __________________________________________________
Department: _______________________________________________________________
Name of Supervisor: ________________________________________________________

Accomplishments:
1.______________________________________________________________________
________________________________________________________________________
2._______________________________________________________________________
________________________________________________________________________
3._______________________________________________________________________
________________________________________________________________________
4._______________________________________________________________________
________________________________________________________________________
5._______________________________________________________________________
_________________________________________________________________________
6._______________________________________________________________________
________________________________________________________________________
7._______________________________________________________________________
________________________________________________________________________
8._______________________________________________________________________
________________________________________________________________________
9._______________________________________________________________________
________________________________________________________________________
10._____________________________________________________________________

Report on Punctuality:

No. of hours & minutes obtained No. of days absent No. of minutes late

Reason(s) for being absent

Significant Achievements:
1.

28
2.

3.

Knowledge Acquired:

Checked:

________________________________
Work Immersion Teacher

29
 Republic of the Philippines
DEPARTMENT OF EDUCATION
LEYTE DIVISION
Carigara National High School
Carigara, Leyte
SENIOR HIGH SCHOOL DEPARTMENT

WEEKLY PROGRESS REPORT

Name: ___________________________________________ Week: ___________

Name of agency assigned to: ________________________________________________
Department: _____________________________________________________________
Name of Supervisor: _______________________________________________________

Accomplishments:
1.______________________________________________________________________
________________________________________________________________________
2._______________________________________________________________________
________________________________________________________________________
3._______________________________________________________________________
________________________________________________________________________
4._______________________________________________________________________
________________________________________________________________________
5._______________________________________________________________________
_________________________________________________________________________
6._______________________________________________________________________
________________________________________________________________________
7._______________________________________________________________________
________________________________________________________________________
8._______________________________________________________________________
________________________________________________________________________
9._______________________________________________________________________
________________________________________________________________________
10._____________________________________________________________________
Report on Punctuality:

No. of hours & minutes obtained No. of days absent No. of minutes late

Reason(s) for being absent

Significant Achievements:
1.

2.

30
3.

Knowledge Acquired:

Checked:

_________________________________

Work Immersion Teacher

31
REPORT ON PUNCTUALITY

Week No. of hours No. of minutes late

obtained
Week 1

Week 2

Week 3

Total

Prepared by:

____________________________________
Name and Signature of student

Attested:

____________________________________
Name and Signature of Team Leader

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34
35
36
37
 Republic of the Philippines
Department of Education
Leyte Division
Carigara National High School
Carigara, Leyte

PERFORMANCE EVALUATION
(to be accomplished by the evaluator)

Name: __________________________________________________ Section: _______________________________

Name of Agency assigned to: __________________________________________________________________
Address: _________________________________________________________________________________________
Department: ____________________________ Name of Supervisor: ________________________________
Training Period: ________________________________________________________________________________

Direction:
The evaluation checklist below shall be used for rating the performance of the trainee. Please
check the appropriate column that which best describes the trainee performance using the
scale as follows:
5 – excellent/outstanding 4 – very good 3 – good 2 – fair 1- poor
Criteria 1 2 3 4 5
Demonstrated knowledge and positive attitude towards work
(30%)
a. Showed enthusiasm and interest towards work
b. Did work neatly and accurately
c. Demonstrated initiative in accomplishing the assignments
d. Easily grasped instructions and asks clarifications if
necessary
e. Accepted criticisms gracefully and showed enthusiasm to
learn the tasks.
Demonstrated punctuality and active presence
(20%)
a. Reported to work on time and regularly
b. Did the assigned tasks without hesitations and complaints
c. Accepted criticisms gracefully
d. Gave suggestions and contributes new ideas
Demonstrated proficiency in performance
(30%)
a. Demonstrated evidence of development as a result of
training
b. Showed sound judgment and accepted responsibility
c. Valued quality of work
d. Showed willingness to learn new skills/knowledge – quick in
absorbing and retaining knowledge as well as learning, and
adjusting to changes
e. Demonstrated proficiency in communication skills (both
written and oral work) and listened attentively
f. Demonstrated dependability in dealing with urgent tasks or

