Republic of the Philippines

Department of Education
Region V (Bicol)
School Division of Legazpi City
Legazpi Port District X

PAG-ASA NATIONAL HIGH SCHOOL

Senior High School Department
Rawis, Legazpi City

WORK IMMERSION
PORTFOLIO
Professional Regulation Commission (PRC)

Submitted by:
Ericalyn Trapani Baronia
General Academic Strand
Grade 12

Submitted to:
Mr. Jayson Acuña
Work Immersion Teacher

February 2018
 ACKNOWLEDGEMENT

The success and outcome of the work immersion required a lot of efforts,

time, hard works and understanding. I encountered difficulties adjusting to a

new environment and meeting different faces in the work place but I have

received enough support from many people who were with me from the start

until the very end, where I achieved the true success finishing the on the job

training with no hassle. I would like to extend my gratitude to the following;

First and foremost, I am very thankful to God Almighty for he made

everything’s possible. He ensured my safety during the entire 2 weeks where I

needed to cross the streets to reach the work place.

To my Alma Mater who gave me so much knowledge and developed me

to become a responsible student where I am continuously growing as GAS

(General Academic Strand) student, Pag-asa National High School.

Special thank you to the Professional Regulation Commission. Thus,

this organization helped me to gain experienced, gave me new challenges and

life lessons.

I would like to express my deepest gratitude to our assistant principal Mr.

Jolan Torres, Mr. Jayben Careterro and Mr. Allan Tan for arranging things

needed in our work immersion, for always reminding us about the

requirements, for guiding us and for giving me an opportunity to experienced

working in Professional Regulation Commission as well us to our very own work

immersion teacher, Mr Jayson Acuña thank you for your all out support.

To my ever loving parents, thank you so much for being with me and for

supporting me financially. They are my inspiration in doing a job well done

during the work immersion. Thank you for cheering me up in times when I felt

ii
 so tired. It’s been difficult to me, but they made it seems easy. They

pushed me to keep going on. Thus the tiredness I felt is worth it in the end.

To all my classmates, friends and co-work immersion , as group we

learned the essence of unity and made new memories since we’re on the

processed of completing requirements until working. Thank you for staying

strong and optimistic despite of the hardships and challenges. Thank you for

putting all together our efforts and for being determined at all the times. I

enjoyed every memory we made and learning's we’ve shared. Let’s all

congratulate ourselves for a job well done.

To my sisters, aunties and others who helped me through their cheers

and positive feed backs I would like to express my biggest thank you.

Receiving positive words, helps and supports from many people have

been the reason of my little success. I sincerely thank everyone who helped.

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 TABLE OF CONTENTS

TITLE PAGE i

ACKNOLEDGEMENT ii

TABLE OF CONTENTS iv

INTRODUCTION vi

DEPARTMENT OF EDUCATION HISTORY x

PAG-ASA NATIONAL HIGH SCHOOL HISTORY xxiii

PART I: PRE - IMMERSION

Parents Orientation 2

Students Orientation 5

Memorandum of Agreement (MOA) 8

Endorsement Letter 21

Pre - Immersion Requirements

Resume 23

Application Letter 25

Parents Waiver 26

Bio-Data 27

Barangay Clearance 28

Police Clearance 29

PART II: IMMERSION PROPER

Professional Regulation History (PRC) 32

Organizational Structure 43

Narrative Report 44

iv
Accounts of Learning 52

Problems Encountered during the Work Immersion 52

Solutions to the Problems 53

PART III: POST IMMERSION

Daily Time Record 55

Evaluation Sheet 57

Certificate of Completion 59

Updated Resume 50

Reflection 62

Documentations 64

Curriculum Vitae 74

iv
 INTRODUCTION

The Department of Education (DepEd) was tasked to implement the K to 12

Program, essencially adding two (2) years of specialization within the Basic

Educational System with the passage of the Enhanced Basic Education Act of

2013 or Republic Act 10533.

The DepEd designed the implementation of RA 10533 within the framework

of increased community involvement in the learners experience. With this

premise, the DepEd, offers venue for various stakeholders to participate in the

implementation of the said Republic Act and, the same offer, accepted by the

parties.

Here in; Work Immersion is a partial fulfillment of the Senior High School

requirements as a graduating students indicated on the curriculum that requires

an 80-hour work experience depending on the chosen specialization. This will

exposed students to the actual workplace setting where in they will experience

working as a real employees on the assigned company and enrich their skills as

well us open up their minds to the reality and situations they will possibly

encountered from being out from school in the near future.

Work Immersion will be done outside the school premises, learners would

be able to acquire different lessons in life through this curriculum. Being out

from school and experience new environment away from school stuffs could

train individuals to adjust and prepare for the life after schooling. Thus, this

kind of activity will transform students to be more responsible and to work

effectively as well us efficiency knowing their roles not just a student but a real

employee of the work place as well. Students can gain relevant practical

industrial skills under the guidance of the industry professionals.

vi
 This is a step for the future of the learners, it gives students the awareness

of how is it being in the actual world, communicating with different types of

people consisting of different personalities and attitudes. Improvement is one

of the most important things one’s could gain through this, for it prepares them

to meet the needs and challenges of employment, entrepreneurship of higher

education after graduation. It’s not a responsibility of being a student, indeed its

an opportunity given to us for free.

vii
viii
ix
 DEPARTMENT OF EDUCATION HISTORY

Historical Perspective of the Philippines Education System

Education in the Philippines has undergone several stages of development

from the pre-Spanish times to the present. In meeting the needs of the society,

education serves as focus of emphases/priorities of the leadership at certain

periods/epochs in our national struggle as a race.

As early as pre-Magellanic times, education was informal, unstructured,

and devoid of methods. Children were provided more vocational training and

less academics (3 Rs) by their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the

Spanish colonization. The tribal tutors were replaced by the Spanish

Missionaries. Education was religion-oriented. It was for the elite, especially in

the early years of Spanish colonization. Access to education by the Filipinos

was later liberalized through the enactment of the Educational Decree of 1863

which provided for the establishment of at least one primary schools for boys

and girls in each town under the responsibility of the municipal government;

and the establishment of a normal schools for male teachers under the

supervision of the Jesuits. Primary instruction was free, and the teaching of

Spanish was compulsory. Education during that period was inadequate,

suppressed, controlled.

The defeat of Spanish by American forces paved the way for Aguinaldo’s

Republic under a Revolutionary Government. The school maintained by Spain

for more than three centuries were closed for the time being but were reopened

on August 29, 1986 by the Secretary of Interior. The Burgos Institute in Malolos,

x
the Military Academy of Malolos, and the Literary University of the Philippines

were established. A system of free and compulsory elementary education was

established by the Malolos Constitution.

An adequate secularized and free public school system during the first

decade of American rule was established upon the recommendation of the

Schurman Commission. Free primary instruction that trained the people for

duties of citizenship and avocation was enforced by the Taft Commission per

instruction of President Mckinley. Chaplains and non-commissioned officers

were assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the

Philippines Commission by virtue of Act created as heavy shortage of teachers

so the Philippine Commission authorized the Secretary of Public Instruction to

bring to the Philippines 600 teacher from the U.S.A. they were the Thomasites.

