DepEd Order No. 30, s. 2017: Guidelines for Senior High School Work Immersion

DepEd Order No. 30, s. 2017, dated June 5, 2017 and signed by Secretary Leonor Magtolis Briones, sets the Guidelines for Senior High School Work Immersion. It is the basis for carrying out Work Immersion, a required Senior High School (SHS) subject, in all Senior High Schools. The guidelines took effect starting School Year 2017-2018.

This page gives a plain-English summary first. The full text of the order and its enclosure follows.

On this page 6 sections

Key points

• Work Immersion is required for graduation. It is a required subject of the SHS curriculum. Learners do hands-on work or work simulation related to their track.
• Parental consent is required before a learner takes part.
• Safety comes first. Partner institutions and venues are chosen only after study, screening, and preparation. Learners below 18 but older than 15 may spend at most 40 hours a week and 8 hours a day at the venue.
• Every school-level agreement needs a Memorandum of Agreement (MOA). The MOA must list learner tasks using the template in Annex C. It must also cover insurance, supervisors, a safe workplace, and a Joint Working Group.
• No payment to partners. Schools and students may not be asked to pay the partner institution for any Work Immersion activity. Fees for Work Immersion may be set only after consulting parents.
• It is not a recruitment tool. Partnerships should help learners gain skills for many job options, not only jobs offered by one partner.
• Schools choose a delivery model. The minimum is 80 hours (Model A). Models B, C, and D offer 240 or 320 hours, and regions may design their own models with Regional Office approval.
• Joint assessment. The Work Immersion Teacher and the partner institution supervisor assess learners together. The Work Immersion Teacher issues the final grade.

Who it covers

The guidelines apply to all SHS learners in:

• DepEd Senior High Schools
• Private Senior High Schools
• Senior High Schools run by state colleges and universities, and by local universities and colleges
• Technical-Vocational Institutions

Work Immersion hours at a glance

Model	Hours	Best for
A	80 (minimum)	Learners who need only 80 hours; partners that take only 80 hours
B	240 (80 + 160)	Schools with enough partners to take all learners in both semesters of Grade 12
C	240, spread over several terms	Schools whose venues cannot take all learners in the 2nd semester of Grade 12
D	320 (80 + 240), spread over several terms	Learners likely to go into employment; partners with more slots

Full text of DepEd Order No. 30, s. 2017

June 05, 2017

Guidelines for Senior High School Work Immersion

To: Undersecretaries; Assistant Secretaries; Bureau and Service Directors; Regional Directors; Schools Division Superintendents; Public and Private Elementary and Secondary Schools Heads; All Others Concerned

1. The Department of Education (DepEd) issues the enclosed Guidelines for Work Immersion as basis for the implementation of work immersion in all Senior High Schools (SHSs).
2. Work Immersion is a key feature of the SHS Curriculum. It can be conducted in different ways depending on the purposes and needs of learners. Enclosed are the documents pertinent to its implementation.
3. These guidelines will take effect starting School Year 2017-2018 for all SHSs.
4. These guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. All existing Orders and memoranda that are inconsistent with this Order are hereby rescinded.
5. Immediate dissemination of and strict compliance with this Order is directed.

Leonor Magtolis Briones, Secretary

Enclosure: DepEd Guidelines for SHS Work Immersion

Section 1: Rationale

One of the goals of the K to 12 Basic Education Program is to develop in learners the competencies, work ethic, and values relevant to pursuing further education and/or joining the world of work. To achieve greater congruence between basic education and the nation’s development targets, Work Immersion, a required subject (see the curriculum guide in Annex A), has been incorporated into the curriculum. This subject will provide learners with opportunities:

1. to become familiar with the workplace;
2. for employment simulation; and
3. to apply their competencies in areas of specialization/applied subjects in authentic work environments.

To achieve these objectives, Work Immersion is a requirement for graduation from secondary education. Learners are immersed in actual work environments such as workshops, offices, and laboratories in which their prior training is relevant. Other possible venues are listed in Annex B.

These guidelines were formulated based on the experiences of modeling schools, tech-voc schools, partnership focal persons, industry partners, and youth development advocates. They can provide process support to DepEd field offices in fostering relationships and strengthening partnerships so that learners will have access to suitable work immersion venues and other related resources.