38
 situations
g. Had the ability to keep confidential matters
h. Showed focus and is well disciplined in his/her duties
Demonstrated skills in interpersonal relations
(20%)
a. Showed tact in dealing with supervisors and co-trainees
b. Displayed courtesy and professional ethics
c. Demonstrated the appropriate social graces, poise and
decorum during the entire training
Total
Mean

GENERAL OBSERVATIONS
Strengths
1.

2.

3.

Weaknesses
1.

2.

3.

Transmutation of Percentage Rating for Work Immersion Performance Evaluation

Mean Interval Percentage Rating Mean Interval Percentage Rating
5.00 100 3.24 – 3.34 84
4.89 – 4.99 99 3.13 – 3.23 83
4.78 – 4.88 98 3.02 – 3.12 82
4.67 – 4.77 97 2.91 – 3.01 81
4.56 – 4.66 96 2.80 – 2.90 80
4.45 – 4.55 95 2.69 – 2.79 79
4.34 – 4.44 94 2.58 – 2.68 78
4.23 – 4.33 93 2.47 – 2.57 77
4.12 – 4.22 92 2.36 – 2.46 76
4.01 – 4.11 91 2.25 – 2.35 73
3.90 – 4.00 90 2.14 – 2.24 73
3.79 – 3.89 89 2.03 – 2.13 73
3.68 – 3. 78 88 1.92 – 2.02 72
3.57 – 3.67 87 1.81 – 1.91 71
3.46 – 3.56 86 1.70 – 1.80 70
3.35 – 3.45 85 1.00 – 1.69 69

Rated by:

____________________________________
Training Supervisor
Date: _______________________________

39
 Republic of the Philippines
Department of Education
Leyte Division
Carigara National High School
Carigara, Leyte

PERFORMANCE EVALUATION
(to be accomplished by the Work Immersion Teacher)

Name: _________________________________________________________ Section : _____________________________

Name of Agency assigned to: ________________________________________________________________________

Direction:
This checklist evaluation below shall be used in rating the performance of the trainee. Please
check the appropriate column that which best describes the performance of the trainee using
the scale below:
5 – excellent/outstanding 4 – very good 3 – good 2 – fair 1- poor

Criteria 1 2 3 4 5
Submitted report on time
Showed respect in dealing with the school authorities
Maintained poise, self-confidence and is well-groomed
Displayed emotional and mental maturity
Showed tact in dealing with other office employees he/she was in
contact with
showed initiative in completing his/her assigned tasks regardless
of difficulties
Had self-consciousness in abiding with the school/agency policies
Had the ability to resolve his/her problems and concerns
Readily extended help to his/her co-trainees
Performed tasks without complaining
Displayed honesty and trustworthiness
Showed openness in accepting corrections and suggestions
Total
Equivalent Rating

Rated by:

_________________________________________
Work Immersion Teacher

40
 Republic of the Philippines
Department of Education
Leyte Division
Carigara National High School
Carigara, Leyte

EVALUATION FORM OF WORK IMMERSION EXPERIENCE

Name of Intern:
Partner Institution:
Name of Supervisor:
Instruction:

Rate your Work Immersion experience according to the criteria by checking the appropriate
column using the scale provided herein:

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

4 3 2 1
The training provided me with meaningful experience related to my
strand.
It allows me to practice the skills and competencies I have acquired
during my studies.
The tasks assigned to me are related to my strand and been
discussed/taught in the classroom.
At the start, the rules of the partner institution are clear to me because
I was briefed.
The staff and employees are accommodating and friendly.
The supervisor assigned to me provided me with enough knowledge
and guidance in how to perform the tasks assigned.
I have built better relationship and partnership with my co-interns
while doing our respective tasks.
My work immersion experience is worthwhile and memorable.
My work immersion experience provided me guidance to pursue
college education and for my chosen career path after graduation.
The partner institution has adequate modern facilities that provided
me technical know-how useful in the conduct of my assigned tasks.