Year Official Name of Official Titular Legal Bases

Department Head
1863 Superior Commission of Chairman Educational
Primary Instruction decree of 1863
Act No. 74 of the
1901-1916 Department of Public General Philippine
Instruction Superintendent commission , Jan
21, 1901
Organic Act Law of
1916-1942 Department of Public Secretary 1961 (Jones Law)
Instruction
Renamed by the
Department of Education, Japanese
1942-1944 Health and Public Commissionaire Executive
Welfare Commission, June
11, 1942
Renamed by
Department of Education, Japanese
1944 Health and Public Minister Sponsored
Welfare Philippine
Republic

xi
 Renamed by
Japanese
1944 Department of Public Secretary Sponsored
Instruction Philippine
Republic
Department of Public Renamed by the
1945- 1946 Instruction and Secretary Commonwealth
Instruction Government
Renamed by the
1946-1947 Department of Instruction Secretary Commonwealth
Government
E.O No. 94
October 1947
1947-1975 Department of Education Secretary (Reorganization
Act of 1947)

Proc. No. 1081,

1975-1978 Department of Education Secretary September 24,
1972

1978-1984 Ministry of Education and Minister P.D No. 1397,

Culture June 2, 1978

1984-1986 Ministry of Education, Minister Education Act of

Culture and Sports 1982

1987-1994 Department of Education, Secretary E.O No. 117.

Culture and Sports January 30, 1987

RA 7722 and RA
1 Department of Education, 7796, 1994
994-2001 culture and Sports Secretary Trifocalization of
Education
Management
RA 9155, August
2001 (Governance
2001- present Department of Education Secretary of Basic Education
Act)

The high school system supported by provincial governments, special

educational institution, school of arts and trades, an agricultural school, and

commerce and marine institutes were established in 1902 by the Philippine

xii
Commission. In 1908, the Philippine Legislature approved Act No. 1870 which

created the University of the Philippines.

The Reorganization Act of 1916 provided the Filipinization of all department

secretaries except the Secretary of Public Instruction.

Japanese educational policies were embodied in Military Order No. 2 1942.

The Philippine Executive Commission established the Commission of

Education, Health and Public Welfare and schools were reopened in June

1942. On October Republic created the Ministry of Education. Under the

Japanese regime, the teaching of Tagalog, Philippine History, and Character

Education was reserved for Filipinos. Love for work and dignity of labor was

emphasized. On February 27, 1945, the Department of Instruction was made

part of the Department of Public Instruction.

In 1947, by virtue of Executive Order No. 94, the Department of Instruction

was changed to Department of Education. During this period, the regulation

and supervision of public and private schools belonged to the Bureau of Public

and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of

Proclamation 1082 and the Ministry of Education and Culture in 1978 y virtue of

P.D No. 1397. Thirteen regional offices were created, and major organizational

changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, culture and

Sports which later became the Department of Education, Culture and Sports in

1987 by virtue of Executive Order No. 117. The structure of DECS as

embodied in EO No. 117 has practically remained unchanged until 1994 when

the Commission on Higher Education (CHED), and 1995 when the Technical

xiii
Education and Skill Development Authority (TESDA) were established to

supervise tertiary degree programs and non-degree technical-vocational

programs, respectively.

The congressional Commission of Education (EDCOM) report provided the

impetus for Congress to pass Ra 7796 in 1994 creating the Commission on

Higher Education (CHED) and the Technical Education and Skill Development

Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic

education which covers elementary, secondary and nonformal education,

including culture and sports. TESDA now administers the post-secondary,

middle-level manpower training and development while CHED is responsible

for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of

Basic Education Act, was passed transforming the name of the Department of

Education, Culture and Sports (DECS) to the Department of Education

(DepEd) and refining the role of field offices ( regional offices, division offices,

district offices and schools) RA 9155 provides the overall framework for

(i)school head empowerment by strengthening their leadership roles and (ii)

school-based management within the context of transparency and local

accountability. The goal of basic education is to provide the school age

population and young adults with skills, knowledge, and values to became

caring, self-reliant, productive and patriotic citizens.

DepEd Management Structure

To carry out its mandate and objectives, the Department is organized into

two major structural components. The Central Office maintains the overall

xiv
administration of basic education at the national level. The Field Offices are

responsible for the regional and local coordination and administration of the

Department’s mandate. RA 9155 provides that the Department should have no

more than four (4) Undersecretaries and four (4) Assistant Secretaries with at

least one Undersecretary and one Assistant Secretary who are career offices

chosen among the staff of the Department.

In 2015, the Department underwent a restricting of its offices functions

and staffing. The result of which was the Rationalization Plan for the new

organizational structure. Details of the new structure are further explained in

DepEd Order No. 52, s. 2015, also known as the New Organizational Structure

of the Central, Regional, and Schools Division Offices of the Department of

Education.

At present, the Department operates with four (4) Undersecretaries in

the following areas:

 Curriculum and Instruction

 Finance and Administration

 Governance and Operations

 Legal and Legislative Affairs

Four (4) Assistant Secretaries are assigned in the following areas:

 Curriculum and Instruction

 Finance and Administration

 Governance and Operations

 Legal and Legislative Affairs

Supporting the Office of the Secretary (OSEC) at the Central Office are the

different strands, services, bureaus, and divisions.

xv
There are five (5) strands under OSEC:

 Curriculum and Instruction

 Finance and Administration

 Governance and Operations

 Legal and Legislative Affairs

 Strategic Management

Five (5) attached agencies:

 Early Childhood Care and Development (ECCD) Council

 National Book Development Board (NBDB)

 National Council for Children’s Television (NCCT)

 National Museum

 Philippine High School for the Arts

Three (3) coordinating councils:

 Adopt-a-School Program (ASP) Coordinating Council

 Literacy Coordinating Council (LCC)

 Teacher Education Council (TEC)

At the sub-national level, the Field Offices consist of the following:

 Seventeen (17) Regional Offices, and the Autonomous Region in

Muslim Mindanao (ARMM*), each headed by a Regional Director (a

Regional Secretary in the case of ARMM).

 Two hundred twenty-one (221) Provincial and City Schools Divisions,

each headed by a Schools Division Superintendent. Assisting the

Schools Division Offices are 2,602 School Districts, each headed by a

District Supervisor.

xvi
 Under the supervision of the Schools Division Offices are 62,605 schools,

broken down as follows:

 49,209 elementary schools (38,648 public and 10,561 private)

 13,396 secondary schools (7,976 public and 5,420 private)

*ARMM is included in the budget of the Department on the following:

Creation of teaching and non-teaching positions;

Funding for newly-legislated high schools;

Regular School Building Program; and

Certain foreign-assisted and locally-funded programs and projects.

Official Name of Official Titular

Year Legal Bases
Department Head

Superior

Commission of Educational
1863 Chairman
Primary Decree of 1863

Instruction

Act. No. 74 of the

Department of General Philippine

1901-1916
Public Instruction Superintendent Commission, Jan.

21, 1901

Organic Act Law

Department of
1916-1942 Secretary of 1916 (Jones
Public Instruction
Law)

Department of Renamed by the

1942-1944 Education, Health Commissioner Japanese

and Public Executive

xvii
 Welfare Commission,

June 11, 1942

Renamed by
Department of
Japanese
Education, Health
1944 Minister Sponsored
and Public
Philippine
Welfare
Republic

Renamed by

Japanese
Department of
1944 Secretary Sponsored
Public Instruction
Philippine

Republic

Department of Renamed by the

1945-1946 Public Instruction Secretary Commonwealth

and Information Government

Renamed by the
Department of
1946-1947 Secretary Commonwealth
Instruction
Government

E.O. No. 94

Department of October 1947

1947-1975 Secretary
Education (Reorganization

Act of 1947)

E.O. No. 94
Department of
1947-1975 Secretary October 1947
Education
(Reorganization

xviii
 Act of 1947)

Department of Proc. No. 1081,

1975-1978 Education and Secretary September 24,

Culture 1972

Ministry of
P.D. No. 1397,
1978-1984 Education and Minister
June 2, 1978
Culture

Ministry of

Education, Education Act of

1984-1986 Minister
Culture and 1982

Sports

Department of

Education, E.O. No. 117.

1987-1994 Secretary
Culture and January 30, 1987

Sports

RA 7722 and RA
Department of
7796, 1994
Education,
1994-2001 Secretary Trifocalization of
Culture and
Education
Sports
Management

RA 9155, August

2001
Department of
2001 – present Secretary (Governance of
Education
Basic Education

Act)

xix
 DEPARTMENT OF EDUCATION (DepEd)

The DepEd Vision

We dream 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

continuously improves itself

to better serve its stakeholders.

