Schools Division Office

LAGRO HIGH SCHOOL

SENIOR HIGH SCHOOL

District V, Quezon City, Metro Manila

A DOCUMENTARY REPORT OF WORK IMMERSION

UNDERTAKEN AT DEPARTMENT OF AGRARIAN REFORM

Presented to Mr. Dennis M. Angeles

In Partial Fulfillment of the Requirements for the

Science, Technology, Engineering and Mathematics

DAN RAFAEL SERRADO SEBASTIAN

SEPTEMBER 2017

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 TABLE OF CONTENTS
Title Page……………………………………………………………………………….……1
Recommendation Letter …………………………………………………………...………4
Waiver………………………………………………………………………………………..5
Clearance Sheet………….………………………………………………………………….6
Approval Sheet………………………………………………………………………………7
Acknowledgement…………………………………………………………………………...8
Dedication…………………………………………………………………………………….9
PART1: IMPORTANT POINTS IN WORK IMMERSION……………………………....9
Introduction…………………………………………………………………………..9
Objectives of the Work Immersion…………………………………...…………..10
Values and Attributes of a Student in a Work Immersion…………………...…11
PART 2: THE WORKPLACE…………………………………………………...………..12
Company Profile……………………………………………………………………12
Company History………………………………………………………..…………12
Company Mission and Vision……………………………………….……………13
Company Organizational Chart……………………………………..……………14
Company Core Values………………………………………………….…………15
Product Services Description………………………………..……………………16
Logo and Its Meaning………………………………………………...……………17
Company Partner………………………………………………...……..…………18
Company Target Clientele…………………………………………..……………19
Location of Company………………………………………………...……………20
Company Thrusts and Policy Directions………………………………...………21
Company Rules and Regulations……………………………………...…………21
PART 3: MEMORANDUM OF AGREEMENT (MOA)…………………………...…….22

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PART 4: ACTIVITY REPORT………………………………………………….…………23
Training Plan Outline………………………………………………………………24
Daily Accomplishment Report…………………………………………………….25
Weekly Activity Report……………………………………………………….……26
Work Immersion Highlights……………………………………………………….27
Performance Appraisal Report…………………………………………………...28
PART 5: REFLECTION…………………………………………………………………...29
Problems Encountered…………………………………………………………....30
Suggestions and Recommendations……………………………………………31
APPENDICES……………………………………….……………………………………..32
A. SUMMARY OF WORK IMMERSION DUTY………………………………..33
B. DAILY TIME RECORD………………………………………………………..34
C. CERTIFICATE OF COMPLETION…………………...………………….…..35
D. GALLERY OF PICTURES WITH CAPTIONS…..………………………….36
E. APPLICATION LETTER………………………...…………………………….37
F. UPDATED RESUME/CURRICULUM VITAE…………...…………..………38

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RECOMMENDATION LETTER

4
WAIVER

5
CLEARANCE SHEET

6
APPROVAL SHEET

7
 ACKNOWLEDGEMENT

I highly appreciate and deeply acknowledge the following that have

selflessly shared their time and attention in making this Work Immersion
Portfolio.

To Dr. Dennis M. Angeles, Work Immersion Teacher, for his love

and assistance in the station assignment in Work Immersion

To Dr. Carina Ortiz Luis, Lagro Senior High School Focal Person, for
her encouragement to have a Work Immersion

To Dr Maria Noemi M. Moncada, Lagro High School principal, for her

never ending support.

To my family and friends, for the unwavering support that really

boosted my morale.

To all Lagro High School teachers, parents, and relatives, my

deepest and purest token of gratitude for your consideration,
understanding, support and being my inspiration

To one that I admired because he gives me acceptable reason why

should I need to excel

And most of all, to our God Almighty who has always there to guide,
look after me, and give hope and wisdom in doing this thesis. I offer Him
all my strength and efforts in my everyday work immersion

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DEDICATION

9
 PART1: IMPORTANT POINTS IN WORK
IMMERSION

INTRODUCTION
Work Immersion is one of the course requirements for graduation. A Senior
High School student has to undergo work immersion in a business
organization/establishment whose work requirements are related to the
specialization. Through this work immersion, the students are exposed to and
become familiarized with work-related environment related to their field of
specialization.“Work immersion is a key feature in the senior high school curriculum.
It can be conducted in different ways depending on the purposes and needs of the
learners,” Education Secretary Leonor Briones said. The guidelines said work
immersion – which can range from 80 to 320 hours – will enable students to become
familiar with the workplace, experience workplace simulation and apply their
competencies in areas of specialization.
“Work immersion will help develop among learners life and career skills, and
will prepare them to make decisions on postsecondary education or employment,”
the guidelines read.“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 added. The agency said
schools may partner with recognized institutions or organizations to come up with
agreements on work immersion for students. As the students are still minors, DepEd
said work immersion requires parental consent.
President Aquino, the different government institutions involved in education,
and Congress have since made K to 12 a reality rather than a mere ideal.

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 As I looked over the paradigm created by the steering committee of the K to
12 reform program, however, I suddenly realized that we had overlooked a major
gap in the system.
The curriculum has been reengineered from pre-school to tertiary general
education. It is now seamless, without disruptions caused previously by
trifocalization and bureaucratic structures. We have firmly agreed on what students
should know and be able to do after 12 years of basic education or more (if they go
to college).
What is missing is a clear idea of what the term “Immersion” implies.
In the approved latest draft of the Senior High School (SHS) curriculum,
students that choose to take the Technical-Vocational-Livelihood and the Arts and
Sports tracks are expected to spend 1,404 hours outside campus, doing
“Immersion.”
Our country has had a lot of experience with on-the-job training (OJT)
programs on the collegiate level. Unfortunately, many (if not most) college OJT
students are assigned only to insignificant jobs in a company (answering the phone,
making photocopies, making coffee – that sort of thing). Rarely are OJT students
expected to produce the same products that regular employees produce.
There are sterling exceptions, of course, one of which is the journalism
college that I head, where OJT students, like our own students, write news items in a
newspaper just like regular reporters. (Excuse me for mentioning that, but then, why
not?)
Immersion in SHS will be useless if it is patterned after most of the OJT
experiences currently being undertaken by college students.
In order to make Immersion meaningful and useful, we need to get the
companies – and not just the schools – aware of the educational objectives and
processes of K to 12.
The human resources departments of companies have to know what it means
to handle inexperienced adolescents (still with no work ethic but with raging
hormones), how to make them do without pay what adult employees are doing for
pay, what the design of the curriculum is (Understanding By Design, remember?),
what the role of Immersion is in the whole process of lifelong learning, and so on.
That means training for staff in companies. That means expertise and funds.
“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 learners is primary,” it added.
“Consequently, the maximum number of hours spent in the work immersion
venue is 40 hours per week and no more than eight hours per day as provided by
law,” the agency said. DepEd stressed that work immersion should not be reduced
as a mere recruitment tool for a partner institution, saying that the students should
also gain skills that will enable them to qualify for other job options.