Remarks or Suggestions:

Signature of Intern: Date

41
42
43
44
3.1 SUMMARY

45
3.2 CONCLUSION

46
3.3 RECOMMENDATION

47
 GUIDELINES for WORK IMMERSION

(DepEd Order No. 30, s. 2017)

SECTION 1: Rationale

One of the goals of the K to 12 Basic Education Program is to develop in learners the
competencies, work ethic, and values relevant to pursuing further education and/or joining
the world of work. To achieve greater congruence between basic education and the nation’s
development targets, Work Immersion, a required subject (see attached curriculum guide in
Annex A), has been incorporated into the curriculum. This subject will provide learners with
opportunities:

1. to become familiar with the work place;

2. for employment simulation; and

3. to apply their competencies in areas of specialization/applied subjects in

authentic work environments.

To achieve the above objective, Work Immersion is thus a requirement for graduation from
secondary education. Learners are immersed in actual work environments such as
workshops offices and laboratories in which their prior training is relevant. Other possible
venues for work immersion are listed in Annex B.

These guidelines were formulated based on the rich experiences of modeling schools, tech-
voc schools, partnership focal persons, industry partners, and youth development advocates.
These guidelines can provide process support to field offices of the Department of Education
(DepEd) in fostering relationships and strengthening partnerships so that learners will have
access to suitable work immersion venues and other related resources.

SECTION 2: Scope

These Guidelines for Work Immersion will use the following terms and their corresponding
definition as spelled out below:

1. DepEd Senior High Schools

2. Private Senior High Schools

3. Senior High Schools run by state colleges and universities, and local
universities and colleges

4. Technical-Vocational Institutions

SECTION 3: Definition of Terms

48
These Guidelines for Work Immersion will use the following terms and their corresponding
definition as spelled out below:

1. Partner Institutions are public or private institutions or organizations that are able and
willing to lend their expertise and resources; and enter into agreement with any of the
DepEd or Non-DepEd offiices and/or schools. This enables DepEd to strengthen its
capability to offer Senior High School, without monetary requirements from both.

2. Memorandum of Agreement is a legally binding document, which spells out the specific
terms and conditions between and among parties entering into a partnership to implement a
program, project, or any other similar undertaking. It can be entered into at the central,
regional, division, or school level. The scope and limitations of the Memorandum of
Agreement shall not be contrary to laws, public customs, and moral compasses.

3. Partnership refers to the relationship between the partner institution and the school, or
any office of DepEd (Central Regional or Division) that responds to the needs of the K to 12
program in general, and Senior High School in particular, which is formalized through a
Memorandum of Agreement.

4. School Partnership Focal Person is the person authorized to seek partnerships between
DepEd and Institutions (DepEd Order 40, s.2015).

5. Work Immersion refers to the subject of the Senior High School Curriculum, which
involves hands-on experience or work simulation in which learners can apply their
competencies and acquired knowledge relevant to their work.

6. Work Immersion Partner Institution Supervisor serves as the counterpart of the Work
Immersion Teacher and may also be the representative of the partner institution in forging
partnership with DepEd schools. This person shall be identified in the MOA.

7. Work Immersion Teacher is the school personnel who is assigned to supervise the
learners at the work Immersion Venue in coordination with the Work Immersion Partner
Institution Supervisor.

8. Workplace Immersion Venue is the place where work immersion is conducted. It shall
conform with the law and the rules and regulations on safely, appropriateness for learing,
and availability of facilities and equipment, which are issued by the DepEd (DO No. 40, s.
2015), Technical Education and Skills Development Authority (TESDA), Department of
Labor and Employment (DOLE), Commission on Higher Education (CHED), and other
relevant government agencies. Examples of work immersion venues include offices,
factories, shops, and project sites.