Section 2: Scope

These guidelines shall apply to all Senior High School learners in the following institutions:

1. DepEd Senior High Schools
2. Private Senior High Schools
3. Senior High Schools run by state colleges and universities, and local universities and colleges
4. Technical-Vocational Institutions

Section 3: Definition of Terms

1. Partner Institutions are public or private institutions or organizations that are able and willing to lend their expertise and resources, and enter into agreement with any of the DepEd or non-DepEd offices and/or schools. This enables DepEd to strengthen its capability to offer Senior High School, without monetary requirements from both.
2. Memorandum of Agreement is a legally binding document that spells out the specific terms and conditions between and among parties entering into a partnership to implement a program, project, or similar undertaking. It can be entered into at the central, regional, division, or school level. Its scope and limitations shall not be contrary to laws, public customs, and moral compasses.
3. Partnership refers to the relationship between the partner institution and the school, or any DepEd office (Central, Regional, or Division), that responds to the needs of the K to 12 program in general and Senior High School in particular, formalized through a Memorandum of Agreement.
4. School Partnership Focal Person is the person authorized to seek partnerships between DepEd and institutions (DepEd Order No. 40, s. 2015).
5. Work Immersion refers to the subject of the Senior High School Curriculum that involves hands-on experience or work simulation in which learners can apply their competencies and acquired knowledge relevant to their track.
6. Work Immersion Partner Institution Supervisor serves as the counterpart of the Work Immersion Teacher and may also represent the partner institution in forging partnership with DepEd schools. This person shall be identified in the MOA.
7. Work Immersion Teacher is the school personnel assigned to supervise the learners at the Work Immersion Venue in coordination with the Work Immersion Partner Institution Supervisor.
8. Workplace Immersion Venue is the place where work immersion is conducted. It shall conform with the law and the rules and regulations on safety, appropriateness for learning, and availability of facilities and equipment issued by DepEd (DO No. 40, s. 2015), the Technical Education and Skills Development Authority (TESDA), the Department of Labor and Employment (DOLE), the Commission on Higher Education (CHED), and other relevant government agencies. Examples include offices, factories, shops, and project sites.

Section 4: Objectives

Work immersion will help develop among the learners life and career skills, and will prepare them to make decisions on postsecondary education or employment. Through partnership building, DepEd hopes that Partner Institutions will provide learners with work immersion opportunities, workplace or hands-on experience, and additional learning resources. It aims to make the learners:

1. appreciate the importance and application of the principles and theories learned in school;
2. enhance their technical knowledge and skills;
3. enrich their skills in communications and human relations; and
4. develop good work habits, attitudes, appreciation and respect for work.

By the time learners reach Senior High School, they would have acquired almost all the competencies and skills that prepare them for the curriculum exits (higher education, employment, middle-skills development, and entrepreneurship). Work immersion gives them an avenue to test themselves and apply what they have learned in a non-school setting, and to experience the social interactions of a work environment. These experiences develop skills and values that help them move from high school to real life.

To achieve these objectives, this policy guides schools in:

1. creating flexible work immersion arrangements for their learners;
2. providing options for work immersion that are relevant to learners’ purposes and needs;
3. organizing work immersion opportunities consistent with the diverse human resource requirements of partner institutions; and
4. articulating the scope and limits of work immersion in the context of basic education when building relationships with work immersion partners.

Section 5: Principles and Policy Statements

Partnership with institutions shall be governed and guided by the following principles and policies:

