THE K TO 12 BASIC EDUCATION PROGRAM

Connelly (2013) cited that schools have always played a vital role in

ensuring that students have the skills they need for their job or career. The key

function of education is to fully prepare students for life after preparing for the

world of work in school is an essential and critical part of this equation. When

our society and economy continues to evolve, it may be time to reconsider how

public education helps students select career and educational paths. In fact,

because of the ongoing economic and social shifts that our government is

addressing, the future for those students who move into the workforce at the

beginning of school must be addressed more profoundly.

According to Waugh 2013, education is an integral part of culture and

values, identified as high living standards. Our economic productivity and

ultimately our ability to thrive as corporations, as individuals, and as a country

depend on our public schools, to give us highly skilled and educated talents,

have a major and direct effect on the quality of our workforce. K to 12 is a

solution for creating opportunities for all children to help when they join the

staff (McCleary, 2012).

The basic education landscape in the Philippines was changed in 2012;

from 10 to 12 years called kindergarten to 12 (K-12) programs. Republic Act

10533, otherwise known as the Enhanced Basic Education Act of 2013, was

finally enacted by the Philippine government on May 15, 2013 (Caballero and

Cabahug, 2015). In addition, there is a clear model of program tracking,

namely: Academic, Accountancy, Business and Management (ABM), Sports,

and Arts and Design with at least 10 strands (Sarmiento and Orale, 2016), one

of which is Technical and Vocational (Tech-Voc).

 The Philippine Development Plan (2011-2016) is aimed at achieving the

"Education for All" and the "Millennium Development Goals for Education".

To achieve these goals, under the "K to 12" educational reform, the Philippine

government decided to expand the country's schooling duration from 10 years

to a worldwide comparable standard of 12 years. Although compulsory

pre-school education for 5-year-olds began in 2011, the new two-year program

for basic education and the establishment of senior high school (SHS) was

planned.

Launched in June 2012, the "SHS Modeling System" was part of the "K to

12" education reform to finetune the SHS system. In compliance with the

DepEd Order issued on May 9, 2012, 12 schools (later 14 schools) were

chosen from 282 technical and vocational high schools (TVHS) (currently 280)

and eight schools (later 16 schools) from 7,466 general high schools to carry

out the modeling program. The SHS curriculum is made up of common core

subjects and four areas of specialized education. The following categories are:

1) Educational, 2) Working Livelihood, 3) Arts and Design, and 4) Sports. The

initiative concentrated on the second track and helped to incorporate

professional vocational training into the SHS programme. It is also expected to

achieve the enhanced synergy with the "Development Policy Support Loan–

Investment Climate (DPSP-IC) Program" that JICA has entered into with the

Philippine Government.

Basic education in the Philippines has been extended from 10 years to 12

years as a result of the "K-12" educational reform that was fully implemented in

June 2016 and the implementation of a 12-year education system (6-year

elementary school, 4-year junior high school, and 2-year senior high school).
 The JICA Project Team (JPT) has paid a great deal of attention in this

regard to disseminating the insights and good practices of the SHS Modeling

Program and its early application in the final year of the Project to Technical

and Vocational High Schools (TVHS).This project aimed to develop

mechanisms for TVHS activities to ensure their effective implementation

through collaboration with (including Japanese) industries or firms.

Discrepancies between graduate capacity or competencies and business

needs are identified and the ability to work with industry or companies

(including Japanese firms) to enhance school activities and fill the identified

gaps in pilot schools . Activities, strategies and promising practices

implemented in the SHS modeling will be shared with other TVHSs including K

to 12 nationally modeling TVHS as a resource reference for developing and

enhancing their School Improvement Plans (SIP) (General Objective).

WORK IMMERSION

The K to 12 SHS program is a diverse vehicle which contributes to the

development of local and national workers. The SHS system will grow the

Filipino students ' central and fundamental competences in the 21st century

towards a world-wide competitive country through the provision of quality

education for all.

It is stated that one of the aims of the K to 12 Basic Education Program is

to develop skills, work ethics, and values relevant for continuous education

and for working within a learner's world. In DepEd Order No. 30, S 2017

Guidelines for Work Immersion it states. Improved concordance between basic

education and the growth goals of the nations. Included in the curriculum are

Work Immersion, a mandatory subject. This subject gives learners the chance

to familiarize themselves with their task, to simulate jobs and to exercise their

skills into real working environments in fields of specialisation / applied

subjects.