SECTION 4: Objectives

Work immersion will help develop among the learners life and career skills, and will prepare
them to make decisions on postsecondary education or employment. Through partnership

49
building, DepEd hopes that the Partner Institutions will provide learners with work
immersion opportunities, workplace or hands-on experience, and additional learning
resources. It aims to make learners:

1. 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; and
4. develop good work habits, attitudes, appreciation and respect for work.

By the time learners reach Senior High School, they would have already acquired almost all
the competencies and skills that would prepare them for the curriculum exits (higher
education, employment, middle-skills development, and entrepreneurship). Work immersion
provides them with an avenue to test themselves and apply what they have learned in a non-
school scenario. In work immersion, learners are not only able to apply their previous
training but are also able to experience the social interactions in a work environment. Their
experiences during work immersion will develop many skills and values that would help
them as they transition from high school to real life.

To assure the achievement of the above objectives of Work Immersion, this policy serves to
guide schools in:

1. creating flexible work immersion arrangements for their learners;

2. providing options for work immersion that are relevant to learners’ purposes and needs;
3. organizing work immersion opportunities for learners that are consistent with the
diverse human resource requirements of partner institutions for work immersion; and
4. articulating the scope and limits of work immersion in the context of basic education
when building relationships with work immersion partners.

SECTION 5: Principles and Policy Statements

Partnership with Institutions shall be governed and guided by the following priciples and
policies:

1. Work Immersion requires parental consent.

2. Partner Institutions and Work Immersion Venues shall be selected only after thorough
study, screening and preparation to ensure that each venue is a safe, secure, and suitable

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place for learning. All applicable safety guidelines of TESDA, DOLE, and work immersion
venue relevant to basic education shall apply.

3. Schools may partner with any institution or organization duly registered/recognized by

any accrediting government agency. These may include cooperatives, local government
units (LGUs), duly registered companies, and non-government organizations (NGOs).
Annex B provides suggested institutions for corresponding specializations.

4. all Work Immersion agreements at the school level must be covered by a Memorandum of
Agreement (MOA) for the security of all parties involved. All MOAs must specify that all
parties will conform to these guidelines. All learner activities shall be reflected in the MOA
as stipulated in the Prescribed Template for the List of Tracks / Activities to be done during
Work Immersion which can be found in Annex C.

5. The Memorandum of Agreement (MOA) for Work Immersion must have provisions for
the following:

a. creation of a Joint Working Group (JWG), the JWG’s functions and

responsibilities, and the responsibilities of each of the partners
b. access to and use of partner institution’s facilities by learners and teachers;
c. provision of supervisors/mentors form the partner institution
d. assurance that the workplace is a conducive and safe learning environment;
e. list of learner activities as stipulated in the prescribed template in Annex C
f. for the Partner Institution to orient the school on the work learners will engage in
based on the activities listed in the Prescribed Template for the immersion Program
of Activities
g. insurance for learners in DepEd schools, charge to MOOE (For private high
schools, colleges and universities, local universities and colleges, state
universities and colleges, and technical and vocational schools, the insurance
fee paid by the learners during enrollment shall be utilized for work immersion.
Insurance fees may also be included in the voucher)
h. Work Immersion-related expenses like insurance and transportation allowance
may be treated as a donation under DepEd’s Adopt-A-School Program
i. See attached Annex D of these guidelines for sample of MOAs. This does not
preclude the parties from adding other provisions which are beneficial to the
learners.

6. DepEd, in collaboration with its partners and stakeholders, shall ensure that all schools
and venues for learning are conducive to the education and safety of the learners. The safety
of the learners is primary. Consequently, the maximum number of hours spent in the work

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immersion venue is 40 hours per week and no more than eight (8) hours per day as provided
for by law, for a child below 18 but older than 15.