1. Work Immersion requires parental consent.
2. Partner Institutions and Work Immersion Venues shall be selected only after thorough study, screening, and preparation to ensure that each venue is a safe, secure, and suitable place for learning. All applicable safety guidelines of TESDA, DOLE, and the work immersion venue relevant to basic education shall apply.
3. Schools may partner with any institution or organization duly registered or recognized by any accrediting government agency, including cooperatives, local government units (LGUs), duly registered companies, and non-government organizations (NGOs). Annex B suggests institutions for corresponding specializations.
4. All Work Immersion agreements at the school level must be covered by a Memorandum of Agreement (MOA) for the security of all parties. All MOAs must specify that all parties will conform to these guidelines. All learner activities shall be reflected in the MOA as stipulated in the Prescribed Template for the List of Tasks/Activities to be done during Work Immersion (Annex C).
5. The MOA for Work Immersion must have provisions for:
   • a. creation of a Joint Working Group (JWG), its functions and responsibilities, and the responsibilities of each partner;
   • b. access to and use of the partner institution’s facilities by learners and teachers;
   • c. provision of supervisors/mentors from the partner institution;
   • d. assurance that the workplace is a conducive and safe learning environment;
   • e. the list of learner activities as stipulated in the prescribed template in Annex C;
   • f. the Partner Institution orienting the school on the work learners will do, based on the activities listed in the Prescribed Template for the Immersion Program of Activities;
   • g. insurance for learners in DepEd schools, charged to MOOE (for private high schools, colleges and universities, local universities and colleges, state universities and colleges, and technical and vocational schools, the insurance fee paid by learners during enrolment shall be used for work immersion; insurance fees may also be included in the voucher);
   • h. Work Immersion-related expenses like insurance and transportation allowance may be treated as a donation under DepEd’s Adopt-A-School Program;
   • i. sample MOAs are in Annex D. This does not prevent the parties from adding other provisions that benefit learners.
6. DepEd, with its partners and stakeholders, shall ensure that all schools and venues are conducive to the education and safety of learners. The safety of learners is primary. Consequently, the maximum time spent in the work immersion venue is 40 hours per week and no more than eight (8) hours per day, as provided by law, for a child below 18 but older than 15.
7. School Partnerships Focal Persons must be capacitated with networking skills and with cultivating connections with possible partner institutions.
8. Although one objective of Work Immersion is to develop skills relevant to the local job market, Work Immersion should not be reduced to a mere recruitment tool of a Partner Institution. While future employment in the industry may be a desired outcome, the partnership should be designed so that graduates also acquire other skills and competencies and qualify for other job options, not only those offered by one Partner Institution.
9. Expenses in securing partnerships, such as travel expenses of the School Partnerships Focal Person and the Immersion Teacher, shall be charged to the school’s local funds or MOOE. Subject to availability of funds, travel expenses of learners to the venue will also be charged to MOOE and other funds, with details in a separate set of guidelines. Expenses for venue rental, utilities, and other direct or incidental expenses of the Partner Institution shall not be allowed.
10. Schools and students shall not be asked to pay the SHS Partner Institution for any Work Immersion activity conducted. Fees for Work Immersion must only be set after consultation with parents.
11. The partnerships shall be governed by existing laws and DepEd issuances, including but not limited to:
    • a. DepEd Order No. 39, s. 2009 on the commercialization of schools, which prohibits any form of institutional endorsement by DepEd of any commercial product or service within school premises in exchange for any SHS-industry partnership;
    • b. DepEd Order No. 6, s. 2012, which prohibits all forms of cooperation or partnership with the tobacco industry;
    • c. DepEd Order No. 40, s. 2012, the Child Protection Policy (Policy and Guidelines on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying and Other Forms of Abuse);
    • d. DepEd Order No. 80, s. 2012, on strengthening the integration of breastfeeding education in the curriculum and setting up and sustaining lactation stations in compliance with Executive Order No. 51; school officials are also discouraged from partnering with companies manufacturing milk and infant formula products;
    • e. DepEd Order No. 55, s. 2013, the Implementing Rules and Regulations of Republic Act No. 10627, the Anti-Bullying Act of 2013;
    • f. DepEd Order No. 40, s. 2015, Guidelines on K to 12 Partnerships;
    • g. Republic Act No. 7877, which declares sexual harassment unlawful in the employment, education, or training environment;
    • h. the Adopt-A-School Act of 1998 (Republic Act No. 8525) and related DepEd issuances on corporate donations;
    • i. Articles 218 and 219 of the Family Code on the special parental authority and responsibility of schools, administrators, and teachers;
    • j. the Civil Code, including provisions on Obligations and Contracts and Quasi-Delicts. Article 2176 provides: “Whoever by act or omission causes damage to another, there being fault or negligence, is obliged to pay for the damage done. Such fault or negligence, if there is no pre-existing contractual relation between the parties, is called a quasi-delict and is governed by the provisions of this Chapter.” Article 2180 provides in part: “The obligation imposed by article 2176 is demandable not only for one’s own acts or omissions, but also for those persons for whom one is responsible.”
    • k. DOLE and TESDA issuances, whenever applicable.
12. The duties and responsibilities of SHS personnel shall be reflected in their Office Performance Commitment Review Form (OPCRF) or Individual Performance Commitment Review Form (IPCRF), for DepEd schools only.
13. Private schools and non-DepEd schools may devise a scheme to remunerate teachers assigned as School Partnerships Focal Person or Immersion Teacher.