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 “Schools and students should not be asked to pay the senior high school
partner institution for any work immersion activity conducted. Fees for work
immersion must only be set after consultation with parents,” added the guidelines.

OBJECTIVES OF THE WORK IMMESION

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, 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.
Work immersion will help develop among the learner’s 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
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. 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;

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 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.

VALUES AND ATTRIBUTES OF A

STUDENT IN A WORK IMMERSION
In the approved latest draft of the Senior High School (SHS) curriculum,
students that choose to take the Technical-Vocational-Livelihood and the Arts and
Sports tracks are expected to spend 1,404 hours outside campus, doing
“Immersion.”

This total is divided into four. In the first half or semester of Grade 11, the
student will spend 270 hours in a company, field, organization, or other workplace. In
the second half or semester of Grade 11, s/he will spend another 270 hours. In the
first half or semester of Grade 12, s/he will do 324 hours.

In the final half or semester of Grade 12, the student will spend practically all
the time (or 540 hours) outside campus (except for a few monitoring or processing
sessions on campus). In effect, for much of three-fourths of his or her time and for a
whole fourth of his or her time in SHS, the student becomes a de facto full-time
employee or worker in a workplace.

Our country has had a lot of experience with on-the-job training (OJT)
programs on the collegiate level. Unfortunately, many (if not most) college OJT
students are assigned only to insignificant jobs in a company (answering the phone,
making photocopies, making coffee – that sort of thing). Rarely are OJT students
expected to produce the same products that regular employees produce.

CAREER GUIDANCE AND COUNSELLING

IMMERSION can be used as a facilitative tool for career counselling for

students, especially those in professional courses. By placing them in a real-world
work scenario, it gives them an opportunity to explore the kind of tasks and activities
they would like to do. IMMERSION also matches the candidate’s profile with a list of
occupations, which can be used as a reference point for exploring opportunities.

CAREER DEVELOPMENT AND INTERNAL MOBILITY

IMMERSION highlights individuals’ self-awareness and provides a deeper

understanding of their interests and strengths in a work environment. It guides an
individual's career choices by matching their interests and personality with various
job profiles. From an internal mobility perspective, IMMERSION can facilitate
people’s development within a company and encourage those who are looking for
growth and change.

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PART 2: THE WORKPLACE

COMPANY PROFILE

COMPANY HISTORY
Pre-Spanish Period

“This land is Ours God gave this land to us”, Before the Spaniards came to the
Philippines, Filipinos lived in villages or barangays ruled by chiefs or datus. The datus
comprised the nobility. Then came the maharlikas (freemen), followed by the aliping
mamamahay (serfs) and aliping saguiguilid (slaves).

However, despite the existence of different classes in the social structure, practically
everyone had access to the fruits of the soil. Money was unknown, and rice served as the
medium of exchange.

Spanish Period

“United we stand, divided we fall”, When the Spaniards came to the Philippines; the
concept of encomienda (Royal Land Grants) was introduced. This system grants that
Encomienderos must defend his encomienda from external attack, maintain peace and order
within, and support the missionaries. In turn, the encomiendero acquired the right to collect
tribute from the indios (native).

The system, however, degenerated into abuse of power by the encomienderos. The
tribute soon became land rents to a few powerful landlords. And the natives who once
cultivated the lands in freedom were transformed into mere share tenants.

1st Philippine Republic

“The yoke has finally broken”, When the First Philippine Republic was established
in 1899, Gen. Emilio Aguinaldo declared in the Malolos Constitution his intention to
confiscate large estates, especially the so-called Friar lands. However, as the Republic was
short-lived, Aguinaldo’s plan was never implemented.

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 American Period

“Long live America”, significant legislation enacted during the American Period:

 Philippine Bill of 1902 – Set the ceilings on the hectare of private individuals and
corporations may acquire: 16 have. For private individuals and 1,024 has. For corporations.
 Land Registration Act of 1902 (Act No. 496) – Provided for a comprehensive
registration of land titles under the Torrens system.
 Public Land Act of 1903 – introduced the homestead system in the Philippines.
 Tenancy Act of 1933 (Act No. 4054 and 4113) – regulated relationships between
landowners and tenants of rice (50-50 sharing) and sugar cane lands.

The Torrens system, which the Americans instituted for the registration of lands, did
not solve the problem completely. Either they were not aware of the law or if they did, they
could not pay the survey cost and other fees required in applying for a Torrens title.

Commonwealth Period

“Government for the Filipinos”, President Manuel L. Quezon espoused the "Social
Justice" program to arrest the increasing social unrest in Central Luzon. Significant
legislation enacted during Commonwealth Period:

 1935 Constitution – "The promotion of social justice to ensure the well-being and
economic security of all people should be the concern of the State"
 Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act No. 4045),
Nov. 13, 1936 – Provided for certain controls in the landlord-tenant relationships
 National Rice and Corn Corporation (NARIC), 1936 – Established the price of rice
and corn thereby help the poor tenants as well as consumers.
 Commonwealth Act. No. 461, 1937 – Specified reasons for the dismissal of
tenants and only with the approval of the Tenancy Division of the Department of Justice.
 Rural Program Administration, created March 2, 1939 – Provided the purchase
and lease of haciendas and their sale and lease to the tenants.
 Commonwealth Act No. 441 enacted on June 3, 1939 – Created the National
Settlement Administration with a capital stock of P20, 000, 000.

Japanese Occupation

“The Era of Hukbalahap”, The Second World War II started in Europe in 1939 and
in the Pacific in 1941. Hukbalahap controlled whole areas of Central Luzon; landlords who
supported the Japanese lost their lands to peasants while those who supported the Huks
earned fixed rentals in favor of the tenants. Unfortunately, the end of war also signaled the
end of gains acquired by the peasants. Upon the arrival of the Japanese in the Philippines in
1942, peasants and workers organizations grew strength. Many peasants took up arms and
identified themselves with the anti-Japanese group, the HUKBALAHAP (Hukbo ng Bayan
Laban sa Hapon).

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 Philippine Republic

“The New Republic”, after the establishment of the Philippine Independence in

1946, the problems of land tenure remained. These became worst in certain areas. Thus the
Congress of the Philippines revised the tenancy law.

