PROPOSED ENHANCED LEARNERS’ WORK IMMERSION PROGRAM

I. INTRODUCTION

This Enhanced Learners’ Work Immersion Program is aligned to the findings of this study

and to the Department of Education Work Immersion Program goals and strategic priorities.

This contributes to an enhanced possible experience of future SHS learners in the work

environment related to their field of specialization to further enhance their competencies.

This program will undertake activities that would allow the work immersion learners to

acquire equity, efficiency, and high quality Senior High School Institutions according to their

Department of Education abilities.

II. RATIONALE

Based on the findings of the study, supported by the reviewed literature and studies, and

from the statement of different officials in Department of Education-Manila who are experts in

the academe, this Learners’ Work Immersion Program was conceived and is hereby proposed.

The Learners’ Work Immersion Program served as a factor towards building a strong

foundation of the SHS’s to ensure quality K-12 education. Meanwhile, the design of Work

Immersion Enhancement Program is anchored on the model of transfer process. It will

concentrate with the training inputs that consists of: trainee characteristics (ability, personality,

and motivation), training design (principles of learning, sequencing, and training content), and

work environment (support and opportunity to use) which were guided on the areas being

monitored such as preparation, work immersion environment, delivery, and work immersion

design.

It is hoped that this program would enhance work immersion program for the benefit of

the future SHS learners.

Clarabelle Vergara-Dalimit, DEM

III. VISION

It is hereby envisioned that the Learners’ Work Immersion Program will address work

immersion competencies in areas of specialization or applied subjects in authentic work

environments. Look unto improvement of the least mastered competency of the learners based

on their own observation. Familiarization of the different guidelines provided by DepEd and

DOLE in implementing work immersion with the work immersion partners. Review the DepEd

Order No.30, s.2017 and Deped order no. 39, s. 2018 regarding utilization of MOOE in funding

the transportation of the work immersion focal person and work immersion teachers and

funding of the learners insurance before having their work immersion.

This is for the benefit of the K-12 learners with sustained opportunities with the work

place and uphold employment simulation.

IV. MISSION

In order to achieve the vision, the following are hereby assured:

1. Work immersion preparation implementation and compliance;

2. Work immersion design implementation and compliance;

3. Work immersion delivery process; and

4. Work immersion relevance will be screened and monitored

Clarabelle Vergara-Dalimit, DEM

V. GENERAL OBJECTIVES

To provide Learners’ Work Immersion Program for SHS’s; to create, to sustain and to

enhance flexible work immersion arrangement; and to offer continuous possibilities for work

immersion that are significant to learners’ purposes and needs.

SPECIFIC OBJECTIVES

 To sustain and enhance work immersion preparation in terms of the following:

o The skills that the work immersion learners learned in their specialization

subjects have prepared them for Work Immersion.

o Work immersion learners’ school conducted the pre immersion

orientation and guided them in securing and accomplishing work

immersion documents.

 To sustain and enhance the work immersion environment in terms of the

following:

o Work immersion venue helped work immersion learners to acquire skills

or competencies.

o There were no major distractions that interfered with the work immersion

learners’ training.

 To sustain and enhance the work immersion delivery process in terms of the

following:

o The work immersion learners’ was well engaged with what was going on

during the work immersion.

o The activities aided the work immersion learners’ learning.

o The work immersion learners was given adequate opportunity to perform

hands on activities that were related to their specialization.

Clarabelle Vergara-Dalimit, DEM

 To sustain and continuously address work immersion relevance in terms of the

following:

o The work immersion has helped the work immersion learners for their

success in the future.

o The work immersion learners has been able to immediately use what they

learned.

Clarabelle Vergara-Dalimit, DEM

 AREAS TRAINING INPUTS
MONITORED IN
THE WOK TRAINEE TRAINING WORK
IMMERSION CHARACTERISTICS DESIGN ENVIRONMENT
PROGRAM
I. Work Immersion
To sustain and enhance work immersion preparation
Preparation
1. The skills that ABILITY PRINCIPLES OF SUPPORT
the work The work LEARNING  The
immersion immersion learner The school specialized
learners learned in must acquire the personnel subject
their specialization minimum learning assigned in teachers may
subjects have competencies creating the class conduct
prepared them for needed based on program should seminar,
Work Immersion. the strand that observe the video clip
they have chosen prerequisite showing, field
subjects of each trip, case
PERSONALITY specialized studies, and
The specialized subject to other
teachers should consider the work educational
apply Values immersion learner activities that
Across Subject readiness to learn could expose
Areas (VASA) the competency the learners to
they were needed. understand
teaching while the more the
work immersion SEQUENCING learning
learners learn the The specialized competencies
different subject teachers they need in
competencies should teach and their
they needed for allow the work respective
their strands in immersion learner strands.
preparation for to be familiarized
their work with the step by  The work
immersion step procedure on immersion
program. how to execute a teacher
certain learning should create
MOTIVATION competency in a list of
The specialized order for them to competencies
subject teachers be equipped when that the
should allow the they were under learners
work immersion work immersion possess in
learners to see program. order for the
the scenarios work
inside the TRAINING immersion
different work CONTENT partner to be
stations before The specialized guided. The
the work subjects’ teacher list of
immersion proper should discuss competencies
according to their their subjects into may have the
strand in order for real life work following
them to picture situation to allow columns:

