Additional Citations
Home-based. The learners shall perform their activities at home but will be monitored regularly by
the SHS teacher. This scheme is applicable only for learners with available materials, tools, or devices
that can be used to demonstrate their competencies. Guided by the learning competencies, the
teacher and learners need to select the activities to be performed.(San & Undersecretary, 2020)
In the Philippines, youth unemployment continues to hinder meaningful economic development due
to job-skills mismatch, lack of knowledge and skills training, and work experiences. To address the
problem, Department of Education’s (DepEd) K to12 Program added two (2) years of Senior High
School which is an advantage for students to develop relevant skills as early as high school. (Caraig et
al., 2020)(Acut et al., 2019)(Acut et al., 2021)
Having real hands-on experience is veryimportant for students. Students who hope to grow into the
aerospace sector should try to work on a plethora of projects during their studies. This will help
them refine their skills, learn their strengths and weaknesses and improve their real world skills,
which often doesn’t get taught in classrooms due to time and budgetary constraints. Such projects
will also improve their capabilities to move into program manager, system engineer and other
leadership roles as well as improve their teamwork, which is important in all jobs.(Kara et al., n.d.)
Utilizing the work immersion program, the students can better understand their work
environment and areas of specialization to augment their ability. i. more importantly,
students learn the value and implementation of the principles and theories and their
usefulness; ii. grow their technical awareness and comprehension; iii. Augment their
understanding of the skills; (whether speaking or writing); iv. Additionally encourages
students to identify areas of professional learning and school activities to master the
essential principles and theories and helps them solidify their concepts; v. develop
communications and work habits by getting applicable theories and principles and
improving strategies. (Contents & Overview, 2019)
Have the requisite knowledge and skills to be ready for jobs or further education after they
finish their course of study Students were placed in an environment closely modeled on the
technology sector and required them to experience science and technology for months on
end(Tremblay, 2013)
RESEEARCH DESIGN
The research design used in this study is qualitative-descriptive. This design can be explained
as a statement of affairs as they are at present with the researcher having no control over
variable. Moreover, descriptive studies may be characterized as simply the attempt to
determine, describe or identify what is (Ethridge, 2004)
Descriptive research aimed at casting light on current issues or problems through a
process of data collection that enables them to describe the situation more completely than
was possible without employing this method (Fox, W. & Bayat, M.S., 2007).
BACKGROUND/ INTRODUCTION
The Work Immersion cannot be done without any thorough study and analyzation. As the key
feature of the Senior High School Curriculum, this program can be conducted in different
ways depending on the purposes and needs of learners (DepEd Order No. 30 s. 2017).
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. (DepEd, April
2017)
The Work Immersion cannot be done without any thorough study and analyzation. As the key
feature of the Senior High School Curriculum, this program can be conducted in different
ways depending on the purposes and needs of learners (DepEd Order No. 30 s. 2017).
The program will also help the student at appreciating the importance of the credentials by
writing resumes, filling out application forms, job interview skills training and visiting the
concerned offices where the following could be secured: Barangay clearance, Police
clearance, Mayor’s clearance and Medical certificate (Work Immersion, 2017). This learning
outcome will help the students much for the future application in life.
RRL
The work immersion program of the Department of Education is one of the key features of
the newly established educational curriculum. This course primarily aims to expose a student
to an active workplace where he can improve his communication and social skills.
To be exposed in a work area is, somewhat, a very important moment a student must
experience. In fact, Dr. Dagatan (2017) said that this work immersion provides learners with
opportunities to learn about the workplace, as well as the authentic work environment. Work
Immersion is a key feature in the Senior High School program.
All Technical-Vocational institutions offering Senior High School shall also be governed by
the DepEd guidelines on the 80-hour work immersion. All applicable guidelines of TESDA
and DOLE relevant to the basic education shall apply (Labor Advisory No. 8 S. 2016).
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 a venue 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 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 (Section 4, DepEd Order no. 8 s. 2017).
The successful implementation of Work Immersion will depend on the strong collaboration,
support, and commitment of the school personnel and Partner Institutions. These personnel
shall always exercise due care and diligence in the performance of their duties (Section 7,
DepEd Order no. 30 s. 2017).
BIBLIOGRAPHY
Acut, D. P., Curaraton, E. P., Latonio, G. C., & Latonio, R. A. C. (2021). Work immersion performance
appraisal and evaluation of Grade 12 STEM students in science and technology-based
industries. Journal of Physics: Conference Series, 1835(1). https://doi.org/10.1088/1742-
6596/1835/1/012013
Acut, D. P., Latonio, R. A., Latonio, G. C., & Curaraton, E. P. (2019). Work immersion performance
appraisal and evaluation of Grade 12 STEM students in science and technology-based
industries. November.
Caraig, G. A., Catelo, S. A., Chung, W.-C., Pabalan, J. L., Pabalan, A. P., Budomo, X. M., Cruz, J. N. Dela,
Permejo, M. M., Ocampo, D., Matabang, H. B., Ed, M. A., Quimson, L. L., Ed, D., Gamboa, J. N.,
Danganan, C. G., Gamboa, A. G., Koh, A. L., Villanueva, L. F. S., Autentico, J. M., … Hupa, L. B.
(2020). Internship Performance and Level of Satisfaction of Student-Trainees on Industry
Immersion Program. International Journal of Recent Innovations in Academic Research, 2(2),
162–172. https://doi.org/10.20319/pijss.2020.62.164176
Contents, T. O. F., & Overview, P. (2019). Work_Immersion. 1–10.
Kara, O., Park, J. H., Burgett, T., Yamashiro, R., Weber-Steinhaus, L., & Ukaegbu, K. (n.d.). MAIN
CIRCUMSTANCES FOR NEXT GENERATION WORKFORCE: HOW DO YOUNG PROFESSIONALS
ENTER AND GROW INTO THE-AERO-SPACE SECTOR? In 66 th International Astronautical
Congress.
San, D. M., & Undersecretary, A. (2020). Republic of the Philippines Department of Education Bureau
Directors Regional Directors Minister, Basic, Higher, and Technical Education, BARMM Schools
Division Superintendents Public and Private Elementary and Secondary School Heads All Others
Concerned From : GUIDELINES FOR WORK IMMERSION IMPLEMENTATION DURING CRISIS
SITUATION. www.deped.gov.ph
Tremblay, K. (2013). Oecd assessment of higher education learning outcomes (ahelo): Rationale,
challenges and initial insights from the feasibility study. Modeling and Measuring
Competencies in Higher Education: Tasks and Challenges, 1, 113–126.
https://doi.org/10.1007/978-94-6091-867-4
Ethridge, D. (2004). Research Methodology in Applied Economics. John Wiley & Sons, 24.
Fox, W. & Bayat, M.S. (2007). A Guide to Managing Research. 45.
FREEMAN. (2017, November 10). Philstar. Retrieved from Philstar Website:
http://www.philstar.com/cebu-news/2017/11/10/1755715/senior-high-students-do-
work-immersion
DepEd. (2017). Department of Education. Retrieved from DepEd Web site:
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DepEd. (2017). Department of Education. Retrieved from DepEd Web site:
http://www.deped.gov.ph/sites/default/files/order/2017/DO_s2017_030.pdf
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