7. School Partnerships Focal Persons must be capacitated with networking skills and
cultivating connections with possible partner institutions.

8. Although one of the objectives of the Work Immersion is to develop skills that are
relevant to the needs of the job market in the area, Work Immersion should not be reduced
to a mere recruitment tool of a Partner Institution. While the graduates’ future employment
in the industry may be one of the desired outcomes of the partnership, the latter should be
designed in such a way that graduates will also acquire other skills and competencies and
will qualify for other job options and not be limited to those offered by one Partner
Institution.

9. Expenses in securing partnerships, such as travel expense of the School Partnerships

Focal Person and the Immersion Teacher, shall be charged to the school’s local funds or
MOOE. Subject to availability of funds, travel expenses of learners to Work Immersion
venue will also be charged to MOOE and other funds, the details of which shall be provided
in a separate set of Guidelines. Expenses for Immersion Venue rental, utilities, and/or other
direct or incidental expenses of the Partner Institution shall not be allowed.

10. Schools and students shall be asked to pay the SHS Partner Institution for any Work
Immersion activity conducted. Fees for Work Immersion must only be set after consultation
with parents.

11. The partnerships shall be governed by existing laws and DepEd issuances such as, but
not limited to the following:

a. DepEd Order No. 39, s. 2009 on the commercialization of schools, which expressly
prohibits the appearance of any form of institutional endorsement by the DepEd for any
commercial product or service within the school premises in exchange for any SHS-
industry partnership
b. DepEd Order No. 6, s. 2012, which expressly prohibits all forms and manner of
cooperation or partnership with the tobacco industry in all areas of the country
c. DepEd Order No. 40, s. 2012 entitled “Child Protection Policy” (Policy and
Guidelines on Protecting Children in School from Abuse, Violence, Exploitation,
Discrimination, Bullying and other forms of Abuse)
d. DepEd Order No. 80, s. 2012 entitled “Strengthening the integration of breastfeeding
education in the curriculum, setting up and sustaining the operation of lactation stations in
compliance with Executive Order No. 51”. School officials are similarly discouraged from
partnering with companies manufacturing milk and infant formula products.
e. DepEd Order No. 55, s. 2013, Implementing Rules and Regulations (IRR) of Republic
Act No. 10627 Otherwise Known as the Anti-Bullying Act of 2013

52
 f. DepEd Order No. 40, s. 2015 entitled “Guidelines on K to 12 Partnerships” (Policy
and Guidelines on Building Partnerships for the K to 12 Program)
g. Republic Act 7877, an Act Declaring Sexual Harassment Unlawful in the
Employment, Education or Training Environment, and for Other Purposes
h. The Adopt-A-School Act of 1998 (Republic Act No. 8525) and related DepEd
issuances for corporate donations
i. Article 218 and 219 of the Family Code on the special parental authority and
responsibility of schools, administrators and teachers
j. The Civil Code, including but not limited to, provisions on Obligations and Contracts
and Quasi-Delicts. Article 2176 provides: “Whoever by act or omission causes damage
to another, there being fault or negligence, if there is no pre-existing contractual relation
between the parties, is called a quasi- delict and is governed by the provisions of this
Chapter.” Article 2180 provides in part: “The obligation imposed by article 2176 is
demandable not only for one’s own acts or omissions, but also for those persons for
whom one is responsible.”)
k. Department of Labor and Employment (DOLE) and Technical Education and Skills
Development Authority (TESDA) issuances , whenever applicable.

12. The duties and responsibilities of SHS personnel shall be reflected in their Office
Performance Commitment Review Form (OPCRF) or Individual Performance Commitment
Review Form (IPCRF) for DepEd Schools only.

13. Private Schools and non-DepEd schools may devise a scheme on how to remunerate
teachers assigned as School Partnerships Focal Person/Immersion Teacher.