Clarabelle Vergara-Dalimit, DEM

out what they the work competencies
need to expect in immersion , task or
their respective learners to activities, time
work immersion understand more allotment,
venues. the importance of actual
each learning schedule and
competency they remarks. (see
learned in the real sample A)
life work situation.
OPPORTUNITY
TO USE
 The specialized
teachers could
ask the work
immersion
learners to
return
demonstration
or any activities
alike that could
verify work
immersion
learners
learned
competencies

 .The DepEd
Order no.39,
s.2018,
Clarifications
and Additional
Information to
deped order
no.30, s. 2017
(guidles on
work
immersion),
may add the
academic
track to avail
of the JDVP in
order for the
learners to
gain more
knowledge
and skill that
they could be
used in
whatever
career path

Clarabelle Vergara-Dalimit, DEM

 they opt to
choose.

 The school
head may
include in their
SHS
Implementation
Plan and may
create a
simulation for
each strand in
order for the
learners to
have a preview
on the work
immersion
venue they are
about to
deployed with.

2. Work immersion ABILITY PRINCIPLES OF SUPPORT

learners’ school The work LEARNING The work
conducted the pre immersion The work immersion
immersion learners should immersion teacher could
orientation and be able to write a learners should show samples
guided them in resume; fill out exercise their of resume,
securing and application forms; learned skill in application
accomplishing visit concerned writing a resume, forms,
work immersion offices where filling out forms, clearance and
documents usual possible securing simulated job
work immersion clearances, and interview in
requirements with using their job order for the
work immersion interview skills in work immersion
partners could be preparation for learners to have
secured; and job their work a better grasp of
interview skills immersion proper. what they need
training to learn.
SEQUENCING
PERSONALITY The work
The work immersion
immersion teachers must OPPORTUNITY
learners should conduct pre TO USE
develop self immersion to the The work
confidence in work immersion immersion
order for them to learners before teacher could
secure and deploying them to make use the
accomplish work the work work immersion
immersion immersion venue. learners output
documents. as a point of

Clarabelle Vergara-Dalimit, DEM

 TRAINING reference for
MOTIVATION CONTENT choosing the
The work The work work immersion
immersion immersion venue fitted for
teachers must teachers must them.
share to the work follow the
immersion curriculum guide
teachers the in order for the
importance of work immersion
having a good learners to be
resume, equipped before
application forms, going to their
clearance, and respective work
interview. immersion venue.
II. Work Immersion To sustain and enhance the work immersion
Environment environment
1. Work immersion ABILITY PRINCIPLES OF SUPPORT
venue helped work The work LEARNING The work
immersion immersion The effect of the immersion
learners to acquire partner should training that the teachers
skills or help the work work immersion monitors the
competencies. immersion learner teachers have learners’
. to enhance their given to the work progress,
existing immersion provides
competency and learners were the interventions for
allow them to abilities and learners,
acquire new skills personality that provides
or competencies. they were general
transcending supervision to
PERSONALITY towards their work the learners,
The work immersion venue. and coordinates
immersion learner with the work
must show SEQUENCING immersion
eagerness to The work partners.
learn new skills or immersion partner
competencies. will orient the work OPPORTUNITY
immersion TO USE
MOTIVATION learners. Work Work immersion
The work immersion partner partner may
immersion learner will teach different continue
may be absorbed skills that could be partnership with
to their work familiar (needs to the school when
immersion venue be enhanced) and the work
depending on new (needs to be immersion
their performance taught) to the work learners
during work immersion participated well
immersion learner. in their
proper. company.