In order to reach the above targets, immersion is therefore a prerequisite

for high school diplomas. The learning environment, including workshop

bureaux and laboratories in which their prior training is relevant is immersed in

actual work environments.

The dive of work is the cornerstones of the industrial workforce in

society. Senior high school graduates who are interested in the workplace are

tested as they master the core and basic skills for the workforce.

In compliance with Decree No. 30 of DepEd, s. One of the aims of the K to

12 Basic Education program in 2017 is to develop skills, work ethics and

values related to further education and/or work joining. The plunge into the

work environment is a necessary topic that has been integrated into the

curriculum, so that the growth goal of countries is understood and greater

compliance with the basic education.

Under the guiding guiding principle in Annex A of the Work Immersion

Program it was pointed out that students are expected to become acquainted

with their specialization-related work environment to improve their skills by

work immersion. This is the aim students will accomplish with their

post-secondary objective. Therefore, Order no. 40, s. DepEd 40 In 2015,

immersion research had to create alliances for students, among others, to

achieve the desired goals and objectives.

Work Immersion exposes students in the workplace to equip them and to

know the working environment. To order to maintain a training ground for

students, the school must also build relationships with their industry partners.

The Philippines system of technical and vocational training provides

training for competent staff, which will fit into various sectors of the economy.

Graduates are expected to carry out, treat, check and repair services as

illustrated in the national technical colleges curriculum that is in use throughout

the federation (Olayinka and Oyenuga, 2010). The rapid growth and changes

taking place across the industrial sector have brought about competitions and

challenges in today's high-tech, information technology, marketing,

manufacturing and services economy.

According to Que(2017), SHS is now given the opportunity, through

theK-12 immersion program, to strengthen its academic path in order to

develop skills and work ethics in the field of preparing the real world and its

challenges. Dr Dagatan (2017) said the job immersion gives learners the

opportunity to learn both the actual and working environments.

The dive program is where students apply their skills and knowledge

learned within the classroom and become familiar with the area of study.

In cooperation with the Bayanihang Pampaaralan (BP) DepEd Cebu City

hosted a Senior High School and diverse industries Academic Industry

Consultative Conference in order to reach a mutual agreement on the

execution of working immersions.

 "DepEd allows flexibility to respond to the demand in the curriculum. The

design needs to be from the theory to implementation in view of the nation's

child protection policies and labor laws. If we want the students to go further

and learn meaningfully, we need to work with the industry to provide these

students with the requisite resources, "said Dr. Tomas Pastor, one of the

panelists at a forum yesterday.

The objective of immersion in the workplace is to provide significant

training and support for students by industry partners.

The researcher takes a position on how things really work and how good

things really work for all children. these conditions are established. Schools

alone can not, however, develop creativity solutions together for the various

needs of all young persons in schools, families and communities. The

engagement of the participants affects every aspect of school life and their

participation is crucial to ensure that every individual student reaches his / her

potential by applying it carefully or as a consequence of good management.

It highlights the role of education leaders in creating collaborative culture at

schools as well as strengthening leadership in the DepEd Adopt-A School

Program, Brigada Eskwela and effective immersion partnership at high

schools. In region 6 of Western Visayas, every student enrolled in different

strands had to undergo immersion into their job as a culminating prerequisite

before graduated with a pilot batch from the Senior High School, in order to

expose themselves to situations or industry-related conditions. Together with

the rising growth of students in high schools, the involvement of partner

companies that are willing to act as immersion sites is increasingly being

sought.

On the basis of an assessment of the relationship between seniors in high

schools through the Regional Quality Assurance Monitoring and Assessment

(R-QUAME) in 2017, a good management team with a strong commitment to

stakeholders and an analysis of situation needs to be developed. We

recommend conducting research into the implementation of the SHS so that

robust HSS program incorporated into the scholastic improvement plan can be

jointly developed. The relationship evidence is still inconclusive however, as a

structured model of successful immersion into work is recently introduced,

allowing for a greater involvement of school stakeholders.

DepEd's analysis and assessment of jobs among senior high school

providers found that prior to introducing job immersion some of these

challenges were correlated with identifying potential partners who are

compatible with the SHS program bid, having actual conversations with

potential partners due to the limited industry knowledge on K up to 12 and

persuading them to participate.