SECTION 6: Work Immersion Delivery Models

Table 1 shows different Work Immersion delivery models that schools may choose from
based on their needs and resources. All these models take into consideration the number of
Work Immersion hours, learner’s purpose and needs, school capabilities and compliance to
the TESDA, DOLE, and DepEd Work Immersion venue guidelines.

However, if these models do not fit a specific situation or concern, regions may design their
on delivery model. Novel/unique delivery modes should be approved by the Regional
Office. Proposals describing the unique delivery model should include in their justifications
the work immersion hours, the learners’ purposes and needs, and the school’s partnership
arrangements.

For all models, the Work Immersion Curriculum Guide (CG) in Annex A shall be followed.
The number of hours allotted for Work Immersion Proper, which is Part II of the CG, may
vary based on the model to be chosen by the learners and the school.

53
Below is a summary of the Work Immersion delivery models and their description. For more
details, Annex E provides descriptions of the models, the learners’ purposes and needs, the
school’s partnership arrangements, and Work Immersion delivery options.

Work Learner’s
Models Immersion Purpose and School Options
Hours Needs
Model A 80 hours (This For learners who Has partners that
is the only need 80 only
minimum hours of work accommodate 80
requirement immersion hours of Work
for Work Immersion
Immersion.)
Model B 240 hours (80 Optional for Has several 1. Learners may start
+ 160 hours) learners who: Work taking a 640-hour
1. decide to do Immersion specialization in grade
more Work partners that can 9 and finish at Grade
Immersion hours accommodate all 11. For Grade 12, s/he
in the its learners in may take up another
specialization of the first and 160-hour
their choice; and second semester specialization before
2. have more of Grade 12 or after the Work
Work Immersion Immersion.
opportunities
available. Examples are shown
in Models B1 and B2.

2. 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.

Examples are shown

in Models B1 and B3.

54
 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 Optional for Has Work 1. For a 640-hour

distributed Iearners who: Immersion specialization, the
over several 1. decide to do venues but these learners may take the
terms more Work cannot first 320 hours in
Immersion hours accommodate all Grade 11 then have
in the learners in the 120 hours of Work
specialization of 2nd semester of Immersion during
their choice; Grade 12, hence summer.
2. have more making it
Work Immersion necessary to They may then take
opportunity spread out the up 160 specialization
available; and immersion over hours during the first
3. are enrolled in several terms. semester of Grade 12
specializations and have 40 hours of
that require more Work Immersion
training hours. 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.

pAn example is
shown in Model C1.
2. Another option for
a 640-hour
specialization is for
learners to take 320

55
 hours of specialization
in Grade 11 and have
160 hours of Work
Immersion during
summer.

S/He may then take up

320 hours
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 Optional for Has partners
distributed learners who: who hve more 1. For a 480-hour
over several 1. are likely to Work specialization and
terms (80 + proceed to Immersion slots work immersion for
240 hours) employment 320 hours learners
after basic Has select may take up 320
education; learners who are specialization hours in
2. decide to do ready for more Grade 11 and have 0
more Work training in the hours of Work
Immersion hours workplace Immersion during
in the summer.
specialization of
their choice; and S/He may then take
3. have Work the remaining 160
Immersion specialization hours in
opportunities the first semester of
available to Grade 12 and have
them. 240 hours of Work
Immersion in the
second semester.

A sample is shown in
Model D1 below.
2. Learners may finish
a 320-hour
specialization in
Grade 11 and have 40
hours Work
Immersion during
summer.

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 Learners 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.

SECTION 7: Duties and Responsibilities of Personnel

The successful implementation of Work Immersion will depend on the strong collaboration,
support, and commitment of the school personnel and Partner Institution. These personnel
shall always exercise due care and diligence in the performance of their duties. Below are
additional duties and responsibilities to DepEd Order No. 40, series of 2015 (Guidelines on
K to 12 Partnerships).