Clarabelle Vergara-Dalimit, DEM

 TRAINING
CONTENT
The work
immersion learner
receives
orientation from
the work
immersion partner
on the different
processes of the
business
establishment
such as: Safety,
Production,
Maintenance,
Quality
Control/Quality
Assurance,
Customer Care,
Housekeeping,
and Hygiene

(Curriculum
Guide, Work
Immersion)
2. There were no ABILITY PRINCIPLES OF SUPPORT
major distractions The work LEARNING  The work
that interfered with immersion learner The work immersion
the work should have an immersion focal focal person
immersion ability to person and work should orient
learners’ training manipulate immersion the work
different partners immersion
equipment related readiness to allow partner
to their tasks and the work regarding the
ability to immersion MOA that
communicate to learners to ensures that
the work experience safe work
immersion place for their immersion
partner if they work immersion venues were
were venue helps to all conducive
encountering meet the work to the
some discomfort immersion education and
with the tasks program reach its safety of the
given to them. objective. learners.

PERSONALITY SEQUENCING  The work

The work DepEd, in immersion
immersion learner collaboration with focal person
should have a its partners and and the work
capacity to cope stakeholders, immersion
up with the shall ensure that

Clarabelle Vergara-Dalimit, DEM

ergonomics of all schools and teacher
their work venues for should
immersion venue. learning are conduct
conducive to the orientation
MOTIVATION education and regarding
The work safety of the work
immersion learner learners. The work immersion
will help to immersion focal program to
maintain the work person conduct the parents of
immersion venue regular ocular the work
free from inspections with immersion
distractions in the work learner. The
order for him or immersion teacher work
her to conduct his to ensure that the immersion
or her work work immersion focal person
immersion proper venue is safe, and work
harmoniously. secure, and immersion
suitable for teacher could
learning. create a
parent
TRAINING consent. (see
CONTENT sample B)
 The work
immersion  The work
learner know immersion
that they were learners
insured and should have a
they have an insurance
maximum before being
number of deployed in
hours spent in their
the work respective
immersion venue as
venue is 40 stipulated in
hours per week Deped Order
and no more no. 30, s.2017
than eight (8)
hours per day OPPORTUNITY
as provided for TO USE
by law, for a  The work
child below 18 immersion
but older than teachers
15. together with
the work
(DepEd Order No. immersion
30, s.2017) partner
should
 Work supervise the
immersion for work
learners below immersion
15 years old

Clarabelle Vergara-Dalimit, DEM

 and with learners’
permission safety during
from their the work
parent or immersion
guardian, shall proper.
not be longer
than four (4)  The school
hours in any head must
given day; include in their
SHS
(Labor Advisory Implementation
No.8, s. 2016) Plan the budget
for the work
 Learners shall immersion focal
perform their person and
work work immersion
immersion teachers
activities during transportation
daytime only in visiting the
(6:00am- premises of the
6:00pm), with work immersion
eight or less partners and
hours per day. learners
insurance, in
 In case of class absence of the
suspensions, budget the
Work Parents-
Immersion Teachers
session shall Association
also be (PTA) may
suspended and initiate
shall have a consultation
make-up among its
schedule to members for
compensate for any
the lost hours. contribution or
expenses the
learners would
(Deped Order have on a
no.39, s. 2018) voluntary basis.

III.Work Immersion To sustain and enhance the work immersion delivery

Delivery process
1. The work ABILITY PRINCIPLES OF SUPPORT
immersion The work LEARNING Continuous
learners’ was well immersion The work monitoring of
engaged with what learners should immersion the work
was going on have an ability to learner’s immersion
during the work communicate, readiness allow teacher and
immersion. and to coordinate. them to participate work immersion
Also, they should well in the work partner to the

Clarabelle Vergara-Dalimit, DEM

have an ability to immersion venue work immersion
accept and learn and utilize the venue to secure
from criticism, as competencies that the wok
well as work well they have gained immersion
under pressure. in their specialized learners were
subjects. engaged with
PERSONALITY the department
The work SEQUENCING they were
immersion After the pre assigned.
learners should immersion
have a positive conducted by the OPPORTUNITY
attitude towards work immersion TO USE
their colleagues in teacher before New learned
their work deploying the competency
immersion venue. work immersion shared by the
They must have learners, the work work immersion
initiative to help immersion partner partner thru
their colleagues. must conduct engaging the
orientation to the work immersion
MOTIVATION learners in order learners to their
Positive attitude for them to be companies’
towards others familiar with the activities could
will encourage rules and be helpful as the
their colleagues to regulations of the learners choose
do vice versa. company and the their career
Good harmonious tasks they will be path.
relationship will assigned.
prosper.
TRAINING
CONTENT
The work
immersion learner
receives
orientation from
the company or
establishment on
the nature of
business,
description of the
product or
services, target
clientele,
organizational
structure and rules
and regulations.