MANUEL ROXAS (1946-1948) enacted the following laws:

 Republic Act No. 34 -- Established the 70-30 sharing

arrangements and regulating share-tenancy contracts.

 Republic Act No. 55 -- Provided for a more effective safeguard

against arbitrary ejectment of tenants.

ELPIDIO QUIRINO (1948-1953) enacted the following law:

Executive Order No. 355 issued on October 23, 1950 --

Replaced the National Land Settlement Administration with Land
Settlement Development Corporation (LASEDECO) which takes over
the responsibilities of the Agricultural Machinery Equipment
Corporation and the Rice and Corn Production Administration.

RAMON MAGSAYSAY (1953-1957) enacted the following laws:

 Republic Act No. 1160 of 1954 -- Abolished the LASEDECO

and established the National Resettlement and Rehabilitation
Administration (NARRA) to resettle dissidents and landless farmers.

 Republic Act No. 1199 (Agricultural Tenancy Act of 1954) --

governed the relationship between landowners and tenant farmers by
organizing share-tenancy and leasehold system.

 Republic Act No. 1400 (Land Reform Act of 1955) -- Created the
Land Tenure Administration (LTA) which was responsible for the acquisition and distribution
of large tenanted rice and corn lands over 200 hectares for individuals and 600 hectares for
corporations.

 Republic Act No. 821 (Creation of Agricultural Credit Cooperative

Financing Administration) -- Provided small farmers and share
tenants loans with low interest rates of six to eight percent.

CARLOS P. GARCIA (1957-1961)

He continued the program of President Ramon Magsaysay. No

new legislation passed.

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 DIOSDADO MACAPAGAL (1961-1965) enacted the following
law:

Republic Act No. 3844 of August 8, 1963 (Agricultural Land

Reform Code) -- Abolished share tenancy, institutionalized leasehold,
set retention limit at 75 hectares, invested rights of preemption and
redemption for tenant farmers, provided for an administrative
machinery for implementation, institutionalized a judicial system of
agrarian cases, incorporated extension, marketing and supervised
credit system of services of farmer beneficiaries.

The RA was hailed as one that would

emancipate Filipino farmers from the bondage of
tenancy.

FERDINAND MARCOS (1965-1986).

Proclamation No. 1081 on September 21, 1972 ushered the Period of
the New Society. Five days after the proclamation of Martial Law, the entire
country was proclaimed a land reform area and simultaneously the Agrarian
Reform Program was decreed. President Marcos enacted the following laws:

 Republic Act No. 6389, (Code of Agrarian Reform) and RA No. 6390
of 1971 -- Created the Department of Agrarian Reform and the Agrarian
Reform Special Account Fund. It strengthens the position of farmers and
expanded the scope of agrarian reform.

 Presidential Decree No. 2, September 26, 1972 -- Declared the country under land
reform program. It enjoined all agencies and offices of the government to extend full
cooperation and assistance to the DAR. It also activated the Agrarian Reform Coordinating
Council.

 Presidential Decree No. 27, October 21, 1972 -- Restricted land reform scope to
tenanted rice and corn lands and set the retention limit at 7 hectares.

CORAZON C. AQUINO (1986-1992)

The Constitution ratified by the Filipino people during the

administration of President Corazon C. Aquino provides under
Section 21 under Article II that “The State shall promote
comprehensive rural development and agrarian reform.”

On June 10, 1988, former President Corazon C. Aquino

signed into law Republic Act No. 6657 or otherwise known as the
Comprehensive Agrarian Reform Law (CARL). The law became
effective on June 15, 1988.

Subsequently, four Presidential issuances were released in

July 1987 after 48 nationwide consultations before the actual law
was enacted.

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 President Corazon C. Aquino enacted the following laws:

 Executive Order No. 228, July 16, 1987 – Declared full ownership to qualified farmer-
beneficiaries covered by PD 27. It also determined the value remaining unvalued rice and corn
lands subject of PD 27 and provided for the manner of payment by the FBs and mode of
compensation to landowners.

 Executive Order No. 229, July 22, 1987 – Provided mechanism for the implementation of
the Comprehensive Agrarian Reform Program (CARP).

 Proclamation No. 131, July 22, 1987 – Instituted the CARP as a major program of the
government. It provided for a special fund known as the Agrarian Reform Fund (ARF), with an
initial amount of Php50 billion to cover the estimated cost of the program from 1987-1992.

 Executive Order No. 129-A, July 26, 1987 – streamlined and expanded the power and
operations of the DAR.

 Republic Act No. 6657, June 10, 1988 (Comprehensive Agrarian Reform Law) – An act
which became effective June 15, 1988 and instituted a comprehensive agrarian reform program
to promote social justice and industrialization providing the mechanism for its implementation
and for other purposes. This law is still the one being implemented at present.

 Executive Order No. 405, June 14, 1990 – Vested in the Land Bank of the Philippines
the responsibility to determine land valuation and compensation for all lands covered by CARP.

 Executive Order No. 407, June 14, 1990 – Accelerated the acquisition and distribution of
agricultural lands, pasture lands, fishponds, agro-forestry lands and other lands of the public
domain suitable for agriculture.

FIDEL V. RAMOS (1992-1998)

When President Fidel V. Ramos formally took over in 1992, his
administration came face to face with publics who have lost confidence in
the agrarian reform program. His administration committed to the vision
“Fairer, faster and more meaningful implementation of the Agrarian
Reform Program. President Fidel V. Ramos enacted the following laws:

 Republic Act No. 7881, 1995 – Amended certain provisions of RA

6657 and exempted fishponds and prawns from the coverage of CARP.

 Republic Act No. 7905, 1995 – Strengthened the implementation

of the CARP.

 Executive Order No. 363, 1997 – Limits the type of lands that may be converted by
setting conditions under which limits the type of lands that may be converted by setting
conditions under which specific categories of agricultural land are either absolutely non-
negotiable for conversion or highly restricted for conversion.

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  Republic Act No. 8435, 1997 (Agriculture and Fisheries Modernization Act AFMA) –
Plugged the legal loopholes in land use conversion.

 Republic Act 8532, 1998 (Agrarian Reform Fund Bill) – Provided an additional Php50
billion for CARP and extended its implementation for another 10 years.

JOSEPH E. ESTRADA (1998-2000)

“ERAP PARA SA MAHIRAP’. This was the battle cry that endeared
President Joseph Estrada and made him very popular during the 1998
presidential election. President Joseph E. Estrada initiated the
enactment of the following law:

 Executive Order N0. 151, September 1999 (Farmer’s Trust Fund) –

Allowed the voluntary consolidation of small farm operation into medium
and large scale integrated enterprise that can access long-term capital.