The 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.

xx
 Core Values

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa

Mandate
The Department of Education was established through the Education

Decree of 1863 as the Superior Commission of Primary Instruction under a

Chairman. The Education agency underwent many reorganization efforts in the

20th century in order to better define its purpose vis a vis the changing

administrations and charters. The present day Department of Education was

eventually mandated through Republic Act 9155, otherwise known as the

Governance of Basic Education act of 2001 which establishes the mandate of

this agency.

The Department of Education (DepEd) formulates, implements, and

coordinates policies, plans, programs and projects in the areas of formal and

non-formal basic education. It supervises all elementary and secondary

education institutions, including alternative learning systems, both public and

private; and provides for the establishment and maintenance of a complete,

adequate, and integrated system of basic education relevant to the goals of

national development.

xxi
xxii
 HISTORY OF PAG-ASA NATIONAL HIGH SCHOOL

Facts about the School

I. INTRODUCTION

The direction that poverty will take tomorrow depends mainly on the minds

and the hearts of today’s students. This famous adage from Pope John Paul II

becomes the vision, the courage, and the character of our institution.

Pag-asa National High School in its desire to maintain and uplift quality

education, conceptualized the School Improvement Plan geared towards full

realization of the concept of school governance. Its ultimate goal is to achieve

the desired learning outcomes by enhancing its curriculum standards, by

creating its positive environment for learning and by increasing its stakeholders’

participation.

The schools’ SIP has been developed by the school head implementer of

the plan with the support of the staff, teaching and non-teaching personnel,

PTCA officers and members, Barangay officials, selected student leaders and

members of the alumni association, and other interested groups in the

community.

Since SIP is the blue print of the school and the community for improved

learning achievements, series of consultative meetings and observations, and

phases of planning, mobilizing, advocacy and programming, and budgeting

have been conducted to attain its purpose. This plan is intended to be

implemented for this academic year where the process involved will be

thoroughly observed and the target will be fully materialized. Pag-asa National

High School compromises to soar higher and deeper for the benefit of our

young hearts and minds, the flag bearers of the future.

xxiii
II. HISTORY AND GEOGRAPHY

Pag-asa National High School is located at Pag-asa, a sitio of Barangay

Rawis, a seaside fishing and industrial barrio of Legazpi City in Bicol Region. At

about 500 meters East of PNHS is the shoreline of Albay Gulf and about the

same distance to the West lies the majestic, alluring landmark of Albay

Province, the Mayon Volcano, one of the world’s greatest wonders.

The original name of Pag-asa National High School was City Experimental

High School, later on changed to Rawis Barrio High School due to the approval

of RA 6054, creating the Barrio High School Charter authored by Dr. Pedro T.

Orata of Pangasinan.

The first day of classes began on August 20, 1965 occupying 3 classrooms

at Rawis Elementary School. It started with two sections, 38 and 32 students,

respectively. In 1974 when Legazpi City Division was created, Mr. Josue

Camba as first school Schools Division Superintendent, Rawis Barrio High

School was changed to Pag-asa Barangay Vocational High School. After more

than five years of difficulties, in 1983, it was elevated to a National High School

status by virtue of Batas Pambansa No. 388 sponsored by Congressman

Carlos R. Imperial. It was in School Year 1976-1977 when the school

transferred to its present school site. The late Mrs. Carolina A. Lanuzo was its

first appointed Secondary School Principal.

Pag-asa National High School aims to develop the fullest potentials of

individual students in building a peaceful and progressive community. It

provides equitable access to quality education with the aim of developing the

knowledge, skills, attitude and values of students necessary for a productive

life. From three permanent teachers, it has increased to 135 teaching and 15

xxiv
non-teaching personnel. Teachers are given trainings and scholarship for their

personal and professional growth.

In 1993, there was a marked increase in enrolment and the school needed

additional classrooms. Again, it was through the efforts of Congressman Carlos

Imperial that a 13 classroom building was constructed in its annex site which is

100 meters away from the main campus. Due to rapid increase of enrolment

and with the purpose of decongesting the classrooms, the opening of extension

schools was thought of by Mrs. Consuelo Fe L. Panesa, the second officially

appointed Secondary School Principal of PNHS. Three extension schools were

opened, namely: Gogon Extension, Arimbay Extension and Pawa Extension.

Pag-asa National High School from its establishment has earned various

recognitions such as, second place Regional Search for the Most Effective

Secondary School (General Curriculum Category) in 1999-2000, a three (3)

year consecutive undefeated champion in the Division Science and Math Quiz,

over the high performing schools in the Legazpi City Division, BUCELHS,

AUL-SOHS, SAA. Student writers and English school paper Adviser, Mr.

Jeremy A. Cruz had multiple awards in Campus Journalism not only in the

Regional but also in National Level. The School paper “The Dawn” was

adjudged 8thplacer in 2003 and 5thplacer in 2004, respectively as Best School

Placer. In 2013 – 2014, Pag-asa National High School was given recognition

and awards by the Metro Manila Development Authority for Movie Trailer

Making Contest MMFF Cinephone Contest. Likewise, in 2015 Pag-asa

National High School was awarded as 4th Place Best Implementer Exceptional

School Category (2015 BRIGADA ESKWELA) all throughout the Bicol region

and as Best Achiever for Belly Gud for Health and Best Achiever for the

xxv
Promotion of Innovative Healthy Lifestyle Campaign which were given by the

Department of Health.

Thus, PNHS was born as an educational institution to establish a name and

prestige that has become enviable and a record-worthy to be kept in the annals

of secondary education as the school suggests, Pag-asa will always be a hope

to those who vanquish illiteracy and poverty.

The following persons are the front runners in the existence, development, and

success of Pag-asa National High School:

SCHOOL HEAD POSITION SCHOOL YEAR

JEREMY A. CRUZ Secondary School February 2, 2014 Present

Principal III
RICARDO Ll. LLANETA Secondary School July 15, 2011 - Feb. 2014
Principal III
June 2006 – March 2011
NORMA B. OROSCO Secondary School
Principal III
CONSUELO FE L. Secondary School 1991 – January 2006
PANESA Principal II

CAROLINA LANUZO Secondary School 1977 – March 1991

Principal III

PAG-ASA NATIONAL HIGH SCHOOL

xxvi
 Rawis, Legazpi City

Since 1965

VISION

A high performing school with dedicated teachers and administrators, adequate

resources and facilities, strong supportive parents all towards the development

of the students’ full potential.

MISSION

Promote a competitive environment for the total development of the students

through the collaborative efforts of all stakeholders.

GUIDING PRINCIPLE

Pag-asa National High school serves as a guiding beacon to the youth, leading

the crusade against illiteracy and poverty. Since its establishment, Pag-asa has

borne witness to a plethora of victories and success and will continue to

reproduce these milestones for many years to come.

xxvii
 PART I

PRE-IMMERSION

1
 PARENTS

ORIENTATION

2
3
4
 STUDENTS

ORIENTATION

5
6
7
 Republic of the Philippines
Department of Education
Region V (Bicol)
School Division of Legazpi City
Legazpi Port District X

PAG-ASA NATIONAL HIGH SCHOOL

Senior High School Department
Rawis, Legazpi City

PAG-ASA NATIONAL HIGH SCHOOL (SENIOR HIGH SCHOOL)

MEMORANDUM OF AGREEMENT FOR WORK IMMERSION

PARTNERSHIP

This Memorandum of Agreement is entered into this 13th day of August 2018

in Legazpi City, by and between:

The Pagasa National High School, with School Identification Number 302261

a public high school, with principal address at Pagasa, Rawis, Legazpi City

represented in this Agreement by its School Principal, JEREMY A. CRUZ, Ed.