1. The School Head

S/He shall:
a. be the authorized person to sign the MOA with Partner Institution on behalf of the
school and ensure that all provisions in the MOA are adhered to by both parties;
b. assign a personnel/teacher to be the School Partnerships Focal Person if the school
offers more than one (1) program;
c. determine the number of teaching loads of the School Partnerships Focal Person
and the Work Immersion Teacher subject to the nature of the track/strand for immersion,
provided that provisions in the Magna Carta for Teachers are followed;
d. sign the Travel Authority (TA) of the School Partnerships Focal Person/Work
Immersion Teacher if work immersion tasks are conducted within the division. The Schools
Division Superintendent will sign if these are conducted outside the division;
e. report to the Division Office the activities in the Work Immersion Venue, including
but not limited to the duration, provisions, and issues and concerns as applicable; and

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 f. supervise the work of School Partnerships Focal Person, Immersion Teacher and
Learners.

2. The School Partnerships Focal Person

S/He is the authorized person to seek partnerships between DepEd and Partner Institutions
following the processes mentioned in the guidelines. S/He may be assigned from the school
or division office. S/He may also be the school Senior High School Coordinator, S/He shall:

a. manage the conduct of Work Immersion;

b. establish / pursue and maintain the Work Immersion partnership between the DepEd
and Partners Institutions;
c. use evaluation and monitoring results to recommend decisions on partnerships;
d. coordinate with the Work Immersion Teachers regarding the placement of students
in partner institutions;
e. consolidate reports from work immersion teachers (If s/he is the Division SHS
Partnership Focal Person, receives reports from schools); and
f. conduct regular ocular inspections with the Work Immersion Teacher to ensure
that the work immersion venue is safe, secure, and suitable for learning.

3. The Work Immersion Teacher

S/He is the school personnel/teacher assigned to supervise the learners at the Work
Immersion Venue. S/He shall:

a. exercise supervision on learners doing Work Immersion in coordination with Work

Immersion Partner Institution Supervisor;
b. participate in the Joint Working Group of Work Immersion;
c. coordinate with the School Partnerships Focal Person learners’ activities and class
and venue schedules;
d. conduct the Pre-immersion and Post-immersion activities;
e. conduct regular visits to the venue to ensure that learners’ activities are properly
implemented; and
f. submit report regularly to the Schools Partnership Focal Person on the completion and
performance of learners, performance of the Partner Institution, and issues and concerns.

4. The Work Immersion Partner Institution Supervisor

S/He shall be identified in the MOA and shall serve as the counterpart of the Work
Immersion Teacher. S/He shall:

a. exercise supervision over learners during the Work Immersion;

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 b. participate in the Joint Working Group;
c. coordinate with the School Partnership Focal Person and Work Immersion Teacher
on Work Immersion venue schedules and capacities;
d. provide input in the Pre-immersion and Post-immersion activities;
e. schedule the learners’ activities in the Work Immersion venue together with the
Work Immersion Teacher; and
f. inform the Work Immersion Teacher on capacities, Work Immersion completion
performance of learners, and issues and concerns.

5. The Learner

S/He shall:
a. attend Pre and Post Immersion Activities;
b. report to the Work Immersion Partner Institution Supervisor during actual
immersion;
c. perform the duties and tasks as indicated in the prescribed template for work
immersion list of tasks/activities (template found in Annex C); and
d. prepare the documentations and reports required in the curriculum and by Partner
Institution.

SECTION 8: Assessment

The Work Immersion Teacher and the Work Immersion Partner Institution Supervisor will
jointly assess the learners’ performance following the DepEd Order No. 8, s. 2015 (Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program).

The Work Immersion Teacher shall then issue the Final Grade.

SECTION 9: Monitoring and Evaluation

The following are the offices and units, which will implement, monitor, and/or will be
affected by the policy:

1. Central Office

a. Bureau of Curriculum Development ensures correct articulation of the

curriculum content of Work Immersion.
b. Bureau of Learning Delivery ensures proper implementation of policies in delivering
the Work Immersion as a subject in the field.

