June 05, 2017
DepEd Order No. 30, s. 2017
TABLE OF CONTENTS
GUIDELINES FOR SENIOR HIGH SCHOOL WORK IMMERSION
Bureau and Service 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 These guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. All existing Orders and memoranda that are inconsistent with this Order are hereby rescinded.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
Enclosure to DepEd Order No. 30, s. 2017
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 attached curriculum guide in Annex A), has been incorporated into the curriculum. This subject will provide learners with opportunities:
1. to become familiar with the work place;
2. for employment simulation; and
3. to apply their competencies in areas of specialization/applied subjects in authentic work environments.
To achieve the above objectives, Work Immersion is thus 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 for work immersion are listed in Annex B.
These guidelines were formulated based on the rich experiences of modeling schools, tech-voc schools, partnership focal persons, industry partners, and youth development advocates. These guidelines can provide process support to field offices of the Department of Education (DepEd) 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
These Guidelines for Work Immersion will use the following terms and their corresponding definition as spelled out below:
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, which spells out the specific terms and conditions between and among parties entering into a partnership to implement a program, project, or any other similar undertaking. It can be entered into at the central, regional, division, or school level. The scope and limitations of the Memorandum of Agreement 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 office of DepEd (Central Regional or Division) that responds to the needs of the K to 12 program in general, and Senior High School in particular, which is formalized through a Memorandum of Agreement.
4. School Partnership Focal Person is the person authorized to seek partnerships between DepEd and Institutions (Deped Order 40, s. 2015).
5. Work Immersion refers to the subject of the Senior High School Curriculum, which 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 be the representative of 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 who is 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, which are issued by the DepEd (DO No. 40 s. 2015), Technical Education and Skills Development Authority (TESDA), Department of Labor and Employment (DOLE), Commission on Higher Education (CHED), and other relevant government agencies. Examples of work immersion venues 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 the 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 already acquired almost all the competencies and skills that would prepare them for the curriculum exits (higher education, employment, middle-skills development, and entrepreneur ship). 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.
To assure the achievement of the above objectives of Work Immersion, this policy serves to guide 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 for learners that are consistent with the diverse human resource requirements of partner institutions for work immersion; 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/recognized by any accrediting government agency. These may include cooperatives, local government units (LGUs), duly registered companies, and non-govemment organizations (NGOs). Annex B provides suggested 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 involved. 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 which can be found in Annex C.
5. The Memorandum of Agreement (MOA) for Work Immersion must have provisions for the following:
a. creation of a Joint Working Group (JWG), the JWG’s functions and responsibilities, and the responsibilities of each of the partners
b. access to and use of 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. list of learner activities as stipulated in the prescribed template in Annex C
f. for the Partner Institution to orient the school on the work learners will engage in 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 the learners during enrolment shall be utilized 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. See attached Annex D of this guidelines for sample of MOAs. This does not preclude the parties from adding other provisions which are beneficial to the learners.
6. DepEd, in collaboration with its partners and stakeholders, shall ensure that all schools and venues for learning are conducive to the education and safety of the learners. The safety of the learners is primary. Consequently, the maximum number of hours spent in the work immersion venue is 40 hours per week and no more than eight (8) hours per day as provided for by law, for a child below 18 but older than 15.
7. School Partnerships Focal Persons must be capacitated with networking skills and cultivating connections with possible partner institutions.
8. Although one of the objectives of the Work Immersion is to develop skills that are relevant to the needs of the job market in the area, Work Immersion should not be reduced to a mere recruitment tool of a Partner Institution. While the graduates’ future employment in the industry may be one of the desired outcomes of the partnership, the latter should be designed in such a way that graduates will also acquire other skills and competencies and will qualify for other job options and not be limited to those offered by one Partner Institution.
9. Expenses in securing partnerships, such as the travel expense 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 Work Immersion venue will also be charged to MOOE and other funds, the details of which shall be provided in a separate set of Guidelines. Expenses for Immersion Venue rental, utilities, and/or 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 such as, but not limited to the following:
a. DepEd Order No. 39, s. 2009 on the commercialization of schools, which expressly prohibits the appearance of any form of institutional endorsement by the DepEd for any commercial product or service within the school premises in exchange for any SHS-industiy partnership
b. DepEd Order No. 6, s. 2012, which expressly prohibits all forms and manner of cooperation or partnership with the tobacco industry in all areas of the country
c. DepEd Order No. 40, s. 2012 entitled “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 entitled “Strengthening the integration of breastfeeding education in the curriculum, setting up and sustaining the operation of lactation stations in compliance with Executive Order No. 51”. School officials are similarly discouraged from partnering with companies manufacturing milk and infant formula products.
e. DepEd Order No. 55, s. 2013, Implementing Rules and Regulations (IRR) of Republic Act No. 10627 Otherwise Known as the Anti-Bullying Act of 2013
f. DepEd Order No. 40, s. 2015 entitled “Guidelines on K to 12 Partnerships” (Policy and Guidelines on Building Partnerships for the K to 12 Program)
g. Republic Act 7877, an Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training Environment, and for Other Purposes
h. The Adopt-A-School Act of 1998 (Republic Act No. 8525) and related DepEd issuances for corporate donations
i. Article 218 and 219 of the Family Code on the special parental authority and responsibility of schools, administrators and teachers
j. The Civil Code, including but not limited to, 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 quasidelict 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. Department of Labor and Employment (DOLE) and Technical Education and Skills Development Authority (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 on how to remunerate teachers assigned as School Partnerships Focal Person/Immersion Teacher.