During his administration, President Estrada launched the Magkabalikat Para sa

Kaunlarang Agraryo or MAGKASAKA. The DAR forged into joint ventures with private investors
into agrarian sector to make FBs competitive. However, the Estrada Administration was short
lived. The masses who put him into office demanded for his ouster.

GLORIA MACAPACAL-ARROYO (2000-2010)

The agrarian reform program under the Arroyo administration is
anchored on the vision “To make the countryside economically viable
for the Filipino family by building partnership and promoting social
equity and new economic opportunities towards lasting peace and
sustainable rural development.”

Land Tenure Improvement - DAR will remain vigorous in

implementing land acquisition and distribution component of CARP. The
DAR will improve land tenure system through land distribution and
leasehold.

Provision of Support Services - CARP not only involves the distribution of lands but also
included package of support services which includes: credit assistance, extension services,
irrigation facilities, roads and bridges, marketing facilities and training and technical support
programs. Infrastrucre Projects - DAR will transform the agrarian reform communities (ARCs),
an area focused and integrated delivery of support services, into rural economic zones that will
help in the creation of job opportunities in the countryside. KALAHI ARZone - The KALAHI
Agrarian Reform (KAR) Zones were also launched. These zones consist of one or more
municipalities with concentration of ARC population to achieve greater agro-productivity.
Agrarian Justice - To help clear the backlog of agrarian cases, DAR will hire more paralegal
officers to support undermanned adjudicatory boards and introduce quota system to compel
adjudicators to work faster on agrarian reform cases. DAR will respect the rights of both farmers
and landowners.

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 COMPANY’S
MISSION AND
VISION
VISION
A just, safe, and equitable
society that upholds the
rights of tillers to own,
control, secure, cultivate and
enhance their agricultural
lands, improve their quality
of life towards rural
development and national
industrialization.
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MISSION
DAR is the lead government
agency that upholds and
implements comprehensive
and genuine agrarian reform
which actualizes equitable
land distribution, ownership,
agricultural productivity,
and tenurial security for, of ,
and with the tillers of the
land towards the
improvement of their quality
of life.
COMPANY’S ORGANIZATIONAL
CHART

22
COMPANY CORE VALUES

23
PRODUCT SERVICES DESCRIPTION
Land Tenure Services is
operationalized either through land
acquisition and distribution (LAD) or
leasehold operations. LAD involves the
redistribution of government and private
agricultural lands to landless farmers and farm workers.

One of the Major Final Outputs of DAR is the

Agrarian Legal Services (ALS). This is
complemented with two programs, namely: agrarian
legal assistance (ALA) under the Bureau of Agrarian
Legal Assistance (BALA) and adjudication of
agrarian cases under the Department of Agrarian
Reform Adjudication Board (DARAB).

This MFO on TASS constitutes development

interventions from DAR and other government
agencies through training programs and construction
and rehabilitation of infrastructure facilities. Access
of ARB households to basic social services is also
included in this MFO to ensure holistic support for
the beneficiaries.

This MFO on Agrarian Policy Advisory Services

(APAS) covers policy advisory formulation, updating
and dissemination. For FY 2015, the Department of
Agrarian Reform has signed and issued 5
Administrative Orders and 1 Memorandum Circular.

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 LOGO AND ITS MEANING

The logo of the

Department of Agrarian Reform
shows the department’s
acronym representing the
institution and its role as the lead
agency in the implementation of
the Comprehensive Agrarian
Reform Program (CARP).
The sun radiates its
lights into the field of green
divided into twelve (12)
segments representing the
original twelve regions covered
by the program. Green stands for
fertility and productivity while
yellow represents hope and a
golden harvest of agrarian reform
beneficiaries who are the
recipients of the services
provided by the Department via
CARP. Both colors imply that
economic growth and sound rural development can be achieved through agrarian reform.

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 COMPANY PARTNERS
DEPARTMENT OF ENVIRONMENT AND
NATURAL RESOURCES

The Department is the primary agency

responsible for the conservation, management,
development, and proper use of the country’s
environment and natural resources, specifically forest
and grazing lands, mineral resources, including those
in reservation and watershed areas, and lands of the public domain, as well as the licensing
and regulation of all natural resources as may be provided for by law in order to ensure
equitable sharing of the benefits derived therefrom for the welfare of the present and future
generations of Filipinos.

PHILIPPINE AMUSEMENT AND GAMING

CORPORATION
The Corporate Social Responsibility
programs of the Philippine Amusement and Gaming
Corporation (PAGCOR) are primarily anchored on its
mission as a partner of the Philippine government in
nation-building. Apart from several projects for the
youth and education, PAGCOR is also engaged in
CSR programs that help calamity victims through its disaster relief operations.

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 LANDBANK

LANDBANK’s Corporate Social Responsibility

embodies its commitment to the institution’s social
mandate with programs and activities that contribute
to a better, safer and more progressive society,
redounding to an improved quality of life for people
of the present and future generations.
DEPARTMENT OF PUBLIC WORKS AND
HIGHWAYS
The Department of Public Works and Highways
functions as the engineering and construction arm of
the Government tasked to continuously develop its
technology for the purpose of ensuring the safety of
all infrastructure facilities and securing for all public
works and highways the highest efficiency and quality
in construction.

DEPARTMENT OF LABOR AND

EMPLOYMENT
The Department of Labor and Employment is
mandated as the primary policy-making,
programming, coordinating and administrative
entity of the Executive Branch of the government
in the field of labor and employment. I

NATIONAL IRRIGATION
ADMINISTRATION
National Irrigation Administration, one of the
government agencies in the Philippines, is
responsible for providing efficient irrigation
services through maximizing the country’s
water resources to produce good quality rice
and diversified crops and giving advanced
technical assistance to improve the welfare of the farmers, their families and the rural
communities.

DEPARTMENT OF TRADE AND INDUSTRY

The Department of Trade and industry is the

executive department of the Philippine
Government tasked as the main economic
catalyst that enables innovative, competitive, job
generating, inclusive business, and empowers
consumers. It acts as catalyst for intensified
private sector activity in order to accelerate and
sustain economic growth through comprehensive industrial growth strategy, progressive and
socially responsible trade liberalization.
27
COMPANY TARGET CLIENTELE
The Department of Agrarian Reform (DAR)
leads the implementation of the Comprehensive Agrarian Reform
Program (CARP) through land tenure improvement, agrarian
justice, and coordinated delivery of essential support services to
client beneficiaries.

