TABLE OF CONTENTS

Page
Title Page……………………………………………………………………………. i
Recommendation Letter……………………………………………………………… ii
Approval Sheet………………………………………………………………………. iii
Acknowledgement…………………………………………………………………… iv
Dedication……………………………………………………………………………. v
Table of Contents…………………………………………………………………….. vi

PART 1: IMPORTANT POINTS IN WORK IMMERSION……………………. 1

Introduction…………………………………………………………………………...
Objectives of the Work Immersion…………………………………………………...
Values and Attributes of a Student in a Work Immersion…………………………….
A Glimpse of the History of Joyland School, Inc……………………………………..
Values Integration of Joyland School, Inc.…………………………………………….
Philosophy, Vision, Mission, Goals, and Objectives of Joyland School, Inc………….
Organizational Chart of Joyland School, Inc………………………………………….
PART 2: THE WORK PLACE……………………………………………………..
History of the Work Place…………………………………………………………….
Philosophy, Vision, Mission, Goals, and Objectives of the Work Place……………..
Organizational Chart of the Work Place……………………………………………...
PART 3: MEMORANDUM OF AGREEMENT………………………………….
PART 4: ACTIVITY REPOPRT…………………………………………………..
Daily Journal………………………………………………………………………….
Weekly Activity Report………………………………………………………………
APPENDICES……………………………………………………………………….
Daily Time Record………………………………………………………………...….
Certificate of Completion………………………………………………………..……
Documentary Report………………………………………………………..…………
Random Pictures………………………………………………………..……………..
Resume……………………………………………………………...…………………
Cover Letter……………………………………………………………………………
 JOYLAND SCHOOL INCORPORATED
#94 Sison Street, Poblacion, San Fabian, Pangasinan

APPROVAL SHEET

This narrative report attached herein “RESEARCH/CAPSTONE PROJECT”, which is

presented and submitted by BEA ALLYSON V. NAVARRO in partial fulfillment od the
requirement for the Grade 12-STEM, is hereby endorsed for approval.

_________________
_________________________
Cathyrine H. Paneda Ruel L.
Somintac
Adviser TIC, High School
Department

_______________
DATE

Accepted and approved in partial fulfillment of the requirement of the Grade 12-STEM.

____________________
Dr. Rebecca Kathleen S. Vidal
School Director
 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. According to Leonor Briones, Education Secretary "Work immersion is a key
feature in the senior high school curriculum. It can be conducted in different ways depending on
the purposes and needs of the learners," 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.
GRADE 12 Senior High School Students have started their work immersion related to
their selected academic track or their selected vocational course. The immersion trains students
and strengthen their skill or expertise for their work in the future. It is part of the K-12 program
which prepares students to work in companies.
According to the Department of Education, this program is an 80-hour hands-on
encounter which Senior High students must experience to open them to the genuine working
environment setting and improve their abilities learned in school. The Department of Labor and
Employment said work this is an integral part of the K to 12 Program in fully realizing its goal to
produce job-ready graduates equipped with industry-based skills. DOLE strongly affirms that
work immersion contributes to the full realization of the objectives of the K to 12 Program.
Through this program, the students can be ready for their big step in working and be
comfortable and familiar with business-related conditions in line with their specialization.
Students experience the social interaction in work environment that would help them as they
graduate and face real life. Work immersion is useful as it enables Senior High students to decide
if what they have chosen in school is what they want to have as a career. Being able to test their
skills and knowledge in practice will help them develop their career choice.
 OBJECTIVES OF THE WORK IMMERSION
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, 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 objectives, 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.
Work immersion will help develop among the learner's 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 the 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
 Values and Attributes of a Student in a Work Immersion

Immersion has been part of the curriculum in every school around the world. It can help
the young ones to get exposed to the real world in preparation to working environment. Is this
activity, they will get a glimpse of what they want to be in the future. This will also give them an
idea that not everything is about earning money; it's more of surviving the reality every day.

How Immersion Programs Help Prepare Students for Life

Immersion brings academic reality into work life. Students are now challenged by
theoretical classroom discussions. They need more than proof; they seek actual
experiences. When their teacher says, "Earning money requires hard work," they need to
go out and know how it feels to work and earn money by themselves. Immersion
programs concretize classroom ideas, lessons, and opinions, turning them into real work
experiences and realizations that last a lifetime.

Immersion increases level of consciousness about a certain work community. As

students immerse in the workplace of their interest, they get to know more about what's,
whys, and how's of working in that area. They get a glimpse of other people's attitude and
principles while being receptive and adjusted to differences and ironies present in the
work environment. In the long run, they gain a depth of understanding and sense of
readiness needed for their future professional lives.