Section 6: Work Immersion Delivery Models

Table 1 of the order presents Work Immersion delivery models that schools may choose from based on their needs and resources. All models consider the number of Work Immersion hours, the learners’ purposes and needs, school capabilities, and compliance with TESDA, DOLE, and DepEd venue guidelines.

If these models do not fit a specific situation, regions may design their own delivery model. New or unique delivery modes must be approved by the Regional Office. Proposals must justify the work immersion hours, the learners’ purposes and needs, and the school’s partnership arrangements.

For all models, the Work Immersion Curriculum Guide (Annex A) shall be followed. The hours for Work Immersion Proper, Part II of the curriculum guide, may vary based on the model chosen by the learners and the school. Annex E gives more details on each model.

Model A: 80 hours

• Hours: 80 hours. This is the minimum requirement for Work Immersion.
• Learners: those who need only 80 hours of work immersion.
• School: has partners that accommodate only 80 hours of Work Immersion.

Model B: 240 hours (80 + 160 hours)

• Learners (optional): those who decide to do more Work Immersion hours in the specialization of their choice, and who have more Work Immersion opportunities available.
• School: has several partners that can accommodate all its learners in the first and second semesters of Grade 12.
• Options:
  1. Learners may start a 640-hour specialization in Grade 9 and finish in Grade 11. In Grade 12, they may take another 160-hour specialization before or after the Work Immersion (see Models B1 and B2).
  2. Learners may start a 320-hour specialization in Grade 11. In Grade 12, they may take another 160-hour specialization before or after the Work Immersion (see Models B1 and B3).
  3. Learners may take three 160-hour specializations starting in Grade 11. Work Immersion may be done during the second semester of Grade 12 (see Model B4).

Model C: 240 hours distributed over several terms

• Learners (optional): those who decide to do more Work Immersion hours in the specialization of their choice, who have more opportunities available, and who are enrolled in specializations that require more training hours.
• School: has venues that cannot accommodate all learners in the second semester of Grade 12, so immersion must be spread over several terms.
• Options:
  1. For a 640-hour specialization: take the first 320 hours in Grade 11, then 120 hours of Work Immersion during summer; take 160 specialization hours in the first semester of Grade 12 and 40 hours of Work Immersion during the semestral break; then take the remaining 160 specialization hours in the second semester of Grade 12 with 80 hours of Work Immersion (see Model C1).
  2. Another option for a 640-hour specialization: take 320 hours in Grade 11 and 160 hours of Work Immersion during summer; then take 320 specialization hours in the first semester of Grade 12 and 80 hours of Work Immersion in the second semester (see Model C2).

Model D: 320 hours distributed over several terms (80 + 240 hours)

• Learners (optional): those likely to proceed to employment after basic education, who decide to do more Work Immersion hours in their chosen specialization, and who have opportunities available.
• School: has partners with more Work Immersion slots and select learners ready for more workplace training.
• Options:
  1. For a 480-hour specialization with 320 hours of Work Immersion: take 320 specialization hours in Grade 11 and 80 hours of Work Immersion during summer; then take the remaining 160 specialization hours in the first semester of Grade 12 and 240 hours of Work Immersion in the second semester (see Model D1).
  2. Finish a 320-hour specialization in Grade 11 and do 40 hours of Work Immersion during summer; continue Work Immersion in that specialization in the first semester of Grade 12 for 240 hours and during the semestral break for 40 hours; then take another 160-hour specialization in the second semester of Grade 12 (see Model D2).

Section 7: Duties and Responsibilities of Personnel

Successful implementation depends on strong collaboration, support, and commitment of school personnel and the Partner Institution, who shall always exercise due care and diligence. These duties are in addition to those in DepEd Order No. 40, s. 2015 (Guidelines on K to 12 Partnerships).