Under RA 6657, DAR is vested with the primary jurisdiction

to determine and adjudicate reform matters and to extend free
legal assistance to farmer-beneficiaries affected by agrarian
cases. The delivery of agrarian justice has two features: the
Adjudication of Cases and Agrarian Legal Assistance. Agrarian
legal assistance is comprised of resolution of agrarian law
implementation (ALI) cases, ARB representation before judicial
and quasi-judicial bodies, and mediation and conciliation. On the
other hand, Adjudication of Cases involves the resolution of
cases by the DAR Adjudication Board (DARAB) and any of its
salas. There are three types of cases under this program namely:
judicial or court cases, quasi-judicial, and cases related to
agrarian law implementation (ALI). The first two types involve
representation of farmers by DAR lawyers before the regular
courts and DAR Adjudication Board, respectively. The third type
involves the administrative rendering of decision on exemption,
conversion and retention.
The DAR at present utilizes more aggressive alternative dispute resolution techniques in
mediation to reduce conflicts maturing into court cases. The general objective is to persuade
the contending parties to settle their disputes amicably or out of court before the DAR. ALS is
divided into two (2) components: Legal Advisory and Enforcement. Legal Advisory involves
legal services provided to agrarian reform beneficiaries (ARB) and landowner clients such as
mediation and representation in judicial and quasi judicial courts.
28
LOCATION OF COMPANY

DEPARTMENT OF

AGRARIAN REFORM

Elliptical Road, Diliman,

Quezon City

29
COMPANY THRUSTS AND
POLICY DIRECTIONS

30
COMPANY RULES AND
REGULATIONS
Rule I: PRELIMINARIES

Section 1. Title

This document shall be known as the “Implementing Rules and Regulations of the
Environmental Management Program of the Department of Agrarian Reform”.

Section 2. Objectives

By the end of 2008, DAR shall have fully sustained an efficient Environment
Management, Program with well defined structures and mechanics which shall lead
to a Department of Agrarian Reform with “zero-waste practices”. More specifically,
the following shall have been attained, to wit:

1. Develop, operationalize and sustain an environment management system for

the Department;
2. Generate income thru the sale of recyclable waste materials and other income
generating or cost saving projects;
3. Develop the entire Central Office workforce as waste management
practitioners;
4. Establish and maintain an eco-garden out of biodegradable waste of DAR;
5. Utilize environmentally-sound methods that shall maximize the utilization of
the valuable resources and encourage resource conservation and recovery;

31
 6. Set guidelines and targets for solid waste avoidance and volume reduction
through source reduction and waste minimization measures, including
composting, recycling, re-use, recovery, and others.
7. Promote research and development programs for improved solid waste
management and resource conservation techniques.
8. Formulate a holistic approach in preparing the air pollution management that
shall be implemented by the Department through the collective cooperation of
all its officials and employees.
9. Encourage cooperation among officials and greater employees’ participation
in solid waste management.
10. Focus primarily on the prevention of smoking and fire hazards and provide for
a comprehensive environment management program.
11. Institutionalize employee participation in the development and implementation
and resource conservation and recovery topics into trainings and seminars
conducted by the department in order to promote environmental awareness
and action among its employees.

Section 3. Program Scope and coverage

These rules shall lay down the functions of the Steering Committee, Technical
Working Group, Working Committees, Point Persons, the DAR Management, and
the responsibilities of the DAR employees with respect to the program
implementation.

All offices within the DAR Central Office shall be covered by this Rule. The
Environment Management Program shall likewise be implemented at the DAR Field
Offices as a matter of course.

Section 4. Administration

These Rules shall be administered by the Secretary or his daily duty

authorized representatives both at the Central and Field Offices.

Rule II: DECLARATION OF POLICIES

1. It is the policy of the Environment Management Program of the Department to

implement the following:
a. Mandates and objectives of Republic Act 8749 also known as the
Philippine Clean Air Act of 1999;
b. Mandates and objectives of Republic Act 9003 or the Ecological Solid
Waste Management Act of 200; and
c. Directives of Administrative Order No. 103 series of 1994 or the Austerity
Measures of the Government.
2. It is the policy of the Environmental Management Program of the Department to
support the Government’s policy of providing safe workplace environment as
envisioned under Executive Order No. 307 through the creation of Occupational

32
 Safety and Health Center, thereby ensuring the protection of its employees and
their work environment;
3. It is the policy of the Environmental Management Program of the Department to
implement and sustain the 5S Program; and
4. It is the policy of the DAR-EMP to advocate clean, neat, safe and conducive work
environment that will reflect an attitude among the DAR personnel as government
employees with the strong sense of values in caring for the environment.

Rule X. PROVISIONS FOR VIOLATIONS

Any official, employee or individuals within the premises of the Department

caught in violation of above-mentioned prohibited acts shall be meted with fines (as
proposed by the Monitoring and Evaluation Committee and approved by TWG) or
rendering of community service within the department for not less than one day
depending on the gravity of violation.

Rule XII. EFFECTIVITY

This Guideline shall take effect immediately.

____07____ March 2007, Diliman, Quezon City.

Submitted by:

33
PART 3: MEMORANDUM OF AGREEMENT
(MOA)

34
 PART 4: ACTIVITY REPORT

TRAINING PLAN
OUTLINE

PLACE OF TRAINING: DEPARTMENT OF AGRARIAN REFORM

PROPOSED DURATION OF TRAINING: Sept. 18, 2017 – Oct. 10, 2017
DAYS & TIME: Mondays- Fridays from 8am to 5pm
NO. OF HOURS TO FINISH: 120 Hours
FIELD OF TRAINING: Undersecretary for Field Operation (USEC-FOO)

Overall Program Objective

Work immersion will help develop among the learner’s 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.

35
 Why immersion is necessary
Work Immersion is one of the course requirements for graduation. A Senior
High School student has to undergo work immersion in a business
organization/establishment whose work requirements are related to the
specialization. Through this work immersion, the students are exposed to and
become familiarized with work-related environment related to their field of
specialization.“Work immersion is a key feature in the senior high school curriculum.
It can be conducted in different ways depending on the purposes and needs of the
learners,” Education Secretary Leonor Briones said. The guidelines said work
immersion – which can range from 80 to 320 hours – will enable students to become
familiar with the workplace, experience workplace simulation and apply their
competencies in areas of specialization.