Immersion reinforces lost values and standards. The new age has brought ways that
changed the significant values that should have nurtured students’ character at home and
in school. Yet immersion programs help students find places which have retained the old,
good days and ways. Students can find a workplace that values honesty and integrity in
work documents; a company that promotes genuine help and care through excellent
customer service; or an organization that trains its workers to become people with vision,
plans, and leadership.

As a student who is in a work immersion, here are some values and attributes that will
help you propel and have a meaningful experience.

1. Responsible
In a work environment, there are targets to be achieved on a daily or monthly basis. As
such, it is important to do your part in the whole process. Ensure that you deliver your work with
quality, commitment and on time.
For example, if a certain project was given to you, do your research. Do it accurately. If
there are any difficulties, inform your supervisor ahead of time.

2. Adaptable
 In a work environment, there are dynamic activities and processes. Be ready to accept
change. For an instance, due to lack of budget, you were assigned to find sponsorship for a
marketing event. You might want to learn how to network and how to negotiate in the process of
asking for sponsorship.

3. Professional
Even though you are just a student in a work immersion, it would be great to exhibit
professionalism. Come to meetings and work on time. Dress up properly. Watch your language.
Comply with company policies.

4. Remarkable Work Ethics

Work ethics is the set of work principles you live by. Show to your colleagues and
supervisors that you are dedicated to your job in the immersion. Avoid complaining about tasks
given to you. Be honest. Avoid giving excuses. Do not submit sloppy work. Stay focused on
what need to be done.
 A GLIMPSE OF THE HISTORY OF JOYLAND SCHOOL

Introduction
The past three decades saw the move of districts and annual conferences in the United
Methodist Church for establishment of "schools of ministry" or theological institutions. Gone
were the days when Methodists relied only on the Union Theological Seminary for pastor's
education. Although many of these school are still part of the Theological Education by
Extension (TEE) of UTS, the direction towards complete self-reliance and independence has
become irreversible.
There similarly was a time when the Philippine Christian University and the Wesleyan
University-Philippines were the only educational institutions for liberal arts and other non-
theological courses. Aldergate College in Solano, Nueva Viscaya and Eveland Junior Colleges in
San Mateo, Isabela followed. Tarlac UMC which used to offer grade and high school levels is
now opening its portals for collegiate education.
One growing institution of the Philippine UMC is Joyland School. Joyland School, the
second home for the past 27 years of young children barely weaned from their mother's breasts,
the haven where dreams have been planted, nurtured and cultured.
It may be a little late in the game, but in the Mother heart of God, it was planted and
fertilized in God's own time. At 27, more and more graduates have started to etch their names in
respective chosen fields. Accordingly, a good gauge of success, this degree of accomplishment
and prominence of Joyland School graduates speaks for the kind of quality education which has
been the product of the school's "unwavering faith, service and excellence."

Pre-School Education
On March 1985, the church leaders, with the encouragement of the church pastor, the
Rev. Abraham Casipit and the church deaconess, Ms. Rebecca Kathleen S. Vidal, giving an
interplay of courage, commitment and prayers, founded the Joyland Kindergarten School. It was
envisioned that Joyland School will be an arm of the church for intellectual, social, emotional,
physical and spiritual development for all active, vibrant, responsible and God-fearing children.
It then applied for a permit to operate from the Ministry of Education, Culture and Sports (now
the Department of Education). Government Permit No. EE64 s. 1985 was granted and the school
began operations on the opening of the school year 1985-1986. It began its preschool courses-
Nursery and Kindergarten.
A School Board headed by, Mrs. Florenda B. Nabua was organized to oversee the
operations of the school. It was formally opened on June 9, 1985 in an appropriate launching
ceremony with Mayor and Mrs. Conrado Gubatan, cutting the ceremonial ribbon and Rev. and
Mrs. Benjamin Gutierrez, the District superintendent, leading the dedication rites.
Meeting the rigid requirements of the MECS and passing them with flying colors after a
series of inspection and evaluation, Joyland School earned its Government Recognition No.EE-
Re-03 s. 1986 granted by the MECS on June 25, 1986. This was approved for and in behalf of
the Minister of Education, Culture and Sports by Dr. Pura T. Liban, MECS region I Director.
Because the Preschool education provided young children ages 3-6 experience in
Christian living through a balanced program of education, it gained respect and popularity in the
entire community of San Fabian. The school administration, with Ms. Vidal as the piloneer
teacher, did not hesitate to say "yes" when a demand to open grade school was made by the
parents during one of the Parents-Teachers Fellowship Meeting in 1986.
Grade School Education
With very limited and crude facilities Joyland started grade school in 1987 to enable
young children to acquire basic preparation that will make them an" enlightened, disciplined,
nationalistic, self-reliant, God loving, creative, versatile and productive citizen." In 1992 Joyland
had its first batch of elementary graduates. Government Recognition (R-1) No. E-007 s. 1994 for
the Elementary Course was granted to Joyland on June 1994
As the school continued to grow, it faced problems of space, classrooms, books and other
facilities. Even with limited resources however, the lot adjacent to the church which belonged to
Don Daniel Calimlim and Dona Nena Calimlim of Poblacion, San Fabian, Pangasinan was
purchased in the amount of Three Hundred Thousand Pesos (P300,000.00).