D. Filipino, of legal age, and hereinafter referred to as the SCHOOL;

-and-

The Professional Regulation Commission duly constituted and registered in

the Philippines under existing law, with principal address at Rawis, Legazpi

City, represented this Agreement by its Director, Filipino, of legal age,

hereinafter referred to as the “Company”.

WITNESSETH:

WHEREAS, the Department of Education of the Philippines, hereinafter

referred t as “DepEd”, is the primary government instrumentality mandated to

8
formulate, implement, and coordinate policies, plans, programs and projects in

the areas of formal and non-formal basic education; supervise all elementary

and secondary education institutions, including alternative learning systems,

both public and private; and provide for the establishment and the maintenance

of a complete, adequate, and integrated system of basic education relevant to

the goals of national development;

WHEREAS, the DepEd has introduced the K to 12 basic education reform

program that includes Senior High School, hereinafter referred to as “SHS”,

with the major objective of ensuring that graduates of basic education are ready

for employment entrepreneurship and higher learning;

WHEREAS, the SHS curriculum can be customized at the local levels to take

into consideration the need of local industries and the labor market;

WHEREAS, the DepEd believes that for the effective delivery of SHS

instruction, there is a need for school-industry partnerships that will provide the

school the necessary expertise and venue for practical, on-the-job,

enterprise-based training for SHS learners;

WHEREAS, the DepEd will start full implementation of SHS in School Year

2016-2017;

WHEREAS, the SCHOOL is among those that will offer SHS to students in the

community to carry out DepEd’s objectives for SHS as spelled out above;

WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work

Immersion partnership with the NGA;

WHEREAS, the NGA operates in the area where the School is located and has

offices, facilities, project sites, and expertise that it can make available to the

School for purposes of student work immersion;

9
WHEREAS, the NGA considers going into a work immersion partnership with

the School as part of its mission to create a positive impact on the community,

especially the young people;

WHEREAS, the institutionalization and implementation of the K to 12 Program

is among the priority programs of the Government for promoting inclusive

growth;

WHEREAS, the NGA is encouraged to fully support the successful

implementation of the K to 12 Program of the Department of Education as

stated in paragraph 4, Section 2 of the Republic Act 9155 or “Governance of

Basic Education Act of 2001”.

WHEREAS, the NGA recognizes the need for a work immersion environment

that is safe for the students and teachers, and conducive to learning, and has

the capability to provide these;

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

“PARTIES”, undertake to collaborate towards the successful implementation of

the Senior High School in the Municipality of Sto. Domingo, cognizant of the

need for special protection of the child and with the best interest of the SHS

learner at heart;

NOW, THEREFORE, for and in consideration of the foregoing premises, the

PARTIES hereby agree as follows:

10
 DESCRIPTION OF THE WORK IMMERSION PROGRAM

With the passage of the Enhanced Basic Education Act of 2013 or Republic

Act 10533, the DepEd was tasked to implement the K to 12 Program,

essentially adding two (2) years of specialization within the Basic Educational

System;

The DepEd designed the implementation of RA 10533 within the framework

of increased community involvement in the learner’s experience;

With this premise, the DepEd, offers venues for various stakeholders to

participate in the implementation of RA 10533 and, the same offer, accepted by

the PARTIES herein;

The Work Immersion Program is one of the course requirements for

graduation. A SHS student has to undergo work immersion in a business

organization or establishment with work requirements related to the

specialization. Through work immersion, the students are exposed to and are

familiarized with the work-related environment related to their field of

specialization. Specifically, the students are able to:

1. Appreciate the importance and application of the principles and theories

learned in school.

2. Enhance their technical knowledge and skills.

3. Enrich their technical knowledge and skills.

4. Develop good work habits, attitudes, appreciation and respect for work.

I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP

The Work Immersion Partnership has the following objectives:

11
 1. To supplement the formal curriculum of the SHS program with special

inputs coming from the COMPANY experts and practitioners in order to

make the SHS program aligned and consistent with work standards;

2. To develop in the students of the SHS program the knowledge and skills

that are relevant to the need of the job market in the area

3. To provide SHS students relevant learning experiences by giving them

exposure to the actual workplace setting.

4. To form Work Immersion Partnership between the SCHOOL and the

COMPANY, allowing the students, faculty, and staff of the schools

concerned will be allowed the use of access to the COMPANY

workplace and equipment as part of their Work Immersion Program.

II. RESPONSIBILITIES OF THE PARTIES

A. Joint Responsibilities

Both the SCHOOL and the COMPANY shall:

1. Create a joint working group that will prepare the action plan to

operationalize the partnership.

2. Form a joint steering committee to monitor the progress of the

partnership and to make sure that the provisions of this

Memorandum of Agreement (MOA) are met.

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

protection.

4. Develop the students’ Work Immersion module specifying goals and

objectives, desired outcomes of the program and how these

outcomes will be achieved, also noting the specific knowledge, skills,

12
 attitudes and competencies that the student should acquire after

completing the program.

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

followed by the student during the whole duration of the work

Immersion inside the NGA

6. Formulate local school work immersion policies and guidelines on

selection, placement, monitoring, and assessment of student in

Grade 12 Science and Technology in Engineering Mathematics

(STEM), in order to ensure that each student is assigned to an

immersion partner matched to his/desired track, qualifications and

aptitude.

B. Responsibilities of the SCHOOL

The SCHOOL, shall:

1. Identified SHS Academic and TVL track/s in General Academic

Strand (GAS), which will be the subject of the partnership.

2. Make the needed adjustments to contextualize the SHS subjects

based on inputs coming from the COMPANY.

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

COMPANY and supervising the activities of the students for the

duration of the work immersion program.

4. Continue to exercise its Special Parental Authority under the Family

Code over the Senior High School student under immersion in the

premises of the partner.

5. Monitor each student’s progress throughout the duration of the entire

work immersion program so as to make sure that the tasks assigned

13
 to each student are meaningful, challenging, and applicable to

his/her particular programs and are able to maximize the quality of

the learning experience.

6. Provide the NGA evaluation tool for the students’ immersion

performance.

7. Issue a final grade to the students upon completion of the

requirements within a prescribed period, of eighty (80) hours or ten

(10) working days;

8. Ensure that the student will adhere to the non-disclosure policies of

the COMPANY, as agreed to by the School.

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

10. Provide the COMPANY a Certificate of Participation in the SHS

Program for whatever purpose it may serve.

11. Execute a deed of acceptance as a way of recognizing and

acknowledging the donation/s received from the COMPANY.

C. The COMPANY shall:

1. Assign a competent Immersion Coordinator from the COMPANY to

liaise with the School and supervise the students without prejudice

to the special parental authority of the school, its administrators

and teachers for the duration of the work immersion program so as

to ensure efficient implementation of all stages of the program.

2. Provide inputs into the curriculum though the discussions of

workshops that DepEd will organize.

3. Lend its expertise by making available its resident resource

persons to provide training to the students.

14
4. Allow the student to be deployed to the different

sections/department/predict sites of the COMPANY base on the

Work Immersion Daily Schedule of Activities.

5. Agree to the required number of hours of the immersion program

set under the DepEd SHS curriculum.

6. Provide immersion opportunities for twenty-four (20) students for

School Year 2018-2019.

7. Provide students with an orientation about the COMPANY, the job

as well as expose them to various stakeholders of the community

in which it operated for the students to get a holistic understanding

of the COMPANY.

8. Similarly, ensure that students undergo training related to their

course, and provide the students with work or activities that are

varied and applicable to their field of study.

9. Make its workplace and facilities available to students, and shall

similarly take all necessary action to ensure the safety of students

within their areas of operation at all times, which shall include, but

shall not be limited to, the provision for Personal Protective

Equipment (PPEs), if applicable. Ensure that the students will not

be exposed to hazardous materials and working environment

throughout the duration of the immersion.