What specific skills and knowledge the trainee will acquire during the
work immersion and how will they be taught
The specific skills and knowledge the trainee will acquire during the work
immersion are one of the goals of the K to 12 Basic Education Program which 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, 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.
Work immersion will help develop among the learner’s 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.and how will they be taught

The areas in which the trainee will receive instruction in conjunction

with the specific task and responsibility to be assigned to the trainee in
each department.
The areas in which the trainee will receive instruction in conjunction with the
specific task and responsibility to be assigned to the trainee, comes from the on-site
supervisors namely, Cornelia B. Bueno and Marlene S. Ancheta. We are assigned to
receive documents to the different departments namely, Assistant Secretary For
Field Operation (ASEC-FOO), Bureau of Land Tenure Implementation (BLTI)-Survey

36
and Mapping Division, Department of Agrarian Reform Adjudication Board, Bureau
of Land Tenure Implementation (BLTI)-Survey and Mapping Division, and Bureau of
Land Tenure Implementation (BLTI)-DCD Records.

Method of Evaluation and Certification

PURPOSE:

Your evaluation is requested to guide the work immersion coordinator in

determining a fair grade to be given to the student-trainee assigned in your
company. It is also intended to make the student-trainee aware of his/her strengths
and areas of improvement.

TIMETABLE:

To enable us to monitor the progress of the student-trainee, it is requested that

an evaluation be done after the 120 hours of training and after the completion of
his/her assignment in your company.

PROCEDURE:

1. It is suggested that the student-trainee’s immediate superior evaluates his/her

performance.
2. The evaluator should accomplish the evaluation form then rate the student as
objectively as possible.
3. After filling in the form, the evaluator should discuss the results of his/her
evaluation with the student-trainee.
4. The accomplishment evaluation form should then be awarded to the immersion
coordinator.

Using the scale below, write the number that corresponds to your trainee on
the space provided on the right hand side:

5– OUTSTANDING 3 - GOOD 1 – NEEDS IMPROVEMENT

4– VERY GOOD 2 – FAIR

37
DAILY ACCOMPLISHMENT
REPORT

DAY 1 (SEPTEMBER 18, 2017)

Today, John Vincent and I were assigned to the department of

Undersecretary for Field Operation (USEC-FOO). We were guided by the admin
boys, one of them is Mark Caneca, to the office of the USEC-FOO. And also, We
were tasked

DAY 2 (SEPTEMBER 19, 2017)

Today we were tasked by Ms. Cornelia B. Bueno to encode the date

received and reference number of the documents. And I was asked by Ms. Nelly L.
Aperacho to receive the documents to the Personnel Department for the correction
of the documents.

DAY 3 (SEPTEMBER 20, 2017)

Today, I photocopied the filled documents for the approval of payment

of some officials of the Undersecretary for Field Operation (USEC-FOO). And I was
tasked to receive it to the Office of the Finance. Ms. Caring was not around so the
beautiful lady nearer to the door assisted I and she checked the documents and It
was returned because of incomplete signature.

38
 Also, I was tasked to receive the documents for Director Caymo and
Assistant Director Sumatra of the Bureau of Land Tenure Implementation.

John Vincent and I were assigned to encode the date received and
reference number of the documents and some of them are- 09.18.2017.017,
09.14.2017.017, 09.19.2017.037, 09.19.2017.036, and 09.19.2017.038.

DAY 4 (SEPTEMBER 22, 2017)

Today, I analyzed the pertinent documents of the Department of

Agrarian Reform that I’d seen in the office. I realized that the Department is the
Government Agency assigned to solve the problems or conflict between the
Landowner and the farmers. As stated in the Memorandum Circular No. 84 series of
2017, Former DAR Secretary Rafael “Ka Paeng” Mariano signed on february 20,
2017 that they will be having a nationwide ARB Validation to check the current state
of the qualified benefited farmers of the CLOA in Hacienda Luisita. Its means that the
former administrator is very objective in solving the issues to the lands

DAY 5 (SEPTEMBER 25, 2017)

Today, the office of the Undersecretary For Field Operation is in

processing for the new room assignment since the office is under maintenance and
renovation.

DAY 6 (SEPTEMBER 26, 2017)

DAY 7 (SEPTEMBER 27, 2017)

39
DAY 8 (SEPTEMBER 28, 2017)

DAY 9 (OCTOBER 2, 2017)

DAY 10 (OCTOBER 3, 2017)

DAY 11 (OCTOBER 4, 2017)

40
 DAY 12 (OCTOBER 5, 2017)

DAY 13 (OCTOBER 6, 2017)

DAY 14 (OCTOBER 9, 2017)

DAY 15 (OCTOBER 10, 2017)

41
DAILY ACCOMPLISHMENT
REPORT

STUDENT TRAINEE: DAN RAFAEL SERRADO SEBASTIAN

COMPANY: DEPARTMENT OF AGRARIAN REFORM (DAR)
DEPARTMENT: UNDERSECRETARY FOR FIELD OPERATION (USEC-FOO)

NO. OF ON-SITE
DAILY WORK
DAY DATE WORKING SUPERVISOR
ACTIVITIES
HOURS SIGNATURE
-Photocopied
documents
-Receiving of
documents to BLTI,
SEPTEMBER Records Div., Personnel CORNELIA B.
MONDAY 8
18, 2017 Div., OSEC BUENO
-Listing the date
received and reference
number of each
documents

42
 -Receiving of
documents to BLTI,
Records Div., Personnel
SEPTEMBER Div., OSEC CORNELIA B.
TUESDAY 8
19, 2017 -Listing the date BUENO
received and reference
number of each
documents
-Photocopied
documents
-Receiving of
documents to BLTI,
SEPTEMBER Records Div., Personnel CORNELIA B.
WEDNESDAY 8
20, 2017 Div., OSEC BUENO
-Listing the date
received and reference
number of each
documents

SEPTEMBER
THURSDAY NATIONAL PROTEST DAY
21, 2017

-Photocopied
documents
-Receiving of
documents to BLTI,
SEPTEMBER Records Div., Personnel CORNELIA B.
FRIDAY 8
22, 2017 Div., OSEC BUENO
-Listing the date
received and reference
number of each
documents
-Assembling the
Personal Computer
-Photocopied
documents
-Receiving of
SEPTEMBER documents to BLTI, CORNELIA B.
MONDAY 8
25, 2017 Records Div., Personnel BUENO
Div., OSEC
-Listing the date
received and reference
number of each
documents