High School Education

Barely has the school developed the newly purchased lot, another opportunity of service
knocked, the opening of the high school level. The San Fabian High School closed operation
after 50 years of existence, Dr. Vidal received a letter from some teachers and staff of said
school requesting that it push through with the plan of opening secondary education so that their
students will have a good school to transfer to. They were willing to help the school put up a
quality secondary education if accommodated.
Finding the reasons valid, the school director brought the matter to the School Board
headed at that time by Mr. Mateo Blanquera. The Board then resolved to begin operating a
Secondary Education-from first to fourth year for the school year 1995-1996.
The school director, Dr. Vidal, did not waste a single time for the processing of papers
necessary to open another level. The Chief of Secondary Education, Dr. Constancia F. Dacanay
advised Ms. Vidal to start with first year only to ensure a quality secondary education. Due to the
persistence of many students and parents, the school ventured to open complete high school
courses with the help of Mr. Leon L. Pataganas, Jr., an educator himself, the chief of secondary
education and the regional director himself, Atty. Dr. Victoriano B. Tirol, Jr. The DECS has
considered the "situation" as a special case. Having been convinced that resources were adequate
to operate and sustain the operation of first to fourth year, a Government Permit was issued on
July 24, 1995 with the provision that the school maintains the standard required for the courses
granted and that all laws are followed faithfully. Thus, having observed strictly the rules,
regulation, and the requirements of the DECS governing the operation of authorized private
school courses, Government Recognition No. SE-002 s. 1999.

Management and Organization

Like any other institution of learning, Joyland too, has its ups and downs. In 1996-1999
while Ms. Vidal was on a study leave abroad, the school suffered a setback caused by" crisis" of
leadership. Joyland which used to be a "joyful witness" turned "sorrowful" for a while. It was
then that the Conference (Central Luzon Philippines Annual Conference) Board of Trustees
under the leadership of Atty. Crispiniano Lamorena intervened and decided to have Joyland
School be incorporated and be registered at the Security and Exchange Commission.
Now, Joyland School has its own Board "which shall exercise general supervision, have
exclusive control and direction of all funds, prescribe policies, make rules and regulations and
establishes practices not inconsistent with law for the governance and direction of the school."
The original Joyland School Board of Incorporators were the following:
Mateo C. Blanquera Guillerma T. Imbuido Estrellita S. Gutierrez
Lourdes B. Generalao Judith N. Ubaldo Leon L. Palaganas, Jr.
Rebecca Kathleen S. Vidal Cristina Pascua Mabel S. Fajardo
Evangeline P. Kuan Virgilio C. Tecson (+) Jaime L. Nabua, Sr.
Rev. Victor C. Vinluan Maria N. Villegas Romeo B. Diagan (+)
At present, this is the composition of the Board of Trustees:
President : Leon L. Palaganas, Jr.
Treasurer : Jaime L. Nabua, Sr
Bookkeeper : Mateo C. Blanquera
Members : Cristina P. Luna
: Rev. Victor C. Vinluan
: Maria N. Villegas
: Daniel C. Biasbas
: Dr. Liza J. Codilla
: Mr. Ferdinand B. Generalao
: Mrs. Marivic B. Imbuido
School Director : Rebecca Kathleen S. Vidal
Honorary Members : Rev. Yo Han Hwang
: Rev. Kyeong Jo Seo
: Rev. Chang Kyu Shin
: Bishop Rev. Dr. Pedro M. Torio, Jr
Ex-Officio : Rev. Romel P. Barte
: Rev. Victor T. Magno