DepEd issued models of delivery for the delivery of immersion works in the

Senior High School and a process flow chart of drafting and signing

agreements, as laid down in DepEd Order no. 40 s. However, 2015 does not

present a major problem with this type of framework, which strongly

emphasizes the need to develop a model for effective participation of

stakeholders in secondary schools for immersion in the workforce as an

important focus in education management. This is one of the issues and

concerns that must be resolved in compliance with Calub (2015) that DepEd

needs to respond and not delegate at the level of the schools. With limited

partner industries, the model can initiate a deeper process of engagement with

external stakeholders (partner industries, local government units) and internal

stakeholders.

TECHNICAL VOCATIONAL LIVELIHOOD

The Department of Education has developed a Strenghtened

Technical-Professional Education Program (STVEP) which encourages the

development of public-sector technical secondary schools that are known as

demand-oriented, committed institutions to produce graduates with higher

education, entrepreneurship and a productive lifelong job.

Technical-professional schools are also aimed at creating graduate

students who can meet competitive work requirements efficiently through

highly qualified employees. It gives students the requisite skills in order to

empower themselves as productivity people of the country to be skilled,

technological, professional and industrial.The majority of the unemployed have

at least high school education, are unqualified, inexperienced and inherently

unemployed, and are, among other things, emerging from their current career

opportunities in agriculture, eco-tourism, eco-design, recycling, pollution

control and alternative sources of energy in the 21st century. In this sense, the

study and sharing of information on novel teaching and learning approaches

should be carried out by professional vocational institutions.

 These should focus on areas such as the re-orientationof technical training

curricula, renewable energy systems and creative learning solutions to

workplace education and community-based services. Technical training will

enable people in selected occupations and other fields of endeavor to

contribute to economically sound sustainable development. It also contributes

to the objectives of society and improves the capacity of individuals to

participate actively in setting and achieving the objectives (Manabete &

Umar,2015). It is theoretically possible to address the concerns of high school

graduates who are unqualified, inexperienced and unemployed. A new level of

co-operation and cooperation between 91 Member States (Ke 2013) is

expected to be increased in ASEAN integration through external free trade

agreements. Likewise, teachers are expected to prepare students for better

employment opportunities in the country and abroad, at the height of

completion of the K to 12 Curriculum, especially at the level of Senior High

School in the Philippines. They should also supply them with life skills to help

the 21st Century students, who can contribute to the economic and social

development of a society, to grow holistically (Cabansag, 2014).

In the Macanas report (2016), his literature discusses that in the field of

basic education, the Philippines is being left behind by other countries. By

authorizing RA No. 10533, the government will solve the problem by

implementing the Act to enhance the basic system of education in the

Philippines by improving its curriculum and increasing the number of years of

basic education, thus appropriating funds and other purposes.

The literature says that the Education Department has found a solution to

the Philippines ' lack of education by launching the K to 12 programme.

 Under the Technical Vocational High Schools Newsletter (2015)

Framework for Senior High School Support (SHS), DepEd has initiated the

SHS Modeling Program in order to define a fine-turned SHS framework in

2016 prior to the full introduction of the K to 12 programme. The Japan

International Cooperation Agency (JICA) launched the Project in 2014 to

support the development of Tech-Voc education.

This literature shows that SHS has been launched in different schools in

the Ministry of Education.

The student has chosen their TVL track as a specialization in the SHS

programme, according to the College of Arts and Technology (2015).

It is the preference of the students to determine the degree they are

interested in. According to Dimapilis-Baldoz of the Department of Employment

and Trade (DOLE), the Philippines ' youth unemployment rate was very high, a.

Nearly half of the unemployed Philippines are young people aged 15 to 24

years (15-24). She said also that the SHS TVL path may change youth

unemployment and that high school graduates will have employment skills in

accordance with labor market requirements TVL tracks equip Senior High

School students to be ready and in need in the field of work.

Graduates who have tracked the track of TVL and who have been

awarded the qualification NC II and III may hire them as medium-sized workers

in the domestic economy (e.g. care, cooking, baking, dressing, event

management, housekeeping, tour guiding, wellness), in the industrial arts (e.g.

automotive industry, carpentry, construction painting, electrical assembly,

welding, processing, plumbing, air conditioning, refrigeration). SHS graduates

may also be hired in entry level positions outside the TVL track, such as

bookkeeping and clerical work, among others.