43
 -Assembling the
Personal Computer
-Photocopied
documents
-Receiving of
SEPTEMBER documents to BLTI, CORNELIA B.
TUESDAY 8
26, 2017 Records Div., Personnel BUENO
Div., OSEC
-Listing the date
received and reference
number of each
documents
-Assembling the
Personal Computer
-Photocopied
documents
-Receiving of
SEPTEMBER documents to BLTI, CORNELIA B.
WEDNESDAY 8
27, 2017 Records Div., Personnel BUENO
Div., OSEC
-Listing the date
received and reference
number of each
documents
-Photocopied
documents
-Receiving of
documents to BLTI,
Records Div., Personnel
SEPTEMBER CORNELIA B.
THURSDAY Div., OSEC 8
28, 2017 BUENO
-Listing the date
received and reference
number of each
documents

SEPTEMBER ABSENT DUE TO DEMO TEACHING INSIDE THE

FRIDAY
29, 2017 SCHOOL

44
 -Photocopied
documents
-Receiving of
documents to BLTI,
OCTOBER Records Div., Personnel
MONDAY
2, 2017 Div., OSEC
-Listing the date
received and reference
number of each
documents

OCTOBER
TUESDAY
3, 2017

OCTOBER
WEDNESDAY
4, 2017

OCTOBER
THURSDAY
5, 2017

OCTOBER
FRIDAY
6, 2017

OCTOBER
MONDAY
9, 2017

45
 OCTOBER
TUESDAY
10, 2017

OCTOBER
WEDNESDAY
11, 2017

OCTOBER
THURSDAY
12, 2017

OCTOBER
FRIDAY
13, 2017

TOTAL NUMBER OF HOURS:

46
WEEKLY NARRATIVE
REPORT

STUDENT TRAINEE: DAN RAFAEL SERRADO SEBASTIAN

COMPANY: DEPARTMENT OF AGRARIAN REFORM (DAR)
DEPARTMENT: Office of the Undersecretary for Field Operation (USEC-
FOO)

SPECIFIC
WEEK
DATE ACTIVITY/ASSIGNED LEARNINGS
NO.
TASK

-Assembling the Personal

Computer
-Photocopied documents I learned proper
-Receiving of documents receiving of documents
SEPTEMBER 18-
1 to BLTI, Records Div., for different offices. And
22, 2017
Personnel Div., OSEC also, proper encoding
-Listing the date received of dates and reference
and reference number of numbers to documents.
each documents

47
 I learned that there are
-Lifting the office materials
various ways on how to
from GSD.
deal with the telephone
-Photocopied documents
callers. And one of this
-Receiving of documents
SEPTEMBER 25- greets them first and
2 to BLTI, Records Div.,
29, 2017 states your
Personnel Div., OSEC
department’s name and
-Listing the date received
asks the caller the
and reference number of
name, address, and
each documents
state his/her intention.

OCTOBER
3
2- 6, 2017

OCTOBER
4
9- 13, 2017

48
WORK IMMERSION
HIGHLIGHTS

SUBJECT APPLICATION/TASK
-Assembling the Personal Computer
COMPUTER HARDWARE AND
-Set-up the Local Area Network of the Office using
FUNDAMENTALS
LAN wire or chord
-Receiving of documents to BLTI, Records Div.,
ORAL COMMUNICATION Personnel Div., OSEC
-Negotiating with the teammates of the OJT

UNDERSTANDING CULTURE, -Dealing with the officemate and high officials

SOCIETY AND POLITICS especially USEC. Atty. Karlo S. Bello

ACCOUNTANCY AND -Assessing and solving the computer problem related

BUSINESS MANAGEMENT to the use of excel and it’s formulas

-Photocopied documents
GENERAL PHYSICS 1
-Assembling the Personal Computer

-Receiving of documents to BLTI, Records Div.,

Personnel Div., OSEC
READING AND WRITING
-Listing the date received and reference number of
each documents

21ST CENTURY LITERATURE - Reading the Memorandum Circulars of the

FROM THE PHILIPPINES AND Department
THE WORLD - Understanding and Analyzing the selection

49
 PART 5: REFLECTION

DAILY REFLECTION

DAY 1 ON CSTA: SEPTEMBER 11, 2017

Today, I’d learned that I need to be equipped wherever I go because the world is

full unexpected situations. Mr. Lord Ever Digan assists to our work place –Colegio De Sta.

Teresa De Avila Foundation Inc. – for our work Immersion. Work Immersion is one of the

course requirements for graduation. A Senior High School student has to undergo work

immersion in a business organization/establishment whose work requirements are related

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

become familiarized with work-related environment related to their field of specialization.

I was assigned to Information and Technology Department, thought it is not related

to my specialization I still warmly accept it for me to undergo work immersion. While, some

of my schoolmates are still on school waiting for the assignment. I was also assigned as

the Team Leader of STEM Students in this Institution.

50
 PART 5: REFLECTION

DAILY REFLECTION

DAY 1 ON DAR: SEPTEMBER 18, 2017

DAY 2 ON DAR: SEPTEMBER 19, 2017

DAY 3 ON DAR: SEPTEMBER 20, 2017

DAY 4 ON DAR: SEPTEMBER 22, 2017

DAY 5 ON DAR: SEPTEMBER 25, 2017

51
DAY 6 ON DAR: SEPTEMBER 26, 2017

DAY 7 ON DAR: SEPTEMBER 27, 2017

DAY 8 ON DAR: SEPTEMBER 28, 2017

PROBLEMS ENDOUNTERED

SUGGESTIONS AND RECOMMENDATIONS

52
 APPENDICES

A. SUMMARY OF WORK IMMERSION DUTY

B. DAILY TIME RECORD

C. CERTIFICATE OF COMPLETION

53
 D. GALLERY OF PICTURES WITH CAPTIONS

@ Commission On Audit Human Resource Database Maintenance Services

We are here for the second station of our Work Immersion. Ma’am Catherine Alvarez
is with us to guide the team.

54
 @ Department of Agrarian ReformAdministrators’ Office
We are here for the thrid station of our Work Immersion. Ma’am Catherine Alvarez,
Dr. Carina Ortiz Luis and Mr. Tadeo are with us for the Work Orientation.

55
@ Commission On Audit Undersecretary for Field Operation (USEC-FOO)
I was assgined here by Admin….

56
@ Commission On Audit Undersecretary for Field Operation (USEC-FOO)
I was assgined here by Admin….

