DepEd Order No. 30, s.

2017
Guidelines for Work Immersion (Senior High Schools)
To:
Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. The Department of Education (DepEd) issues the enclosed Guidelines for Work
Immersion as basis for the implementation of work immersion in all Senior High
Schools (SHSs).
2. Work Immersion is a key feature of your SHS Curriculum. It can be conducted in
different ways depending on the purposes and needs of learners. Enclosed are
the documents pertinent to its implementation.
3. These guidelines will take effect starting School Year 2017-2018 for all SHSs.
4. These guidelines will remain in force and in effect for the duration of the program,
unless sooner repealed, amended, or rescinded. All existing Orders and
memoranda that are inconsistent with this Order are hereby rescinded.
5. Immediate dissemination of and strict compliance with this Order is directed.
(Sgd)LEONOR MAGTOLIS BRIONES
Secretary

Enclosure to DepEd Order No. 30, s. 2017

GUIDELINES FOR WORK IMMERSION
SECTION 1: Rationale
One of the goals of the K to 12 Basic Education Program is to develop in learners the
competencies, work ethic, and values relevant to pursuing further education and/or
joining the world of work. To achieve greater congruence between basic education and
the nation’s development targets, Work Immersion, a required subject (See attached
curriculum guide in Annex A), has been incorporated into the curriculum. This subject
will provide learners with opportunities:
1. to become familiar with the work place;
2. for employment simulation; and
3. to apply their competencies in areas of specialization/applied subjects in
authentic work environments.
To achieve the above objectives, Work Immersion is thus a requirement for graduation
from secondary education. Learners are immersed in actual work environments such as
workshops offices and laboratories in which their prior training is relevant. Other
possible venues for work immersion are listed in Annex B.
These guidelines were formulated based on the rich experiences of modeling schools,
tech-voc schools, partnership focal persons, industry partners, and youth development
advocates. These guidelines can provide process support to field offices of the
Department of Education (DepEd) in fostering relationships and strengthening
partnerships so that learners will have access to suitable work immersion venues and
other related resources.
SECTION 2: Scope
These guidelines shall apply to all Senior High School learners in the following
institutions:
1. DepEd Senior High Schools
2. Private Senior High Schools
3. Senior High Schools run by state colleges and universities, and local universities
and colleges
4. Technical-Vocational Institutions
SECTION 3: Definition of Terms
These Guidelines for Work Immersion will use the following terms and their
corresponding definition as spelled out below:
1. Partner Institutions are public or private institutions or organizations that are
able and willing to lend their expertise and resources; and enter into agreement
with any of the DepEd or Non-DepEd offices and/or schools. This enables DepEd
to strengthen its capability to offer Senior High School, without monetary
requirements from both.
2. Memorandum of Agreement is a legally binding document, which spells out the
specific terms and conditions between and among parties entering into a
partnership to implement a program, project, or any other similar undertaking. It
can be entered into at the central, regional, division, or school level. The scope
and limitations of the Memorandum of Agreement shall not be contrary to laws,
public customs, and moral compasses.
3. Partnership refers to the relationship between the partner institution and the
school, or any office of DepEd (Central Regional or Division) that responds to the
needs of the K to 12 program in general, and Senior High School in particular,
which is formalized through a Memorandum of Agreement.
4. School Partnership Focal Person is the person authorized to seek partnerships
between DepEd and Institutions (Deped Order 40, s. 2015).
5. Work Immersion refers to the subject of the Senior High School Curriculum,
which involves hands-on experience or work simulation in which learners can
apply their competencies and acquired knowledge relevant to their track.
6. Work Immersion Partner Institution Supervisor serves as the counterpart of
the Work Immersion Teacher and may also be the representative of the partner
institution in forging partnership with DepEd schools. This person shall be
identified in the MOA.
7. Work Immersion Teacher is the school personnel who is assigned to supervise
the learners at the Work Immersion Venue in coordination with the Work
Immersion Partner Institution Supervisor.
8. Workplace Immersion Venue is the place where work immersion is conducted.
It shall conform with the law and the rules and regulations on safety,
appropriateness for learning, and availability of facilities and equipment, which
are issued by the DepEd (DO No. 40 s. 2015), Technical Education and Skills
Development Authority (TESDA), Department of Labor and Employment (DOLE),
Commission on Higher Education (CHED), and other relevant government
 agencies. Examples of work immersion venues include offices, factories, shops,
and project sites.
SECTION 4: Objectives
Work immersion will help develop among the learners life and career skills, and will
prepare them to make decisions on postsecondaiy 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;
3. organizing work immersion opportunities for learners that are consistent with the
diverse human resource requirements of partner institutions for work immersion;
and
4. articulating the scope and limits of work immersion in the context of basic
education when building relationships with work immersion partners.
SECTION 5: Principles and Policy Statements
Partnership with Institutions shall be governed and guided by the following principles
and policies:
1. Work Immersion requires parental consent.
2. Partner Institutions and Work Immersion Venues shall be selected only after
thorough study, screening and preparation to ensure that each venue is a safe,
secure, and suitable place for learning. All applicable safety guidelines of
TESDA, DOLE, and the work immersion venue relevant to basic education shall
apply.
3. Schools may partner with any institution or organization duly
registered/recognized by any accrediting government agency. These may include
cooperatives, local government units (LGUs), duly registered companies, and