TECHNICAL VOCATIONAL in the Philippines

Sison (2011) carried out the Lipanto National High School Specialization

Courses for Livelihood Program. He concluded that the performance of the

implementation and application of the learners during the training course is

based on various factors, the most important of which is the organizational

structure and the environment with which they implement the ideas they

acquire from the course. He stressed also that training is only transferred to a

specific job for which it was planned, until it is well implemented and applied

successfully.

Pala's (2012) research portrayed the institution of industrial arts in Tarlac

district of San Clemente. The trade assessments of grade six students along

the industrial arts elements of the EPP in the district was one of the key

aspects he considered. He aimed to determine whether the six-grade students

were prepared for secondary TLE training. After the STEP evaluation, the

trade test was modeled. The results revealed that a large majority of

respondents were competent and few were in the performance category.

The Facun study (2011) examined the skill level of six-grade

schoolchildren in Edukasyong Pantahanan in the San Jose district of Tarlac in

Pangkabuhayan. The students in the three major EPP fields are agriculture,

home economics and the industrial arts. He tried to explain what they did. After

the STEP competition, he determined a trade test. The study showed that

students are competent in agriculture and industrial arts while their

performance in home economy has dropped into the category of development

skills. He concluded, while in Home Economics it was classified as low, that

instruction delivery in agriculture and industry was strong.

From Arnedo's perspective (2004), it is stated that he will pay greater

attention to the stages of a student's development in which he or she should be

formally exposed to different learning materials with the objective to improve

teachers ' teaching techniques. It should encourage education when the

student is willing to benefit from it and adds joy and efficiency to learning. In

having ideas presented in a sequence that enables him to understand he

should consider the psychological value for the learner.

Burkina Faso, C. (2006) The study carried out by the Secondary

Vocational School on the technical skills, behaviours, and academic

performance concluded that higher education was required for students who

not only performed well in academia, but also to build technical knowledge.

Such students are hoped to be administrators or professional skilled workers in

their respective specialization areas.

JOB IMMERSION STAKEHOLDER

Immersion works as part of the Expanded Basic Education Act 2012, are

an important feature of the Senior High School. This can be carried out in

various ways, according to the interests and needs of the students in

compliance with the DepEd Order No. 30. s. 2017. 2017. The Department

develops expertise, professional ethics and values for studying and in the field

of work. It gives learners the chance to become acquainted with workplace,

model jobs and apply their work skills in a realistic work environment in their

field of specialization. This requires strong relationships between stakeholders

to materialize immersion. DepEd hopes that partner institutions provide

students with opportunities for working immersion and practical experience as

well as additional resources by partnerships. through relationship building.

Stakeholder engagement requires strong relationships, based on network

expertise and interactions, in response to the needs of K-to-12. Due to his

immersed exposures to the program and work of Senior High School in one of

the Schools Division in Region 6, the researcher was asked to perform the

report. With more and more SHS students engaged in work immersion, the

primary objective of this study is also to react to stronger and more

stakeholders that need to build an effective model of stakeholder participation

management.

The complex, variable and competitive demands of the stakeholder

leadership participation are a significant factor in ensuring the introduction of

the Immersion Program in Senior High Schools. A central aspect is the

participation of stakeholders in a two-way relationship between the school, the

families and the community, building networks of shared responsibility for

student achievement in school. It is an organisation, which promotes public

welfare and enhances the capacity of schools, families and communities to

support the full development of young people, while community engagement

functions as an important feature of a community school. Cooperation and

assistance from different social institutions improves the culture of productivity

and connects corporate social responsibility with insufficiencies.

 In 2003, the Regional Educational Innovation and Technology

Organization (SEAMEO INNOTECH, in Spanish) developed the South-East

Asian Heads of School Competency Framework. The competency framework

was designed to provide a common foundation for defining what skills and

attributes school leaders need in order to effectively carry out their roles and

lead their schools to excellence and success. Since then, the framework has

been used as the basis for the INNOTECH program offerings for school heads

in the region.

Ten years later, SEAMEO INNOTECH neglected to review and amend a

system of competencies in order to ensure it is regularly responsive to evolving

conditions and needs of the heads of schools and their populations. A

consultative and participatory process covering 9 countries (Brunei, Cambodia,

Indonesia, Lao Democratic Party, Malaysia, Philippines, Singapore, thaile, and

Vietnam) spanning 9 months (October 2012 and February to September 2013)

was therefore initiated.A large number of school heads and stakeholders

consisting of educational authorities, teachers, pupils, parents and educational

experts from all parts of the area were taken into account during the process.