(Curriculum
Guide, Work
Immersion)

Clarabelle Vergara-Dalimit, DEM

2. The activities ABILITY PRINCIPLES OF SUPPORT
aided the work The work LEARNING  The work
immersion immersion The effect of the immersion
learners’ learning. learners’ ability to active learners was
grasp and cope participation of the continuously
up with the new work immersion being
learnings they learners towards monitored
gained from the the different tasks by the work
different work given to them by immersion
immersion the work partner to
activities done in immersion partner check the
the work is that they elicit learners’
immersion venue. new learning from progress.
it.
PERSONALITY  The work
The work SEQUENCING immersion
immersion learner The work teacher
must have self immersion teacher should make
confidence in conduct pre use of
doing the tasks immersion before DepEd order
given to them, the work no.8, s. 2015
thru this they can immersion learner as their
practice their move to work guide in
learned immersion proper giving and
competencies facilitated by the rating
and at the same work immersion activities to
time they can gain partner. the learners,
new Orientation and specifically
competencies training will be written
because of the provided in the works 35%,
new experience work immersion performance
they were venue in order for task 40%,
encountering in the learners to and
the work explore more their quarterly
immersion venue. learned assessment
competencies thru 25%.
MOTIVATION doing.
The work OPPORTUNITY
immersion learner TRAINING TO USE
will be motivated CONTENT Allow the work
as they see the Training provided immersion
output of their to the work learner to be
finished tasks for immersion submerged with
the work learners vary the practices
immersion depending on the done in the work
partner. strand they were immersion
enrolled in and the venue. The work
work immersion immersion
partner they were teacher will just
assigned to be provide
immersed. interventions to

Clarabelle Vergara-Dalimit, DEM

 the learner if
needed.

3. The work ABILITY PRINCIPLES OF SUPPORT

immersion The work LEARNING The work
learners was given immersion learner The work immersion
adequate was equipped immersion teacher together
opportunity to with different learners’ exercise with the work
perform hands on competencies their learned immersion
activities that were that enable them competency in partner should
related to their to be active with their respective continuously
specialization. hands on work immersion monitor the work
activities related venues. immersion
to their learners’
specialization in SEQUENCING progress. The
their work The work work immersion
immersion venue. immersion teacher teacher could
should notify the give intervention
PERSONALITY work immersion if needed.
The work partner regarding
immersion the competencies OPPORTUNITY
learners should and tasks that the TO USE
know how to work immersion Excellent
initiate and learner can performance of
exercise their handle. (see the work
learned Sample A) immersion
competencies if learner could
they know specific TRAINING help them to be
task in the work CONTENT absorbed in the
immersion venue. The work work immersion
immersion teacher venue she/he is
MOTIVATION should give a assigned with.
The work guide to the work
immersion learner immersion
should know the learners the
importance of coverage of their
their own capacity tasks in their
that could help the respective work
work immersion immersion venue.
partner to get (see Sample A)
things done for
their company.
IV.Work Immersion To sustain and continuously address work immersion
Relevance relevance
1. The work ABILITY PRINCIPLES OF SUPPORT
immersion will be The work LEARNING The work
helpful to the immersion The intensity of immersion
learners’ success teachers must the learning teacher will
in the future. coordinate with gained by the monitor if the
the work learners in the work immersion
immersion work immersion partner

Clarabelle Vergara-Dalimit, DEM

partners program can be supervisors allow
regarding the used as their the learners to be
competencies of weapon as they exposed to their
the learners face the exits they strand learning
needed to be opt to choose: competencies.
enhanced. higher education,
entrepreneurship, OPPORTUNITY
PERSONALITY employment or TO USE
The work middle level skills The JWG must
immersion development. think of
learners follows considering
the schedule of SEQUENCING Model C for their
activities given by The learners work immersion
the work needs to finish program. With
immersion their four this model, the
partner. specialized work immersion
subjects in order program will be
MOTIVATION for them to be lengthen to 240
The work equipped in their hours, making
immersion work immersion. use of summer
learners must set vacation and
their goal to excel The work semestral break
in their learned immersion focal of the work
competencies in person must immersion
order for them to conduct an learners.
make use of orientation to the
these work immersion
competencies to partners, work
whatever career immersion
exit they intend to learners and their
land. parents and in
order for them to
know more the
purpose of the
work immersion
program.