non-government organizations (NGOs). Annex B provides suggested institutions
for corresponding specializations.
 4. All Work Immersion agreements at the school level must be covered by a
Memorandum of Agreement (MOA) for the security of all parties involved. All
MOAs must specify that all parties will conform to these guidelines. All learner
activities shall be reflected in the MOA as stipulated in the Prescribed Template
for the List of Tasks/Activities to be done during Work Immersion which can be
found in Annex C.
5. The Memorandum of Agreement (MOA) for Work Immersion must have
provisions for the following:
a. creation of a Joint Working Group (JWG), the JWG’s functions and responsibilities,
and the responsibilities of each of the partners
b. access to and use of partner institution’s facilities by learners and teachers;
c. provision of supervisors/mentors from the partner institution
d. assurance that the workplace is a conducive and safe learning environment;
e. list of learner activities as stipulated in the prescribed template in Annex C
f. for the Partner Institution to orient the school on the work learners will engage in
based on the activities listed in the Prescribed Template for the Immersion Program of
Activities
g. insurance for learners in DepEd schools, charged to MOOE (For private high schools,
colleges and universities, local universities and colleges, state universities and colleges,
and technical and vocational schools, the insurance fee paid by the learners during
enrolment shall be utilized for work immersion. Insurance fees may also be included in
the voucher.)
h. Work Immersion -related expenses like insurance and transportation allowance may
be treated as a donation under DepEd’s Adopt-A-School Program
i. See attached Annex D of this guidelines for sample of MOAs. This does not preclude
the parties from adding other provisions which are beneficial to the learners.
6. DepEd, in collaboration with its partners and stakeholders, shall ensure that all
schools and venues for learning are conducive to the education and safety of the
learners. The safely of the learners is primary. Consequently, the maximum number of
hours spent in the work immersion venue is 40 hours per week and no more than eight
(8) hours per day as provided for by law, for a child below 18 but older than 15.
7. School Partnerships Focal Persons must be capacitated with networking skills and
cultivating connections with possible partner institutions.
8. Although one of the objectives of the Work Immersion is to develop skills that are
relevant to the needs of the job market in the area, Work Immersion should not be
reduced to a mere recruitment tool of a Partner Institution. While the graduates’ future
employment in the industry may be one of the desired outcomes of the partnership, the
latter should be designed in such a way that graduates will also acquire other skills and
competencies and will qualify for other job options and not be limited to those offered by
one Partner Institution.
9. Expenses in securing partnerships, such as the travel expense of the School
Partnerships Focal Person and the Immersion Teacher, shall be charged to the school’s
local funds or MOOE. Subject to availability of funds, travel expenses of learners to
Work Immersion venue will also be charged to MOOE and other funds, the details of
which shall be provided in a separate set of Guidelines. Expenses for Immersion Venue
rental, utilities, and/or other direct or incidental expenses of the Partner Institution shall
not be allowed.
10. Schools and students shall not be asked to pay the SHS Partner Institution for any
Work Immersion activity conducted. Fees for Work Immersion must only be set after
consultation with parents.
11. The partnerships shall be governed by existing laws and DepEd issuances such as,
but not limited to the following:
a. DepEd Order No. 39, s. 2009 on the commercialization of schools, which expressly
prohibits the appearance of any form of institutional endorsement by the DepEd for any
commercial product or service within the school premises in exchange for any SHS-
industiy partnership
b. DepEd Order No. 6, s. 2012, which expressly prohibits all forms and manner of
cooperation or partnership with the tobacco industry in all areas of the country
c. DepEd Order No. 40, s. 2012 entitled “Child Protection Policy” (Policy and Guidelines
on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination,
Bullying and other forms of Abuse)
d. DepEd Order No. 80, s. 2012 entitled “Strengthening the integration of breastfeeding
education in the curriculum, setting up and sustaining the operation of lactation stations
in compliance with Executive Order No. 51”. School officials are similarly discouraged
from partnering with companies manufacturing milk and infant formula products.
e. DepEd Order No. 55, s. 2013, Implementing Rules and Regulations (IRR) of Republic
Act No. 10627 Otherwise Known as the Anti-Bullying Act of 2013
f. DepEd Order No. 40, s. 2015 entitled “Guidelines on K to 12 Partnerships” (Policy and
Guidelines on Building Partnerships for the K to 12 Program)
g. Republic Act 7877, an Act Declaring Sexual Harassment Unlawful in the
Employment, Education or Training Environment, and for Other Purposes
h. The Adopt-A-School Act of 1998 (Republic Act No. 8525) and related DepEd
issuances for corporate donations
i. Article 218 and 219 of the Family Code on the special parental authority and
responsibility of schools, administrators and teachers
j. The Civil Code, including but not limited to, provisions on Obligations and Contracts
and Quasi-Delicts. Article 2176 provides: “Whoever by act or omission causes damage
to another, there being fault or negligence, is obliged to pay for the damage done. Such
fault or negligence, if there is no pre-existing contractual relation between the parties, is
called a quasidelict and is governed by the provisions of this Chapter.” Article 2180
provides in part: “The obligation imposed by article 2176 is demandable not only for
one’s own acts or omissions, but also for those persons for whom one is responsible.”)
k. Department of Labor and Employment (DOLE) and Technical Education and Skills
Development Authority (TESDA) issuances, whenever applicable
12. The duties and responsibilities of SHS personnel shall be reflected in their Office
Performance Commitment Review Form (OPCRF) or Individual Performance
Commitment Review Form (IPCRF) for DepEd Schools only.
13. Private Schools and non-DepEd schools may devise a scheme on how to
remunerate teachers assigned as School Partnerships Focal Person/Immersion
Teacher.