The findings were taken into consideration. This results in the Southeast Asian

Head of Schools Competency Framework (2014 issue) which includes five

areas of competency, 16 general skills, 42 allowed skills, and 170 indicators.

It encourages schools that pursue positive outcomes to typically

incorporate 'champion of change' best practices in their internal operations.

Leaders are often committed to improving and sustainable development. (Levy,

2002). The stakeholders, core voters of education, play a crucial role in

promoting school goals and desired outcomes, according to the US Summit on

Sustainability Report 2009. They are people profoundly concerned for the

success of a company, and their vision can be verified by the productivity,

services and efficiencies of the school based management by fulfilling its

philosophical mission.

The study also pointed out that stakeholders will achieve personal success,

confidence and professional effectiveness and responsibility, return on capital

investments, liability and employees, which also fits the Curriculum goals of K

to 12.

Stakeholders can be internally as well as externally on the Senior High

School Leadership Program for school leaders. External parties are those who

work and report on a daily basis within the school system. International

stakeholders, though, are individuals who have a strong interest in schools but

don't know specifically what is going on. Both are present at the Brigada

Eskwela National Maintenance Week and are active in the introduction of

immersion. Corollary, the participation of stakeholders is not just a job

immersion achievement but a regional advocacy, industry and school-level

collaboration. It offers ways to build a commitment model that is primarily

important for promoting key information, partnerships between internal and

external partners, community activism and school agenda promotion.

Increasing our awareness of stakeholders ' ties and co-creating interest for

them is Johanna Kujala (2014, Päivi Myllykangas). They examine how key

players (management, staff, clients and owners) contribute to the creation of

value in a company's strategic transformation. Their inductive review

established five critical elements in stakeholder value generation: (1)

Relationship history, (2) Stakeholder expectations, (3) Relationship Interaction,

(4) Learning and Information Sharing and (5) Trust. The study highlights the

complexity and fluid existence of relations between stakeholders.

This was in line with the creation of policy standards for stakeholder

engagement by the Institute for Education Leadership (IEL) in the USA. First of

all, inclusivity involves creating a broad range of people and organizations

involved in young people's education. This is in accordance with "Tayo para

São Edukasyon" in the Department of Education, which means that we "stand

up" and dedicate ourselves to education, both semantically and phonemically.

In addition, it is a result-oriented relationship that can allow school systems

to deal with difficult issues that affect their ability to provide reliable, effective

and usable basic learning. In addition, IEL emphasized its strategic role at

national and local level in setting up a joint leadership group to actively involve

stakeholders, which late leads to initiative based model collaborations.

STUDENT IMMERSION MANAGEMENT

The immersion of work is an integral part and an important part of senior

high school.Based on Order No. 30 s of Ministry. 2017 is a practical

experience or a working scenario for students, which will improve their skills

learned in school and introduce them to the actual place of work. It consists of

80 hours of involvement in a partner industry that serves as an immersion

facility. The schedule is flexible according to arrangements between the school

and the partner of industry.All technical-vocational establishments providing

these services shall be regulated by the said law and by the current guidelines

laid down by TESDA and DOLE. Job immersion, as per order, is designed to
learn appropriate and realistic industrial skills under the guidance of industry

experts and staff, to appreciate the importance and application of the values

and theories taught at school, to enhance their professional knowledge and

skills, to enhance technical skills in communications and human relations and

to develop working habits, attitudes, empathy and resilience.

With the enactment of the Improved Basic Education Act of 2013 of the

Republic Act 10533, the DepEd was tasked with the introduction of the K to 12

system. In adding two years of training to the Basic Educational System,

DepEd has planned the introduction of RA 10533 as part of an expanded

community involvement in the learning experience. Through the participation

of the group, DepEd provides opportunities for different actors to engage in the

adoption of RA 10533.One of the criteria for a diploma is the Job Immersion

Program. A SHS student must be immersed in a business organization or

establishment with work requirements related to a specialization. Via job

immersion, students are introduced to and familiarized with the career-related

world based to their area of specialization.