Partnership with the Peace Methodist Church, Korea

When God calls for an important mission, He sees to it that all needs are provided for.
Joyland is a living witness to this truth. Struggles seemed insurmountable but never was there a
dint of failing hope as He "always provide(d)."
In early part of 1999 Joyland School and the San Fabian United Methodist Church were
surprised by the visit of the District Superintendent, Rev. Abraham F. Casipit, together with few
Korean missionaries from Baguio. These missionaries were exploring places to organize new
churches. One of the missionaries, Rev. Chang Kyu Shin mentioned that he was also looking for
a place where a retreat center could be built. Ms. Vidal personally showed them some places and
also suggested to build the center at the vacant lot of the church. Rev. Shin's immediate response
was the lot is so small. But when Rev. Shin came back, he decided to negotiate with the CLPAC
Board of Trustees for possible partnership in mission.
 Not only did the Peace Methodist Church of Bucheon, Seoul, Korea where Rev. Shin
came from made an agreement with the conference. It, too, agreed to enter into a Sisterhood
Partnership with Joyland School on August 22, 2000 followed by a Memorandum of Agreement
on September 26, 2002 for the purpose of "promoting mutual and better understanding between
peoples of the two parties and will contribute to the peace and prosperity in Asia through the
exchange of ideas, people and resources in spiritual, cultural, educational, economic and other
fields."
On October 28, 2008, Joyland School was allowed use of the Peace Philippine Mission
Center by its builder for its educational program. With this partnership in educational mission
made with the Peace Methodist Church in Korea under the leadership of Rev. Yo Han Hwang,
Rev. Jo Seo, and Rev. Chang Kyu Shin, the students and staff now enjoy the blessing of
beautiful and comfortable classrooms equipped with modern facilities needed to enhance
teaching-learning experiences that could soar towards global competitiveness.

The Future of Joyland School

The distinction as an effective educational institution does not happen with a flick of a
finger or by rule of thumb. Today, the Joyland School, Inc. through its present Board of Trustees
headed by Mr. Leon L. Palaganas, ir. periodically and continuously reassesses the focus of the
school's educational mission. It is of the Board's assessment that while high marks have been
earned in the educational community in San Fabian and the entire province, the limitations of
space and classrooms always hung like a Damocles sword confronting authorities each school
year because of increasing enrollment.
The Board and Administrative Staff of Joyland School continue to pray and dream for a
more excellent venue of learning where every child could grow in wisdom and enjoy the fullness
of life and where truth and knowledge of Christ be everybody's quest.
 JOYLAND SCHOOL, INC.
Sison St., San Fabian, Pangasinan

VALUES INTEGRATION
Here at Joyland School, Inc., Values Development is integrated in all areas of education.
Both students and teachers are instructed with TRUTH (an acronym consisting of method they
can use to learn the concepts and practice the behaviors associated with the guiding principles
while they interact with others or work on a task or toward a goal.)

T- Think before you take action or react to someone and tell yourself:
• Think things through carefully before taking any action.
• Be responsible and respectful.

R-Review in your mind:

• What are the facts of the situation or what actually happened?
• What are my choices?
• What are the consequences of my choices?
• How will my choice affect the people involved in the situation?
• How will they feel?
• What guiding principles are important in this situation?

U- Understand the other person's viewpoint by reminding yourself:

• Talk things out in a caring way.
• Find out how the other person feels.
• Be honest and optimistic.

T-Take action that shows you are trustworthy and loyal:

• Remember, what you do shows others what your values are.

H- Have courage to review honestly what happened and say to yourself:

• How did my choice work out?
• What else can I do to create a positive outcome?
• Have I the courage to keep dealing with this situation until it works out for everyone
involved?

Values and integration is a means of helping students develop guiding principles to help
them cope with an increasingly complex world, feel more emotionally connected to others, and
to enhance prospects for personal life and career success. (- Dr. Martin J. Marrazo, Psychologist,
Behavioral Health Specialist, Latham New York)

JOYLAND SCHOOL, INC.

Sison St., San Fabian, Pangasinan

PHILOSOPHY
Preparing Students for life

VISION
Training learners in the way they should go (Proverbs
22:6) and attain their potentials as human beings.

MISSSION
Fostering a passion of participation of all people (in the
school community) to help students become productive
citizens.

GOAL
To teach children and youth the value of faith and service,
to do creative thinking and cope with life's difficulties.

OBJECTIVE
Learning opportunities must be provided to give hope and
stability, contribute to the normalization of activities in
the country, and facilitate development of our learners
and bring normalcy to their lives.