1. The School Head shall:

• a. be the authorized person to sign the MOA with the Partner Institution on behalf of the school and ensure both parties follow all its provisions;
• b. assign a personnel/teacher as School Partnerships Focal Person if the school offers more than one program;
• c. determine the teaching loads of the School Partnerships Focal Person and the Work Immersion Teacher based on the track/strand, following the Magna Carta for Teachers;
• d. sign the Travel Authority of the School Partnerships Focal Person/Work Immersion Teacher for work immersion tasks within the division (the Schools Division Superintendent signs for tasks outside the division);
• e. report to the Division Office the activities in the Work Immersion Venue, including duration, provisions, and issues and concerns; and
• f. supervise the work of the School Partnerships Focal Person, Immersion Teacher, and learners.

2. The School Partnerships Focal Person is the authorized person to seek partnerships between DepEd and Partner Institutions. This person may come from the school or division office and may also be the school’s SHS Coordinator. This person shall:

• a. manage the conduct of Work Immersion;
• b. establish, pursue, and maintain partnerships between DepEd and Partner Institutions;
• c. use monitoring and evaluation results to recommend decisions on partnerships;
• d. coordinate with Work Immersion Teachers on the placement of students;
• e. consolidate reports from Work Immersion Teachers (a Division SHS Partnership Focal Person receives reports from schools); and
• f. conduct regular ocular inspections with the Work Immersion Teacher to ensure the venue is safe, secure, and suitable for learning.

3. The Work Immersion Teacher is the school personnel assigned to supervise learners at the venue. This teacher shall:

• a. supervise learners in coordination with the Partner Institution Supervisor;
• b. take part in the Joint Working Group;
• c. coordinate learners’ activities and class and venue schedules with the School Partnerships Focal Person;
• d. conduct the Pre-immersion and Post-immersion activities;
• e. visit the venue regularly to ensure learner activities are properly carried out; and
• f. report regularly to the School Partnerships Focal Person on learners’ completion and performance, the Partner Institution’s performance, and issues and concerns.

4. The Work Immersion Partner Institution Supervisor is identified in the MOA and is the counterpart of the Work Immersion Teacher. This supervisor shall:

• a. supervise learners during Work Immersion;
• b. take part in the Joint Working Group;
• c. coordinate venue schedules and capacities with the School Partnerships Focal Person and Work Immersion Teacher;
• d. give input in the Pre-immersion and Post-immersion activities;
• e. schedule learners’ activities at the venue with the Work Immersion Teacher; and
• f. inform the Work Immersion Teacher on capacities, learners’ completion and performance, and issues and concerns.

5. The Learner shall:

• a. attend Pre- and Post-immersion activities;
• b. report to the Partner Institution Supervisor during actual immersion;
• c. perform the duties and tasks in the prescribed template for the list of tasks/activities (Annex C); and
• d. prepare the documentation and reports required by the curriculum and the Partner Institution.

Section 8: Assessment

The Work Immersion Teacher and the Work Immersion Partner Institution Supervisor will jointly assess the learners’ performance following DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program). The Work Immersion Teacher then issues the final grade.

Section 9: Monitoring and Evaluation

These offices and units will implement, monitor, and/or be affected by the policy:

1. Central Office
   • Bureau of Curriculum Development: ensures correct articulation of the Work Immersion curriculum content.
   • Bureau of Learning Delivery: ensures proper implementation of policies in delivering Work Immersion as a subject.
   • Bureau of Educational Assessment: ensures valid assessment of learners’ performance in the field.
   • Bureau of Learning Resources: provides the needed learning materials.
2. Regional Office: the Curriculum and Learning Management Division, through the Regional SHS Supervisor-in-Charge, ensures that Division Offices properly implement Work Immersion, in coordination with the Regional Supervisor of the relevant learning area (for example TVL, Arts and Design, STEM).
3. Division Office: the Curriculum and Instruction Division, through the Division SHS Supervisor-in-Charge, ensures that all senior high schools in the division properly implement Work Immersion, in coordination with the Division Supervisor of the relevant learning area (for example TVL, Arts and Design, STEM).
4. Schools: Section 7 describes the duties and responsibilities in detail.

Annex F contains the monitoring and evaluation tool to be used.

Section 10: Annexes

• Annex A: Work Immersion Curriculum Guide
• Annex B: Sample Work Immersion Venues
• Annex C: Prescribed Template for the List of Tasks/Activities to be done during Work Immersion
• Annex D: MOA Templates
• Annex E: Work Immersion Delivery Models
• Annex F: Work Immersion Monitoring and Evaluation Tool
• Annex G: Sample Summer Break Work Immersion Schedule for Model C

Frequently asked questions