In the approved latest draft of the curriculum of the Senior High School

(SHS), students who choose to follow the technical / career paths should

spend 1,404 hours outside the campus and do so as "Divided." The student

spends 270 hours in a business, industry, organisation or other workplace in

the first half or six months of Grade 11. He / she will devote a further 270 hours

in the second half or quarter of Grade 11. It will take 324 hours in the first half

or semester of grade 12. The patient would spend almost all the time (about

540 hours) outside the campus in the last half or quarter of grade 12 (except

for a few testing or therapy sessions). In three-fourths of his or her time, the
applicant becomes a de facto full-time employee or worker in a working

environment for a whole fourth of his or her time in SHS. Our nation has

extensive experience in college-level on - the-job training (OJT) programs.

However, many OJT college students are only working in a business

(responsive computer, photocopying, making coffee-this kind of thing).). Sadly.

OJT students rarely expect to produce the same products as regular staff. In

addition, the dive into three phases is divided. The first phase of the

pre-immersion phase includes career planning and program guidance. The

first phase orientates the students and teachers to achieve the goals of Work

Immersion and sets them expectations. The second phase is the design and

efficiency of integration in the workplace.

Finally, it is the post-immersion phase, in which portfolios are shared,

assessed and compiled and experimented during the implementation of the

programme.

Students are given a qualitative perspective into the actual working climate

at various public and private institutions, based on their path. We have also

had the chance to learn in the Academy and in exchange will help them gain

meaningful experiences that will be very useful in the near future.The purpose

of this immersion is not only to obtain first hand experiences. This aims at

developing young people with an outstanding work ethos and ideals that will

be the epitome of potential apprentices. Job Immersion teaches students the

value of timeliness, good working relationships with supervisors and

subordinates, the importance of secrecy and integrity within job.

 Under Labor Advisory No. 9 of the Department of Employment and Labor

(DOLE), students shall be allowed to dive at work for not less than eighty (80)

hours or not less than two hundred forty (240) hours each day. Students under

15 years of age must have approval of their parents and must be at work for a

maximum of four hours a day. Both the industries and the senior high schools

agree that a minimum of eighty (80) hours is not enough for students to be fully

immersed in the practices of the workplace. A minimum of 80 hours is

sufficient to allow a student to immerse himself in the industry, but not

sufficient.

The DOLE has enacted DOLE Department Order No 14 9231, which

provides guidance on determining hazardous work areas for working students

under the age of age of 18, in relation to Republic Act 9231 or the Special

Protection of Children Against Child Abuse, Exploitation and Discrimination

Act.

Undergraduate students must be safe from violence during the

immersion process.

SKILLS DEVELOPMENT OF STUDENTS THROUGH JOB IMMERSION

The work immersion system requires 80 hours work experience in relation

to the preferred pathway for all SHSs from public schools, private schools,

state and universities, local colleges and tech technical institutions at DepEd.
The SHS (Senior High School Students) gain experience by simulating jobs.

This lets them apply their knowledge and capabilities relevant to their chosen

track. SHS preparation for university, employment and business is the primary

aim of work immersion. This also includes: exposure to the place of work,

simulation of use, and applying skills to the actual working environment.

It also aims at the development of life and professional skills by the SHS,

prepare for university, tech-voc, or jobs, respect school-learned values and

ideas and improving their abilities and technical skills. It can also boost their

ability to communicate, Enhance good working habits, attitudes, appreciation

and work respect. Job immersion allows SHS to practice in the real workforce

what they learned from ideas and instruction in education.

Work immersion programs are patterned from the previous programs

implemented by tech-voc schools, industry partners, and youth development

advocates. It can be held in various partner institutions, such as actual

workshops, offices, laboratories, etc.

Upon job penetration, SHS will seek parental consent. The school must be

able to check and research the partner organizations for adequacy, safety and

security. The partners in working immersion must conform with TESDA and

DOLE rules, guidelines and regulations.

Cooperative, LGU, properly registered company or NGO may be partner

organizations. Partner institutions. SHS payments shall not be authorized. To

SHS aged 18 and under but above 15, they should also require up to 40 hours

a week or eight hours a day. The Work Immersion Program is subject to the

existing laws and DepEd regulations on student protection. The Work

Immersion Focal Individual and Head of the joint organization or Work

Immersion Supervisory Authority shall sign a Memorandum of Understanding

(MOA) and shall be accredited.

The schools ' job is to: give students versatile immersion programs, give

choices to the intent and needs of the student, organization and collaboration

of affiliate institutions of learning resources and Implement the scope and

limitations of work immersion.