TRAINING
CONTENT
Learned learning
competencies
thru the learners
specialized
subjects will be
enhanced thru the
learners’
experience in
work immersion
program.
Combination of
learned theories

Clarabelle Vergara-Dalimit, DEM

 in the classroom
and experience at
the work
immersion venue
will help the
learners to be
equipped to
whatever exits
s/he intends to go
with.
2. The learners’ will ABILITY PRINCIPLES OF SUPPORT
be able to The work LEARNING The work
immediately use immersion The work immersion
what they learned. learners should immersion partner should be
have an ability to learners must guided by the
comprehend the practice the MOA and
technical principle of familiarize also
assistance and recency in order themselves with
guidance that the for the work the DOLE
work immersion immersion advisory, DepEd
partner is learners to order no. 30, s.
providing during immediately use 2017 and DepEd
their occupational what they order no. 39, s.
skill in their work learned. It may be 2018 regarding
immersion. thru reechoing it the work
to others or make immersion.
PERSONALITY use of these
The work learned OPPORTUNITY
immersion competencies as TO USE
learners may the need arises. The work
make use of their immersion
enhanced SEQUENCING teacher must
competencies as The work guide the learners
the need arises. immersion in reflecting about
partner their work
MOTIVATION supervisor gives immersion
The work tasks to the experience during
immersion learners that jives their post
learners should to the learning immersion.
be motivated to competencies
enhance their given by the work
existing immersion
competencies teacher.
and learn new
skill during their TRAINING
work immersion. CONTENT
The learner
receives
orientation on the
different
processes of the

Clarabelle Vergara-Dalimit, DEM

business
establishment
such as: safety,
Production,
Maintenance,
Quality
Control/Quality
Assurance,
Customer Care,
Housekeeping,
and Hygiene that
they can make
use in the future
or as the need
arises.

Clarabelle Vergara-Dalimit, DEM

 SAMPLE A
LIST OF COMPETENCIES

Name of Learner:_________Track__________Strand_________Specialization: ______

TIME ACTUAL
COMPETENCIES TASKS/ACTIVITIES ALLOTMENT SCHEDULE REMARKS

1 Scan the Conducts profiling of

organizational the company:
8 hour Nov 21
environments of the nature, products,
company and services
2 Recognize and Determine and
identify vision, strictly
mission, structure, observe/follow and 8 hour Nov 22
policies, rules and rules and
regulations regulations,
3 Develop Assist supervisor in
communication and negotiating with
8 hour Nov 23
managerial skills employees and
clients
4 Participate in the Perform quality
processes of the assurance
company in terms of procedure as require
Safety, by the company,
Maintenance, maintain cleanliness
8 hour Nov 24
Quality and orderliness of
control/Quality the workplace
assurance, customer
satisfaction and
others
5 Develop company- Help and assists
customer, company clients in their needs
8 hour Nov 27
clientele excellent and concerns
working relationship
6 Perform Assist in
bookkeeping, recording/journalizin
8 hour Nov 28
clerical and basic g/posting using ICT
accounting activities
7 Apply the concepts Assist in the
of buying and inventory of
8 hour Nov 29
selling products and supplies, products
services and services
8 Apply appropriate Compute gross/ net
Mathematical earnings and
Operations in commissions (if any) 8 hour Dec 01
Solving wage and using ICT
salaries
9 Apply the principles Promote and
of business ethics in practice honest 8 hour Dec 04
the workplace policies and

Clarabelle Vergara-Dalimit, DEM

 practices of the
company
10 Maintain healthy Assist and
relationships with cooperate in group
8 hour Dec 05
the employers and activities in the
other stakeholders workplace
***nothing follows*** Competencies, fields
of specialization and 80hours
interests.

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

Certified true and correct:

Learner’s Signature _________________________________

Parent’s Signature _______________________________________

Work Immersion Teacher’s Signature______________________________

Partner Institution Supervisor’s Signature_______________________________

SAMPLE B
PARENTAL CONSENT

Clarabelle Vergara-Dalimit, DEM

 Division of City Schools-Manila
Manuel Luis Quezon Senior High School
Abad Santos, Manila City

PARENTAL CONSENT
I, ________________________________, allow my child,
_________________________, Grade 12 (GAS/ABM____) student, to undergo a Work
Immersion Program in the offices of _____________________________________ Manila,
from __________________________. I am aware that the program is mandated in DepEd
Order No. 30, s. 2017 as a requirement for his/her graduation for the SY 2017-2018,
As a parent/guardian, I submit myself to the Department of Education, Manuel Luis
Quezon and its Focal Person and Immersion Teacher, and the Partner Institution to guide/help
and cooperate and with them in order to achieve the objectives of providing our child’s needs
and requirements for the said program.

___________________________________
Signature Over Printed Name/Date Signed

Clarabelle Vergara-Dalimit, DEM

 SAMPLE C
WORK IMMERSION PLAN

Clarabelle Vergara-Dalimit, DEM

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