10. Evaluate students’ performance in the immersion venue by

accomplishing provided evaluation tool.

11. Issue a Certificate of Completion to the student trainees upon

satisfactory compliance with all requirements of the program.

15
 12. Execute a deed of donation in favor for the completed Work

Immersion Partnership.

III. EFFECTIVITY

This agreement shall hold for the duration of the 2018-2019

Academic School Year and is renewable every year. The COMPANY

and the SCHOOL shall submit their intention for renewal of this

agreement though formal notice within thirty (30) days before the

expiration of this Agreement.

The NGA and the SCHOOL reserve their respective rights to

terminate their participation in the agreement after the duration of this

Agreement though formal written notice within (30) days before the

effectivity of the termination. Both parties shall turnover all deliverables

agreed thereto in the Work Immersion Program. Termination shall be

subject to the mutual agreement between the parties.

IV. LIABLITY

The school, its administrator and teachers exercising authority and

supervision over the Senior High School Student undergoing

immersion in the premises of the partner shall be held liable for the

students’ act in accordance with Article 218 of the Family

Code.

Each party shall answer for losses and damages arising from any

accident, act, or omission directly attributable to its own fault or

negligence, which may cause death or bodily injury to any persons, or

loss or damage to property, by or on account of the performance of their

16
 respective obligations within the premises of the NGA pursuant to this

Agreement. The responsibility referred to shall continue to remain to the

party responsible even after the termination of this Agreement, provided

that such injury, losses and damages were incurred during the effectivity

of the Agreement. Any death or bodily injury to any persons, or loss or

damage to property outside of the NGA premises shall be free the NGA

or its employees from liability.

The School shall not be liable for opportunity losses of the NGA

during the duration and after the termination of this Agreement.

V. NON-DISCLOSURE PROVISION

It is expressly understood by DepEd and the students that all

information on technology, manufacturing process, process standards,

quality assurance methodologies, quality standards, production

capabilities, raw material purchasing, marketing, finance, and all other

related documents, manuals, operational and technical matters that the

NGA shall make available to them shall be used for the sole purpose of

the student training. All of these matters are classified as confidential in

nature and proprietary to the NGA and thereby each student hereby

undertakes to prevent transfer of such information by any of its members

to any part outside of the NGA.

VI. OTHER PROVISIONS

It is expressly understood by the PARTIES that the NGA is not

obliged to pay wage or salary since there is no employer-employee

relationship that exists. However, the NGA is not precluded from

17
providing the student with any monetary or financial assistance in the

form of transportation fee, food allowance, etc.

In determining the existence of an employer-employee

relationship, the following elements are considered: (1) the power to

hire; (2) the payment of wages; (3) the power to dismiss, and (4) the

power to control the employee’s conduct, with the control test generally

assuming primacy in the overall consideration.

No employer-employee relationship exists between the student

and the partner in work immersion if all the following criteria are met:

1. The training, even though it includes actual operation of the

employer’s facilities, is similar to training provided in an educational

program;

2. The training is for the benefit of the student;

3. The student does not displace regular employees, and works under

close supervision;

4. The students are not entitled to a job at the conclusion of the training

period and are free to take jobs elsewhere in the same field;

5. Any clinical training is performed under the supervision and direction

of people who are knowledgeable and experienced in the activity;

6. The training is general and qualifies the student to work in any similar

business. It is not designed specifically for a job with the employer

that offers the program;

7. The screening process for the immersion program is not the same as

for employment and does not appear to be for that purpose. The

18
 screening only uses criteria relevant for admission to an independent

education program; and

8. Advertisements, posting, or solicitations for the program clearly

discuss education or training, rather than employment, although

employers may indicate that qualified graduates may be

considered for employment.

FOR THE SCHOOL: FOR THE COMPANY:

JEREMY A. CRUZ, Ed. D. ELENITA L.

TAN
Secondary School Principal III Director
Professional
Regulation Commission

Rawis, Legazpi City

WITNESSED BY:

JOLAN B. TORRES BEDA VICENTE C.

GONZAGA Assistant School Principal II Chief
Administrative Officer

APPROVED BY:

NELSON S. MORALES, JR.

Asst. Schools Division Superintendent
Officer-in-Charge
Schools Division Superintendent

19
 ACKNOWLEDGEMENT

REPUBLIC OF THE PHILIPPINES)

CITY OF ____________________

BEFORE ME this _____________________________________

personally appeared:

Name I.D. Number Date and Place Issued

JEREMY A. CRUZ, Ed. D. DepEd ID # - 0652205

TOMAS B. BRIÑAS, CESO III CRN-006-0084-4924-3

Known to me and to me known to be the same persons who executed

the foregoing instrument, and they acknowledge to me that the same is their
free and voluntary act and deed. This Memorandum of Agreement consist of
_______ pages including this page in which this acknowledgement is written,
signed by the parties in their instrumental witnesses each and every page
thereof.

WITNESS MY HAND AND NOTARIAL SEAL, on the date at the place

first written above.

NOTARY PUBLIC

Doc. No. ______

Page No. ______
Book No. ______
Series of 2018

20
21
REQUIREMENTS

22
 CAREER OBJECTIVE
To acquire a challenging career that is
oriented to a position where I can utilize my
experiences as a student. Further development
of my abilities and to be able to handle task
that would require me into entering a larger,
broader field where I could get more learnings
and experience. Thus, work in the company,
guided by the belief that exercise industry,
accuracy, loyalty and modesty

EDUCATIONAL BACKGROUND
SECONDARY |Senior High School|
Pag-asa National High School
Rawis Legazpi City
2017-2019 - present

SECONDARY |Junior High School|

ERICALYN Pag-asa National High School
TRAPANI Rawis Legazpi City
BARONIA 2013-2017
Barangay #43, Zone #2,
Tamaoyan Legazpi City
PRIMARY
09508866732
Tamaoyan Elementary School
baroniaericalyn@gmail Tamaoyan Legazpi City
.com
2007-2013

QUALIFICATIONS/SKILLS
- Hardworking
- Pleasing Personality
- Leadership

23
 - Fast Learner
- Willing to learn
- Good communication skills
- Easily adapt to environment changes
- Computer Literate

ORGANIZATIONS

TAMAOYAN TASK FORCE ORGANIZATION

Treasurer
2018-2019

CLASSROOM OFFICER
President
2018-2019

STUDENT TECHOLOGISTS AND ENTREPRENEUR OF

THE PHILIPPINES CLUB
Vice President
2018-2019

AWARDS

 With Honor 2017-2018

 Perfect Attendance Awardee 2017-2018

CHARACTER REFERENCES

MRS. LILIA NERBES

DepEd Legazpi City Division
Teacher 2
09482937276

MR. JAYSON ACUÑA

DepEd Legazpi City Division
Teacher 1
09957740685

MS. MICHA JOY SORRO

DepEd Legazpi Division
Teacher 1

24
 09553070227

Ericalyn T. Baronia
Barangay #43, Zone #2, Tamaoyan Legapi City
09508866732
baroniaericalyn@gmail.com

November 14, 2018

ELENITA L. TAN, Ph. D
Regional Director
Professional Regulation Commission

Dear Ma’am/Sir:

I am Ericalyn Trapani Baronia, a graduating student of Pag-asa National

High School, currently taking up General Academic Strand (GAS) in the
Academic Track. I am required to have 80-hour Work Immersion as partial
fulfillment of our requirements indicated in the school curriculum.
I am proud to apply in your company to be able to use my competencies
and learnings as a means to contribute great work results in your beloved
company. It is a big privilege to be humbly accommodated in your office to allow
the opportunity of actual practice. As a Class President, a Vice President of the
Student Technologists and Entrepreneur of the Philippines also known as
STEP Club and the current Barangay Task Force Organization Treasurer, my
experiences could help me handle task efficiently and effectively. Being able to
be exposed in the actual field work through your company could further
enhance my capabilities for future use.
For additional information, I enclosed my resume with this application
letter and I am more than willing to have an interview at your most available
time.
Thank you.

