Professional Documents
Culture Documents
Perdev Immersion Module
Perdev Immersion Module
Perdev Immersion Module
students to the harsh realities of environment in a workplace. This exposure also aims to develop
and enhance the work ethics and habits of senior high school students. It would also serve as an
assessment tool on the affectivity of the module designed for the purpose.
All Work Immersion Program exposures shall observe strict compliance of all Philippine
Laws and other Guidelines and Orders issued by proper government agencies to ensure that the
exposure program would protect the interest and welfare of the students engaged in Immersion
Work Program.
Department of Labor and Employment (DOLE) Advisory No.9- , students are allowed to
immerse themselves in a workplace between 8:00 a.m. until 5:00 p.m. every day for a
minimum of 80 hours or a maximum of 240 hours per term. Students below 15 years old need
to have parent’s consent and shall be at the workplace for at most four hours a day.
Department of Education, DepEd Order No. 30 series of 2017 - Guidelines for Work
Immersion apply not only to both public and private senior high schools, but also to technical-
Republic Act 9231 “Special Protection of Children against Child Abuse, Exploitation and
Discrimination Act”
Department of Labor and Employment DepEd Order No 149 - provides guidelines for
assessing hazardous work areas for working students under 18 years old.
According to Department of Education Order No. 30 s. 2017, one of the goals of the
K to12 Basic Education program is to develop in learners the competencies, work ethics and values relevant to
pursuing further education and or joining the world of work. In order that the nations development target will be
realized and to achieve greater congruence with the basic education, work immersion is a required subject that has
Under Annex A of Work immersion Curriculum Guide and According to Trade Congress of the
It was emphasized that through work immersion, students are exposed to and become familiar with work
related environment related to their field of specialization to enhance their competence .This is for the purpose that
the students can relate directly to their postsecondary goal. Based from these facts, this study claim on the focus of
the objectives of work Immersion that by the time learners reach senior High School, they would have already
acquired almost all the competencies and skills that would prepare them for the curriculum exits (higher education,
employment, middle-skills development and entrepreneurship) Work immersion provides them with an avenue to
test themselves and apply what they have learned in a non-school scenario. In work immersion, learners are not
only able to apply their previous training but are also able to experience the social interactions in a work
environment. Their experiences during work immersion will develop many skills and values that would help them
as they transition from high school to real life. In addition, DepEd. Order No. 40,s.2015 believed that in order to
achieve its desired goals and objectives work immersion needs to establish partnerships for work immersion
opportunities for students among others. There are many different delivery models offered by Dep. Ed to be
chosen according to learners purposes, needs and partnership arrangement yet great challenges are being faced by
many internal stakeholders.
Many authors and legal basis has similar concepts of work immersion (Baldoz, 2016, DepEd. 2017) 16-18
years old students should undergo at least 80 hours for work immersion. However, many challenges cropped in its
implementation which the internal stakeholders like school, teachers, parents ,students and partner institutions
concern on the achievements of the objectives remains a challenge. To achieve greater congruence between
basic education and the nation's development targets, Work Immersion, a required subject, has
been incorporated into the curriculum. This subject will provide will provide learners with
opportunities relevant to pursuing further education and/or joining the world of work.
Taking this fact into consideration, the researcher shared common vision and is challenge to this new
thrust of DepEd as the need of the society to create employment opportunities through
immersion. He believes that the learners have the potential to create these opportunities.
Apparently, it is the responsibility of the immersion teachers to inculcate knowledge and skills,
proper attitudes and values towards work and develop self-reliance and confidence to be able to
make decision by him. Eventually, these attributes and immersion know-how shall be a stepping
stone in creating economic opportunities for themselves and for the society at large. Finally,
immersion seeks to nurture among young minds the qualities from which the immersion spirits
develops.+9
defined as "the place where work immersion of students is done. Examples of work immersion
What could lead to confusion is that the word "immersion" actually has two meanings in
K to 12. The first meaning refers to a required SHS subject in the curriculum. The second
meaning refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects. Let us
take the first meaning – immersion as a subject in the curriculum. In the Curriculum Guides
posted on the DepEd website, the word "immersion" occurs in the specialized subject of the
as a guide or to assess to be able for them to guide, evaluate and understand venue to improve
them through experiencing real stuff firsthand. This is the very highlight of the senior high
school immersion work-text book. It helps students to acquire knowledge and experience that
can help them grow as professional individuals. The K-12 Curriculum envisions “holistically
developed learners with 21st century skills” (DepEd Primer, 2011). At the core of this basic
education program is “the complete human development of every graduate”. This further means
that every student would have an understanding of the world around him and passion for life-
long learning while addressing every student’s basic learning needs: “learning to learn, the
acquisition of numeracy, literacy, and scientific and technological knowledge as applied to daily
trainees they can use it as an inspiration as they gain expertise in their respective fields. This
experience will surely help them not only for their present jobs as a student but also for their
The following items are designed to help you assess your knowledge at work, attitude towards given job
to determine your entry knowledge and skills before the actual on-the-job training (OJT) program.
Decide whether you agree, disagree, or somewhat agree. Check the column corresponding to your
answer.
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TEST C – 1. PERSONAL
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2. PEOPLE SKILLS
2.1 HOW WOULD YOU LIKED TO BE ADDRESSED BY OUR CUSTOMERS?
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2.3 DESCRIBE THE SITUATION THAT BEST DEMONSTRATES YOUR LEADERSHIP SKILLS.
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3.3 GIVE AN EXAMPLE OF YOU SOLVED AND THE PROCESS YOU USED
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3.4 TELL ME A PROJECT YOU INITIATED.
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4.3 WHAT MAKES YOU THINK YOU CAN HANDLE THE POSITION?
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RESUME Picture
2X2
A. PERSONAL INFORMATION
EDUCATIONAL ATTAINMENT
Strand:
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Grade / Year LeveL _________________________________________
Name of School:___________________________________________
School Address:___________________________________________
SEMINAR/S ATTENDED
DATE &VENUE SEMINAR ORGANIZER / HOST
I hereby certify that the above mentioned information is certified true and correct.
CERTIFICATE OF COMPLETION