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 c. Bureau of Educational Assessment ensures valid assessment of learners
performance in the field.
d. Bureau of Learning Resources provides the needed learning materials in the field.

2. Regional Office

Curriculum and Learning Management Division through the Regional Senior High School
Supervisor-in-Charge ensures that the Division Offices properly implement and articulate
Work Immersion as a subject in coordination with the relevant Regional Supervisor
handling the learning area (e.g. TVL, Arts and design, STEM).

3. Division Office

Curriculum and Instruction Division through the Division Senior High School Supervisor-
in-Charge ensures that all senior high schools in their respective areas properly implement
and articulate the Work Immersion as a subject in coordination with the relevant Division
Supervisor handling the learning area (e.g., TVL, Arts and Design, STEM).

4. Schools

Section 7 describes in detail the duties and responsibilities of the different DepEd offices.

ANNEX F shows the monitoring and evaluation tool to be used.

LIST OF 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
Partnerships Number
Focal Person
Work Immersion Contact
Teacher Number

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LIST OF TASKS / ACTIVITIES

Time Actual
Competencies Tasks /Activities Remarks
Allotment Schedule

Students shall not be given other activities outside of those previously agreed upon, which
are anchored on the stated competencies.

Certified true and correct:

Student’s Signature Over Printed Name Parent’s Signature Over Printed Name

Work Immersion Teacher’s Signature Over Industry Supervisor’s Signature Over

Printed Name Printed Name

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1. Personal Information Sheet
2.Parental Consent
3.Endorsement Letter
4.Certificate of Completion
5.Daily Time Record
6.Photo Documentation

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 PARENTAL CONSENT
I/We, Mr. _____________________________________ and Mrs.
_________________________________, of legal age, resident of
____________________________________ do hereby permit my
son/daughter ___________________________ to undergo the Senior High
School Work Immersion on ___________________ at
_______________________________.

I/We consider the benefits that my child will get/learn from the
experiences in the 80 hours or 10-day activities. Though I/We acknowledge the
inherent risks associated with any activity, however, I/We believe that the
opportunity of learning gained from these activities outweigh the risks. I/We
therefore pledge my/our cooperation in making my/our son/daughter be aware
of precautions, and in urging that he/she observes necessary rules to follow and
any other instructions during the activity to ensure safety and success of the
said undertaking. I/We hope that due care and precautions will be observed to
ensure the safety of my son/daughter and that DepEd employees and personnel
and Work Immersion partner personnel may not be held responsible for any
untoward incident that may happen beyond their control.

Signed this ________ day of _____________, 201__ in Carigara, Leyte,

Philippines.

____________________________ ____________________________
Father’s Signature over printed name Mother’s Signature over printed name

WITNESSES:
REY D. METRAN, DPA MA. GLADYS F. APILADO, D.M.
Work Immersion Teacher Head Teacher II

JULIO B. TOLOSA, Ed. D.

Secondary School Principal II

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 PERSONAL INFORMATION SHEET
A. PERSONAL DATA
Surname: First Name: Middle Name:

Address:
Date of Birth: Place of Birth:
Civil Status: Religion: Contact Number:

B. FAMILY DATA
Father: Mother:
Occupation: Occupation:
Contact No. Contact No.
C. HEALTH DATA
Blood Type: Height: Weight:
Health Concerns:

D. SCHOLASTIC DATA
Primary: Year Graduated:
Junior HS:
Scholastic Achievements:

E. SPECIAL SKILLS AND TALENTS

F. MEMBERSHIP IN CLUBS /ORGANIZATIONS

Name of Organization/Club Position Inclusive Date of Membership

F. CHARACTER REFERENCES (not related to you)

Name Contact Number Address

I hereby certify that the above information are true and correct to the best of
my knowledge
_____________________
Signature Over Printed Name

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