Very truly yours,

25
ERICALYN T. BARONIA
Applicant

ENC
Resume

26
27
28
29
30
 PART II

IMMERSION

PROPER

31
32
 INTRODUCTION TO THE WORKPLACE

PROFESSIONAL REGULATION HISTORY

The Professional Regulation Commission was first created as a national

government agency by Presidential Decree (P.D.) No. 223 dated June 22,

1973, signed by then President Ferdinand E. Marcos, mandated to enforce the

laws regulating the various professions. It was previously called the Office of

the Board of Examiners, which was created by Republic Act No. 546 on June

17, 1950, under the aegis of the Civil Service Commission.

The PRC became operational on January 4, 1974. The office was attached

to the Office of the President for general direction and coordination. On

December 9, 1974, the Implementing Rules and Regulations of P.D. No. 223

were promulgated, paving the way for standardization of rules and procedures

for the thirty-three (33) professions then under the CSC.

On December 5, 2000, President Joseph Ejercito Estrada signed Republic

Act No. 8981 otherwise known as the PRC Modernization Act of 2000. The

Implementing Rules and Regulations were adopted on February 15, 2001

through PRC Resolution No. 1 series of 2001. With the passing of RA 8981, the

33
Commission exercises three functions: 1) executive functions; 2)

quasi-legislative functions; and 3) quasi-judicial functions. It had also set its

new thrusts and priorities such as customer-focused service, modernization

through full computerization and re-structuring, integrity of licensure

examinations, good governance, protection and promotion of Filipino

professionals and support to national development priorities.

In fulfillment of its legal mandate, the PRC performs two important

functions, which are: 1) to conduct and administer licensure examinations to

aspiring professionals, and 2) to regulate and supervise the practice of the

professions exercised in partnership with the forty-three (43) Professional

Regulatory Boards (PRBs) in the fields of health, business, education, social

sciences, engineering and technology. The PRBs govern their respective

professions’ practice and ethical standards and accredit the professional

organization representing the professionals.

On September 11, 2006, as supplemented by Executive Order No. 565-A,

PRC was attached to the Department of Labor and Employment (DOLE) for

administrative supervision and control. Being an attached agency of the DOLE,

the PRC works closely to the mandate of its mother agency.

The PRC serves more than 4.3 million professionals from 43 various

regulated professions and the hundreds of thousands of aspiring professionals

who take the licensure examinations every year. Thus, PRC stakeholders

include the professionals, would-be professionals, accredited professional

organizations, foreign professionals seeking temporary permit to practice their

professions in the country, schools and academe, and other government

agencies.

34
 To better carry out its mandate and in order to implement the PRC

Modernization Act, the PRC was given approval by the Department of Budget

and Management (DBM) on April 20, 2013 to implement a reorganization of its

organizational structure.

On June 8, 2016, the new Organizational Structure and Staffing Pattern

(OSSP) pursuant to Republic Act (RA) No. 8981 was approved by DBM. The

Notice of Organization, Staffing and Compensation Action (NOSCA)

formalizing the approved OSSP of PRC Central Office, effective not earlier than

June 8, 2016, has been transmitted by DBM on October 10, 2016.

Further, the Office of the President, through the Executive Secretary,

issued a Memorandum on May 16, 2017 on the approval of the creation of PRC

new offices/services: Regional Offices in NCR & Regions I, III, IV-B, XII and

XIII, Legal Service, International Affairs Office, Information and

Communications Technology Service, and Planning, Management and

Financial Service. The NOSCA formalizing the approved OSSP of the

approved new offices and positions and the reclassification of key positions

was issued by DBM on August 2, 2017.

PROFESSIONAL REGULATION COMMISSION TIMELINE

June 17, 1950 Civil Service Commission (CSC).

Professional Regulation Commission was created by

Presidential Decree (P.D.) No. 223, signed by then

June 22, 1973
President Ferdinand E. Marcos. Under P.D. No. 223,

PRC was created as a three-man agency attached to

35
 the Office of The President for general direction and

coordination.

PRC became operational with the assumption of the

January 4, 1974
first Commissioner, Architect Eric C. Nubla.

Proclamation No. 1276 was issued declaring June 22

June 14, 1974
to 29, 1974 as "Professional Consciousness Week."

The Implementing Rules and Regulations of P.D. No.

December 9, 1974
223 was promulgated.

Computerization of the database of registered

1975 professionals started with the assistance of the

National Computer Center.

Presidential Decree No. 839 was issued placing the

PRC
October 11, 1975
under the general direction and coordination of the

CSC.

PRC entered into agreement with the Civil Service

Commission to register all board examination passers

August 1976
as civil service eligibles pursuant to R.A. 1080, as

amended.

PRC started issuing registration cards valid for 3 years

pursuant to Letter of Instruction No. 567.

1977 Proclamation No. 1646 was issued declaring June

22-29 of every year as "Professional Consciousness

Week."

June 4, 1987 President Corazon C. Aquino issued Proclamation No.

36
 118 declaring June 16 to 22 of every year as

Professional Regulation Week.

The Commission had developed its first Test

Questions Databank System. Partially-computerized

licensure examinations started with the physician

licensure examinations in August, followed by

partially-computerized licensure examinations for

1991 midwives, accountants, medical technologists, and

nurses

President Corazon C. Aquino signed Executive Order

No. 496 instituting procedures and criteria for the

selection and recommendation of nominees to vacant

positions in the Professional Regulatory Boards.

The Commission implemented the Continuing

Professional Education (CPE) for all professions and

resumed the conferment of “Outstanding Professional

1992
of the Year” awards, which was discontinued from

1986 to 1991, and started conferring the “Outstanding

Accredited Professional of the Year Award”.

PRC returned to the Office of the President as an

1993
attached agency.

President Fidel V. Ramos issued E.O. No. 200 which

September 20, 1994 institutionalized the full computerization for all

licensure examinations.

December 16, 1994 Republic Act No. 7836 ("Philippine Teachers

37
 Professionalization Act") was enacted, transferring the

regulation of the teaching profession from CSC to

PRC.

President Fidel Ramos issued E.O. No. 266 which

July 25, 1995 institutionalized CPE and made it mandatory for the

renewal of professional licenses.

Decentralization of agency operations began with the

full operations of regional offices in the cities of Baguio

and Cebu, Legazpi, Cagayan de Oro and Davao.

1996
The Association of Southeast Asian Nations

Coordinating Council for Services approved the

Mutual Recognition Agreement proposal of the PRC.

First Conference of Professionals was held in Manila

June 18, 1996
Hotel.

The CPE was fully implemented for all professions

1997
with the issuance of Executive Order No. 266.

PRC formally adopted its Vision and Mission and its

first Commission Strategic Plan.

1998
Creation of PRC regional offices in Iloilo, Zamboanga,

Tacloban and Tuguegarao.

PRC was formally awarded the ISO 9002 Certification

by the Anglo-Japanese-American Environmental

September 3, 1999
Quality and Safety Certification for licensing of Marine

Deck and Engineer Officers

December 5, 2000 Republic Act No. 8981 or the PRC Modernization Act

38
 was enacted by President Joseph Ejercito Estrada

Good governance among the professions was

launched with the signing of Executive Order No. 220

June 23, 2003
("Directing the Adoption of the Code of Good

Governance for the Professions in the Philippines")

PRC was attached to the Department of Labor and

September 11, 2006
Employment pursuant to Executive Order No. 565.

Executive Order No. 565-A was issued, delegating the

October 9, 2006 Presidential power of control over the PRC to the

DOLE Secretary.