SECTION 6: Work Immersion Delivery Models
Table 1 shows different Work Immersion delivery models that schools may choose from based on their needs and resources. All these models take into consideration the number of Work Immersion hours, learner’s purpose and needs, school capabilities and compliance to the TESDA, DOLE, and DepEd Work Immersion venue guidelines.
However, if these models do not fit a specific situation or concern, regions may design their own delivery model. Novel/unique deliveiy modes should be approved by the Regional Office. Proposals describing the unique delivery model should include in their justifications the work immersion hours, the learners’ purposes and needs, and the school’s partnership arrangements.
For all models, the Work Immersion Curriculum Guide (CG) in Annex A shall be followed. The number of hours allotted for Work Immersion Proper, which is Part II of the CG, may vary based on the model to be chosen by the learners and the school.
Below is a summary of the Work Immersion delivery models and their description. For more details, Annex E provides descriptions of the models, the learners’ purposes and needs, the school’s partnership arrangements, and Work Immersion delivery options.
Table 1. Work Immersion Delivery Options
|Models||Work Immersion Hours||Learner’s Purpose and Needs||School||Options|
|Model A||80 hours (This is the minimum requirement for Work Immersion.)||For learners who only need 80 hours of work immersion||Has partners that only accommodate 80 hours of Work Immersion|
|Model B||240 hours (80 + 160 hours)||Optional for learners who:|
1. decide to do more Work Immersion hours in the specialization of their choice; and
2. have more Work Immersion opportunities available.
|Has several Work Immersion partners that can accommodate all its learners in the first and second semester of Grade 12||1. Learners may start taking a 640-hour specialization in Grade 9 and finish at Grade 11. For Grade 12, s/he may take up another 160-hour specialization before or after the Work Immersion.
Examples are shown in Models Bl and B2.
2. Learners may start taking a 320-hour specialization at Grade 11. For Grade 12, s/he may take up another 160-hour specialization before or after the work immersion.
Examples are shown in Models Bl and B3.
3. Learners may also take up three 160-hour specializations starting Grade 11.
Work Immersion may be done during the second semester of Grade 12.
An example is shown in Model B4.
|Model C||240 hours distributed over several terms||Optional for learners who:|
1. decide to do more Work Immersion hours in the specialization of their choice;
2. have more Work Immersion opportunity available; and
3. are enrolled in specialization s that require more training hours.
|Has Work Immersion venues but these cannot accommodate all learners in the 2nd semester of Grade 12, hence making it necessary to spread out the immersion over several terms||1. For a 640-hour specialization, learners may take the first 320 hours in Grade 11 then have 120 hours of Work Immersion during summer.
They may then take up 160 specialization hours during the first semester of Grade 12 and have 40 hours of Work Immersion during the semestral break.
Learners may then take up the remaining 160 specialization hours during the second semester of Grade 12 and have 80 hours of Work Immersion.
An example is shown in Model Cl.
2. Another option for a 640-hour specialization is for learners to take 320 hours of specialization in Grade 11 and have 160 hours of Work Immersion during summer.
S/He may then take up 320 hours of specialization during the first semester of Grade 12 and have 80 hours of Work Immersion during the second semester.
An example is shown in Model C2.
|Model D||320 hours distributed over several terms (80 + 240 hours)||Optional for learners who:|
1. are likely to proceed to employment after basic education;
2. decide to do more Work Immersion hours in the specialization of their choice; and
3. have Work Immersion opportunities available to them.
|Has partners who have more Work Immersion slots|
Has select learners who are ready for more training in the workplace
|1. For a 480-hour specialization and work immersion for 320 hours, learners may take up 320 specialization hours in Grade 11 and have 80 hours of Work Immersion during summer.
S/He may then take the remaining 160 specialization hours in the first semester of Grade 12 and have 240 hours of Work Immersion in the second semester.
A sample is shown in Model D1 below.
2. Learners may finish a 320-hour specialization in Grade 11 and have 40 hours of Work Immersion during summer.
Learners may then continue their Work Immersion in the 320-hour specialization in the first semester of Grade 12 for 240 hours and during semestral break for 40 hours.
S/He may then take up another 160-hour specialization during the second semester of Grade 12.
A sample is shown in Model D2.
