Republic of the Philippines

Department of Education
Region IV- A CALABARZON
Division of Cavite
FRANCISCO OSORIO NATIONAL HIGH SCHOOL
Osorio, Trece Martires City, Cavite 4109

A NARRATIVE REPORT ON WORK IMMERSION

AT

Cavite States University Trece Martires City, Campus

TRAINING PERIOD

NOVEMBER 04, 2017- DECEMBER 05, 2017

In Partial Requirement in Senior High School

Submitted By:

Kyla Jane T. Niaga

Submitted to:

Ms. Lizz Cubol

2017
 TABLE OF CONTENTS

Page

I. TITLE PAGE

II. TABLE OF CONTENTS

III. ACKNOWLEDGEMENT

IV. INTRODUCTION

V. COMPANY PROFILE

History
Vision
Mission
Logo
Responsibilities of Management
Organizational Chart

VI. NARRATIVE REPORT

Strength
Weaknesses
Problem Encountered
Conclusion
Recommendation for the problem
Summary/Conclusion

VII. APPENDICIES

Evaluation Sheet
Resume
Pictures
ACKNOWLEDGEMENT

This success of the author couldn`t be turn into reality without this following person who

with all their help the author in different ways. The author would like to acknowledge and express

her gratitude for the following;

Our Almighty God who always guide and light the way in her study, without him, she can

do nothing in the world.

To Ma`am Lizz Cubol her work immersion coordinator, for the guide and support for the

rest of the work immersion period.

To Ma`am Jessie Demetillo, Sir Matthew Camitan the instructors in her assigned

department for teaching, guiding and giving her chance to work in their department.

To her friends, classmates and co-work immersion student who give support and advice.

To her family, most especially to her beloved parents whom with all their best, face the

hardship of working just to educate her.

INTRODUCTION

Work Immersion is one of the course requirements for graduation. A Senior High School

student has to undergo Work Immersion in an industry that directly relates to the student’s

postsecondary goal. Through Work Immersion, the students are exposed to and become familiar

with work-related environment related to their field of specialization to enhance their competence.

Specifically, the students are able to: (i) gain relevant and practical industrial skills under the

guidance of industry experts and workers; (ii) appreciate the importance and application of the

principles and theories taught in school; (iii) enhance their technical knowledge and skills; (iv)

enrich their skills in communications and human relations; and (v) develop good work habits,

attitudes, appreciation, and respect for work. These prepare them to meet the needs and challenges

of employment or higher education after graduation.

The word “immersion” as it applies to the K to 12 curriculum is defined in the Department

of Education (DepEd) Order No. 40, series of 2015:

“Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting

of 80 hours of hands-on experience or work simulation which the Grades 11 and 12 students will

undergo to expose them to the actual workplace setting and to enrich the competencies provided

by the school under the supervision of the School Head and the designated personnel of the

Partner.”

Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined

as “the place where work immersion of students is done. Examples of work immersion venues

include offices, factories, shops and project sites.”

 The author was deployed at Cavite States University Trece Martires City, Campus.the

university is located at Governor`s Drive Trece Martires City, Cavite. The university offers

undergraduate programs; 1. Bachelor of Industrial Technology 2. BS Business Management 3. BS

Information Technology 4. BS Hotel and Restaurant Management and for non-degree courses; 1.

Associate in Computer Secretarial 2. Certificate in Computer Technician 3. Diploma in Hotel and

Restaurant Management.
HISTORY

The Cavite State University, (CvSU), is a university in the province of Cavite in the

Philippines. Its 72-hectare (180-acre) main campus, known as the Don Severino de las Alas

Campus, is located in the Municipality of Indang, Cavite about 60 km (37 mi) southwest of Manila.

The educational institution has ten other campuses spread all over the province. The school was

established initially as an intermediate school by the Thomasites, a group of American teachers

brought by the United States during the early part of the American colonial period to revamp the

system of education in the country. By 1964, the school has grown into a college known as the

Don Severino Agricultural College (DSAC). It became a university on January 22, 1998, and was

renamed as the Cavite State University. Since then, the university has grown offering close to 100

curricular programs in the undergraduate and graduate levels. It has more than 25,000 students and

1,200 faculty and staff from all eleven campuses.

The state university was first established by the Thomasites as an intermediate school,

named Indang Intermediate School in 1906 with C.E. Workman its first principal. Subsequently,

Americans Henry Wise and Joseph Coconower succeeded Workman as the school's principal. In

1915, the school had its first Filipino principal, Mariano Mondoñedo. The school's focused on

vocational agriculture for boys and domestic science for girls. In 1918, the name of the school was

changed to Indang Farming School.

As enrollment increased, the school site was expanded through the land donations of the

citizens of Indang, including Francisco Ocampo and Don Severino de las Alas, Secretary of

Interior during the Aguinaldo cabinet. In 1927, the school was renamed Indang Rural High School,

during the incumbency of Principal Simeon Madlangsakay. It first offered a secondary courses in

vocational agriculture in 1923 and Home Economics in 1927.

 In recognition of the generosity of Don Francis June Guañezo to the community, the

province of Cavite and the nation, the name of the institution was changed to Don Severino

National Agricultural School in 1958 by a congressional action.

VISION

MISION

LOGO