2008 The PRC Hymn was adopted.

PRC and the CHED signed a Memorandum of

2009
Agreement to monitor the performance of schools.

The Commission adopted its new vision, mission and

January 15-16, 2009
core values to reflect its mandate and aspirations.

The PRC and CHED issued a circular requiring State

and local universities and colleges to secure an

authority from CHED to operate board programs and

2010
for PRC not to admit applicants for licensure

examinations effective January 2011 from educational

institutions which failed to comply.

The Commission introduced the remote transmission

of test packages to three (3) pilot regional offices in

2011
Cebu, Iloilo, and Davao, and eventually adopted in all

the 10 regional offices of PRC nationwide.

39
 The Commission launched the Online Application

System (OAS) an Online Registration System (ORS)

which computerized the ID renewal process, reducing

the process cycle time from the previous two months

2012
to seven (7) days.

Commission, SM Malls and Bureau of Treasury signed

a Memorandum for the Professional ID Renewal

Center at the Malls.

The revised Continuing Professional Development

Guidelines were issued through Resolution No.

July 25, 2013
2013-774 Resolution No. 2013-774 dated July 25,

2013.

PRC Resolution 2014-841 was issued adopting the

Official Medallion, Trinket and Sash for the Eric C.

Nubla Excellence Awardee of the Year. The Eric

June 17, 2014 Nubla Excellence Award intends to accord distinct

honor to a professional who surpassed the

qualification standard based on the criteria set forth to

be an outstanding professional

Republic Act No. 10635 was issued transferring the

November 15, 2014 Maritime Profession to the Maritime Industry Authority

(MARINA).

The Continuing Professional Development (CPD) bill

July 21, 2016 lapsed into law on July 21, 2016.

The CPD Law or Republic Act No. 10912 – An Act

40
 Mandating and Strengthening the Continuing

Professional Development Program for all Regulated

Professions, Creating the Continuing Professional

Development Council, and Appropriating Funds

Therefor, and for other Purposes shall take effect on

August 16, 2016

August 22, 2016 The Professional Regulation Commission was

awarded ISO 9001:2008 Certificate of Registration bt

the Certification International Philippines with validity

until September 14, 2018.

The Department pf Budget and Management (DBM)

transmitted to the Professional Regulation

Commission (PRC) the Notice of Organization,

October 10, 2016
Staffing and Compensation Action (NOSCA)

formalizing the approved Organizational Structure and

Staffing Pattern (OSSP) of PRC Central Office

effective earlier than June 8, 2016.

February 25-26 and The Electronic Payment and Collection System with

March 4-5, 2017 LERIS Enhancements was deployed in all regional

offices nationwide.

The Office of the President through the Executive

Secretary issued Memorandum informing the

Commission of the Approval of the creation of PRC

new offices/service: Regional Offices in NCR &

41
 May 16, 2017 Regions I, III, IV-B, XII and XIII, Legal Services,

International Affairs Office, Information and

Communications Technology Services, and Planning,

Management of Financial Services.

August 2, 2017 The Department of Budget and Management issued

the Notice of Organization, Staffing and

Compensation Action (NOSCA) formalizing the

approved Organizational Structure and Staffing

Pattern (OSSP) of new approved offices and positions

and reclassification of key positions.

QUALITY OBJECTIVES

PRC supports the following Quality Objectives:

1. To maintain the validity, integrity and credibility of the licensure

examinations;

2. To ensure that only those who have complied with the requirements of

the law are admitted to the practice of the professions;

3. To regulate the practice of the professions by prescribing the ethical

and technical standards of practice and to monitor compliance therewith

by all professionals;

4. To ensure the efffective implementation, compliance and continuous

improvement of the Quality Management System in order to meet

customer/client requirements; and

42
 5. To monitor and evaluate adherence to the agency’s Key Performance

Indicators (KPI) on quality, efficiency and timeliness.

Professional Regulation Commission (PRC)

Regional V

Vision
VISION

The Professional Regulation Commission is the instrument of the Filipino

people in securing for the nation a reliable, trustworthy and progressive system

of determining the competence of professionals by credible and valid licensure

examinations and standards of professional practice that are globally

recognized.

MISSION

To deliberately, scientifically and consistently determine the competence of

professionals through the provision of professional standards and judicious

issuance of professional license.

43
PROFESSIONAL REGULATION COMMISSION ORGANIZATIONAL

CHART

44
 ILLUSTRATION OF ACTIVITIES

November 14, 2018

Arranging stamps according to amount then paste it at the back of the window

envelope.

November 15, 2018

Recording and encoding the names of the Professionals with their professions,

number of units accomplished, units required and their balance units.

45
November 16, 2018

Finish putting the envelopes to be mailed consisting of board exam results

with the total of 3 boxes.

November 19, 2018

46
 Flag Ceremony then putting zip code for every envelope.

November 20, 2018

Encoding the names of individuals who passed the board exam.

November 21, 2018

47
 Glued stamps at the back of the window

envelop. 35 Php for Albay. 41 Php for

outside Albay and 46 Php for outside

Bicol.

November 22, 2018

Putting zip

code of

different

place.

November

23, 2018

The

continuation of work yesterday, putting zip

code.

48
November 26, 2018

Recording Good Standing, Certificate of

Rating and Authenticating

November 27, 2018

Recording of certifications and folding board exam results.

49
 NARRATIVE REPORT

The start of the days away from school, new environment and unfamiliar

faces. Working as a real employee not just a mere student, adjusting is really

needed. January 13, 2018, on this day, we met Mrs. Elenita Tan, the Regional

Director of the Professional Regulation Commission (PRC) Legazpi City

together with Mr. Jaybe Carretero and assistant principal Mr. Jolan Torres. We

discussed about the company’s do’s and dont’s, Mrs Tan talked about

discipline and respect that every each of us must have while working in the

company, she also discussed about punctuality. As a professional, we must be

time conscious, avoid being late and accomplished tasks with the allotted time

given to us. There is also dress code policy, no shorts, ripped jeans, spaghetti

straps and etc. We must wear appropriate/casual clothes during Friday’s only

and the rest of the days must be in our school uniform. Mrs Tan said that we

are dealing with many professions, there are lots of professionals with different

attitude such as demanding, impatient, arrogant so as much as possible we

should stay calm, down to earth and polite especially when dealing with angry

customers, we should never talk back. On the first day of work immersion, Mrs.

Jane divided us into 4 groups, I was placed on the Regulation Section which is

assigned in doing certifications like Certificate of Good Standing, Board of

Rating and Authenticating. There are 3 log books for both various professions

and for teachers only in which where the name of the person will be recorded

according to the profession and the number of certification attached in their

papers. I’ve been temporarily assigned on other area, my first work was to

arrange the stamps according to its amount. Then after arranging it I was told

to paste the stamps at the back of every window envelope needed to be

50
mailed consisting of the board exam result depending on its address. 35 Php

worth stamps for Albay. 41 Php for outside Albay and 46 Php for outside Bicol.

November 15, 2018, second day of our work immersion. I encoded the names

of the professionals with their specific professions, number of units

accomplished, units required and their balance units. After finishing 3

envelopes consists of 50 up papers of different person, I proceeded to another

ares which is the pasting of stamps and afterwards in the recording. November

16, 2018 is folding of board exam results and putting it inside of the envelope

then glue same with November 19 but the difference is that on this day, we are

told to put zip code for every envelope. The next day, November 20, 2018,Sir

King told me to encode the names of the people who passed the exam in

Accountancy (CPA) month of November year 2017, Real State Broker month

of December year 2017, Agricultural Engineering in the month of August year

2017 and Librarian during September year 2017 then print if afterwards.