SECTION 7: Duties and Responsibilities of Personnel
The successful implementation of Work Immersion will depend on the strong collaboration, support, and commitment of the school personnel and Partner Institution. These personnel shall always exercise due care and diligence in the performance of their duties. Below are additional duties and responsibilities to DepEd Order No. 40, series of 2015 (Guidelines on K to 12 Partnerships).
1. The School Head
a. be the authorized person to sign the MOA with Partner Institution on behalf of the school and ensure that all provisions in the MOA are adhered to by both parties;
b. assign a personnel/teacher to be the School Partnerships Focal Person if the school offers more than one (1) program;
c. determine the number of teaching loads of the School Partnerships Focal Person and the Work Immersion Teacher subject to the nature of the track/strand for immersion, provided that provisions in the Magna Carta for Teachers are followed;
d. sign the Travel Authority (TA) of the School Partnerships Focal Person/Work Immersion Teacher if work immersion tasks are conducted within the division. The Schools Division Superintendent will sign if these are conducted outside the division;
e. report to the Division Office the activities in the Work Immersion Venue, including but not limited to the duration, provisions, and issues and concerns as applicable; and
f. supervise the work of School Partnerships Focal Person, Immersion Teacher and Learners.
2. The School Partnerships Focal Person
S/He is the authorized person to seek partnerships between DepEd and Partner Institutions following the processes mentioned in the guidelines. S/He may be assigned from the school or division office. S/He may also be the school Senior High School Coordinator. S/He shall:
a. manage the conduct of Work Immersion;
b. establish/pursue and maintain the Work Immersion partnership between the DepEd and Partners Institutions;
c. use evaluation and monitoring results to recommend decisions on partnerships;
d. coordinate with the Work Immersion Teachers regarding the placement of students in partner institutions;
e. consolidate reports from work immersion teachers (If s/he is the Division SHS Partnership Focal Person, receives reports from schools); and
f. conduct regular ocular inspections with the Work Immersion Teacher to ensure that the work immersion venue is safe, secure, and suitable for learning.
3. The Work Immersion Teacher
S/He is the school personnel/teacher assigned to supervise the learners at the Work Immersion Venue. S/He shall:
a. exercise supervision on learners doing Work Immersion in coordination with Work Immersion Partner Institution Supervisor;
b. participate in the Joint Working Group of Work Immersion;
c. coordinate with the School Partnerships Focal Person learners’ activities and class and venue schedules;
d. conduct the Pre-immersion and Post-immersion activities;
e. conduct regular visits to the venue to ensure that learners’ activities are properly implemented; and
f. submit report regularly to the Schools Partnership Focal Person on the completion and performance of learners, performance of the Partner Institution, and issues and concerns.
4. The Work Immersion Partner Institution Supervisor
S/He shall be identified in the MOA and shall serve as the counterpart of the Work Immersion Teacher. S/he shall:
a. exercise supervision over learners during the Work Immersion;
b. participate in the Joint Working Group;
c. coordinate with the School Partnership Focal Person and Work Immersion Teacher on Work Immersion venue schedules and capacities;
d. provide input in the Pre-immersion and Post-immersion activities;
e. schedule the learners’ activities in the Work Immersion venue together with the Work Immersion Teacher; and
f. inform the Work Immersion Teacher on capacities, Work Immersion completion performance of learners, and issues and concerns.
5. The Learner
a. attend Pre and Post Immersion Activities;
b. report to the Work Immersion Partner Institution Supervisor during actual immersion;
c. perform the duties and tasks as indicated in the prescribed template for work immersion list of tasks/activities (template found in Annex C); and
d. prepare the documentations and reports required in the curriculum and by the Partner Institution.
SECTION 8: Assessment
The Work Immersion Teacher and the Work Immersion Partner Institution Supervisor will jointly assess the learners’ performance following the DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program).
The Work Immersion Teacher shall then issue the Final Grade.
SECTION 9: Monitoring and Evaluation
The following are the offices and units, which will implement, monitor, and/or will be affected by the policy:
1. Central Office
a. Bureau of Curriculum Development ensures correct articulation of the curriculum content of Work Immersion.
b. Bureau of Learning Delivery ensures proper implementation of policies in delivering the Work Immersion as a subject in the field.
c. Bureau of Educational Assessment ensures valid assessment of learners performance in the field.
d. Bureau of Learning Resources provides the needed learning materials in the field.
2. Regional Office
Curriculum and Learning Management Division through the Regional Senior High School Supervisor-in-Charge ensures that the Division Offices properly implement and articulate Work Immersion as a subject in coordination with the relevant Regional Supervisor handling the learning area (e.g. TVL, Arts and Design, STEM).
3. Division Office
Curriculum and Instruction Division through the Division Senior High School Supervisor-in-Charge ensures that all senior high schools in their respective areas properly implement and articulate the Work Immersion as a subject in coordination with the relevant Division Supervisor handling the learning area (e.g., TVL, Arts and Design, STEM).
Section 7 describes in detail the duties and responsibilities of the different DepEd offices.
Annex F shows 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