57
 E. APPLICATION LETTER

DAN RAFAEL S. SEBASTIAN

Blk. 10 Lot 3 Haccci Homes St., Brgy. 177, Zone 15
Calamansian, Camarin,
Caloocan City, NCR, 1400
09216198553
sebastiandanrafael12@gmail.com

September 18, 2017

ATTY. KARLO S. BELLO

Undersecretary for Field Operation (USEC-FOO)
Department of Agrarian Reform
Elliptical Road, Diliman, Quezon City, Philippines 1107

Sir:

I am interested to be the Department’s Licensed Civil Engineer at Lagro

Undersecretary for Field Operation (USEC-FOO) of the Department of Agrarian Reform,
as advertised in the Philippines. I am currently studying Science, Technology,
Engineering, and Mathematics at Lagro Senior High School. I believe that the skills and
experiences I have gained from the school made me an ideal candidate for the job of
Civil Engineer
As Student, I had become officers of different Clubs since I was in Grade
10 which I have developed my strengths in computations and dealing with numbers.
This duty requires meticulous intensive computation and use of mind, and
an ability to convey complex computations clearly. I have prepared pieces of analysis,
and received praise for the clarity of my work.
I have also gained extensive experience in unique and intensive
computation and use of mind – fields that you state the Civil Engineer must be familiar
with. My experience in the Science, Technology, Engineering, and Mathematics at Lagro
High School has afforded me the opportunity to become familiar with the consolidated
and unconsolidated work of an engineer. In particular, through my study with STEM, I
have become heavily involved in the Engineering and Mathematics.
I am always eager to learn more about engineering, studying other
lessons on my own time to become more knowledgeable. I would love to bring this
passion for intensive computation and an ability to convey complex computations clearly
to your company.
I am confident that my experience in the STEM and my research and
writing skills qualify me for consideration. If you would like, I can provide you with
current samples of my work. I have also enclosed my resume. I look forward to meeting
with you and discussing my qualifications in more detail.

Sincerely,

DAN RAFAEL S. SEBASTIAN

58
 F. UPDATED RESUME/CURRICULUM VITAE

RESUME
SEBASTIAN, DAN RAFAEL SERRADO
Blk. 10 Lot 3 Haccci Homes Calamansian St., Brgy. 177, Zone 15
Calamansian, Camarin, Caloocan City
+09291988554
Email add: sebastiandanrafael12@gmail.com

OBJECTIVE:
To gain experience and contribute to the company based on my expertise
that will enhance my capabilities as a future Industry expertise.

EDUCATIONAL BACKGROUND

Secondary Graduating
STEM
Senior High School Grade 12
Lagro High School
Lagro, Quezon City

2012-2016
Junior High School Completer
Lagro High School
Misa de Gallo, corner Ascension St., Greater Lagro, Q.C.

Primary 2006-2012
LagroElementary School
Ascension Avenue, Greater Lagro, Quezon City

TRAINING/SEMINAR ATTENDED

June 2017 -July 2017 UP College Admission Mastery Program

Don Alejandro Roces Sr. Science-Technology High School
Don A. Roces Avenue, Barangay Obrero 1103Quezon City

Sept. 2017 – Oct. 2017 OJT in Undersecretary for Field Operation (USEC-
FOO)
Department of Agrarian Reform
Elliptical Road, Diliman, Quezon City, Philippines 1107

SKILLS/TALENT
- Higher Mathematics
-Arranging and organizing documents
-Attention to Detail
-Creative Thinking
-Encoding data

59
 -Leadership

SPECIAL AWARDS

August 31, 2017 1ST Place in writing a TexTula

Grade 12
Lagro Senior High School
Quezon City

April 4, 2017 with Honors

Grade 11
Lagro Senior High School
Quezon City

March 28, 2016 with Honors

Grade 10
Lagro Junior High School
Quezon City

January 16, 2016 2nd Place in YMC Sport Fest on Scrabble Competition
Grade 10
Lagro Junior High School
Quezon City

PERSONAL BACKGROUND

Name : Dan Rafael Serrado Sebastian

Age : 17 yrs. Old
Birth date : October 23, 1999
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Mother’s Name : Shirley S. Sebastian
Contact number : 09216198553
Father’s Name : Gener R. Sebastian
Contact Person : 09185923427

CHARACTER REFERENCES

Dennis M. Angeles, Ed.D

SHS Coordinator
Lagro Senior High School
939-90-26

Mary Ann Pangalilinan

General Physics 2 Teacher
Lagro Senior High School
939-90-26

Carina A. Ortiz Luis, Ph.D

ASTP/SHS Focal Person
Lagro Senior High School
939-90-26

60
 CURRICULUM VITAE

Dan Rafael Serrado Sebastian

Blk. 10 Lot 3 Haccci Homes St., Brgy. 177, Zone 15
Calamansian, Camarin, Caloocan City, NCR, 1400
Mobile: 09216198553 Email: sebastiandanrafael12@gmail.com

PERSONAL PROFILE VOLUNTARY EXPERIENCE

A unique, disciplined, and well-organized School Based Management Team
student who loves to share his knowledge and (HELPING HAND)
full potential in bringing others in the greatest it
SBM Adviser encourages some students to
can be.
be the helping hands of the SBM Senior
Rafael has explored wide and different kinds of
events that challenge the strength of his heart,
High School.
as he keeps moving forward in an innovative Duties:
and modern world. Lay outing,
Designing in the needed documents,
ACADEMIC QUALIFICATIONS
Labeling documents,
Secondary- Graduating Fixing pertinent files,
STEM Arranging documents of the SBM, and
Senior High School Grade 12 Creative writing.

-2012-2016 PERSONAL SKILLS

Junior High School
Completer  Hardworking
 Responsible
Primary- 2006-2012  Passionate and Driven
Elementary Completer
 Well-organized
 Confident
WORK EXPERIENCE
 Flexible
Vice President  Sympathetic
Research Club
 Critical Thinking
A.Y. 2017-2018
 Goal-oriented
HEAD COMMITTEE
 Attention to details
Special Program and Projects Committee
(Seniors) and Discipline Committee  Problem Solving
A.Y. 2017-2018  Analyzing and interpreting data and
ACTIVE MEMBER graphs
Foreign Language, Debate, Red Cross  Higher Mathematics
Youth, Wow math, and S.A.S. club.  Open minded
A.Y. 2017-2018  Punctual
Duties:  Enjoys in a competitive
Responsible to support fellow students to environment
build an empire to achieve their dreams  Leadership
without having competencies to each
other. REFERENCES
Youth are helped to build unique Available upon request
leadership that reaches everyone with no PERSONAL
inequality and discrimination. Driving license: No
Assigned to submit and obey the school’s
Nationality: Filipino
rules and regulations.
Never ends to help fellow students to Languages: Filipino and English
increase the expertise and experience
towards to leadership.

61
1