November 21, 22 and 23. 2018 are all the same, doing paper works, pasting

stamps and putting zip code. The second to the last day of work immersion,

November 26,2018. In the morning, I glued stamps at the back of the window

envelope , I wrote the zip code according to its location and arranging the

envelope by numbering based on the given list. On the afternoon, I was

assigned in recording various professions depending on the documents

attached on the paper, Good Standing, Board Rating and Aithenticating then I

glued the documentary stamps on the certification papers, crossed it out with

two lines. Punch the stamps of the supervisor name then dry seal. I looked for

anyone from the staffs to put initial before giving it to the supervisor for

signature. I also answered telephone call from someone asking

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about her license, I asked for her name and record it before giving the

telephone to Ma’am Jen. The last day was just the same from the other day but

on this time I answered 2 PRC telephone calls, the first one was looking for Sir

Christian so I immediately inform the said person, the second one was a

telephone call from Davao asking if she can get her license there so I gave the

telephone to Ma’am Jen. The happenings during the 10 days work immersion

are indicated here. It was a relief finishing the 2 weeks with no major problems,

it went smoothly.

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 ACCOUNTS OF LEARNING

Life after school is not easy just like what I expected it to be, I thought after

graduating, working would be no hassle but it doesn’t seem to be that way. It is

more crucial than reviewing the lessons because I have quiz tomorrow, it is

more complicated than rushing myself doing projects because deadlines are

approaching. Life after schooling is the true reality, a very crucial reality, that’s

what work immersion taught me. It’s not about academic learning but

instead, work immersion is about learning the lessons in life. Exposing

students to the actual situations outside the school really makes sense for it

open up my mind to the possibility in the near future. I realized that knowing

how to interact with others is really an important foundation of your career. Not

all times the world is on my side so I must always be ready for the up and down

movements life might bring.

ISSUES OR PROBLEMS ENCOUTERED DURING WORK IMMERSION

Unavoidable situations are just normal to happen, since its only a

beginning it is not bad to make mistakes as long as I’m learning for every

mistake I made.

 Having difficulties communicating with other students from other school. It

really felt awkward to have conversation, so It took me days before I’ve

finally got to talked with them. Since I’m not that approachable person it

was really hard.

 Had a little misunderstanding with one of my classmate/co-work immersion

because I told him to be quiet since the staffs are talking with each other

then he wanted to turn on the music so I disagreed with him. He got angry

and we ignored each other. Maybe he misunderstood me or I offended him

53
 the way I shut him out. We both have mistakes but so far, It did not affect

our friendship.

 Witnessing a demanding, angry customers shouting at the staffs. They

complaining that they have waited for so long and they still not gotten their

papers. Saying they are so busy and wasting their time waiting, though

there are fixed time/scheduled time of the releasing of papers.

SOLUTIONS OFFERED

For every problem there are many ways to make it right. I just need to think for

the best one.

 I tried my best to communicate with them, step by step I tried to have

conversation with them until little by little I am being comfortable with

their presence. Days passed I made new friends and get to know each

other.

 I keep quiet in order not to make another mistake that will triggered both of

us and will lead to a big fight. Afterwards we unexpectedly talked with each

other and laugh. We said sorry got back to the way we used to be.

 I just ignored it and did not let my self get affected because according to

the staffs there, those scenarios are really just normal to them and later on

they will just laugh at it. PRC staffs are really cool and amazing.

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 PART III

POST

IMMERSION

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EVALUATION SHEET

Page 2 of 2

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 CAREER OBJECTIVE
To acquire a challenging career that is
oriented to a position where I can utilize my
experiences as a student. Further development
of my abilities and to be able to handle task
that would require me into entering a larger,
broader field where I could get more learnings
and experience. Thus, work in the company,
guided by the belief that exercise industry,
accuracy, loyalty and modesty

EDUCATIONAL BACKGROUND
SECONDARY |Senior High School|
Pag-asa National High School
Rawis Legazpi City
2017-2019 - present

SECONDARY |Junior High School|

ERICALYN Pag-asa National High School
TRAPANI Rawis Legazpi City
BARONIA 2013-2017
Barangay #43, Zone #2,
Tamaoyan Legazpi City
PRIMARY
09508866732
Tamaoyan Elementary School
baroniaericalyn@gmail Tamaoyan Legazpi City
.com
2007-2013

QUALIFICATIONS/SKILLS
- Hardworking
- Pleasing Personality
- Leadership
- Fast Learner
- Willing to learn
- Good communication skills
- Easily adapt to environment changes
- Computer Literate

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WORK EXPERIENCE

PROFESSIONALREGULATION COMMSSION
Work Immersion
2018

ORGANIZATIONS

TAMAOYAN TASK FORCE ORGANIZATION

Treasurer
2018-2019

CLASSROOM OFFICER
President
2018-2019

STUDENT TECHOLOGISTS AND ENTREPRENEUR OF THE

PHILIPPINES CLUB
Vice President
2018-2019

AWARDS

 With Honor 2017-2018

 Perfect Attendance Awardee 2017-2018

CHARACTER REFERENCES

MRS. LILIA NERBES

DepEd Legazpi City Division
Teacher 2
09482937276

MR. JAYSON ACUÑA

DepEd Legazpi City Division
Teacher 1
09957740685

MS. MICHA JOY SORRO

DepEd Legazpi Division
Teacher 1
09553070227

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 REFLECTION

Giving students a venue to improve themselves through experiencing

stuffs firsthand helps students to acquire knowledge and experience that

would make them grow as professional individuals at early age. Work

Immersion is a partial fulfillment of the requirements of senior high school

students as what indicated in the curriculum. Having this kind of

educational system gave so much improvements to the learners compare to

the previous years.

School is a training ground for every students to develop their skills and

improves their talents. With a good system of education students could

possibly become the best version of themselves. Being exposed to the actual

work could measure individuals limits and then enhance it for a better life.

Being away from school premises is very different, you need lots of

preparations in order to cope up with the true situations in life that you could

actually encountered in the future. Wok Immersion is only a peek of the real life

scenario but this gives awareness to the students that working base on your

chosen career is not easy as 1, 2, 3. Indeed, you’ll experience so much

hardships that could makes you quit but don’t let your guard down for it will be

better if you fight. Work Immersion taught me how to work under pressure, how

to communicate with others, how to discipline myself following the rules and

regulation of my working place. It helps me to think in a very wide perspective

and enhance my patience for every irritating situation. Applying this lessons in

life can help you to achieved success in the future. Being wise enough for

every problems just like being smart enough dealing with the problems you

encountered during the work immersion. Use the learning’s you gained as a

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guide to reach the path you wanted for in the first place. Educational System

and school would just train you but your future is what you do from each and

everyday.

Life after school is not easy just like what I expected it to be, I thought after

graduating, working would be no hassle but it doesn’t seem to be that way. It is

more crucial than reviewing the lessons because I have quiz tomorrow, it is

more complicated than rushing myself doing projects because deadlines are

approaching. Life after schooling is the true reality, a very crucial reality, that’s

what work immersion taught me. It’s not about academic learning but

instead, work immersion is about learning the lessons in life. Exposing

students to the actual situations outside the school really makes sense for it

open up my mind to the possibility in the near future. I realized that knowing

how to interact with others is really an important foundation of your career. Not

all times the world is on my side so I must always be ready for the up and down

movements life might bring.

64
DOCUMENTATIONS

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PROFESSIONAL REGULATIONCOMMISSION

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\

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 Curriculum Vitae

PERSONAL DETAILS

Name: Ericalyn Trapani Baronia

Address: Tamaoyan Legazpi City

Birth Date: September 27, 2000

Nationality: Filipino

E-mail: baroniaericalyn@gmail.com

EDUCATIONAL BACKGROUND

Primary: Tamaoyan Elementary School

2007-2013

Junior High School: Pag-asa National High School

2013-2017

Senior High School: Pag-asa National High School

2017-Present

WORK EXPERIENCE

Professinal Regulation Commission

Work Immersion

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