A DOCUMENTARY REPORT OF WORK IMMERSION

UNDERTAKEN AT BUREAU OF INTERNAL REVENUE

Presented to Ms. Dianne Icogo

In Partial Fulfillment of the Requirements

for the Work Immersion

ROSEMARIE J. PEDROSA

February 2017
 ACKNOWLEDGEMENT

I highly appreciate and deeply acknowledge the following that

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

To Ms. Dianne Icogo, Work Immersion Teacher, for her love and
assistance in the station assignment in Work Immersion.

To Mr. John Daniel Carbonera, School Coordinator, for his never

ending support.

To Ms. Eileen Agotilla, School Director, for her encouragement to

have a Work Immersion.

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

boosted my morale.

To All St. Augustine College 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 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.
 INTRODUCTION

Education literature states that students’ actively engaging with

content and assuming larger responsibility for learning are keys to
knowledge retention. The rationale for moving toward a more learner-
centered teaching approach instead of passive instruction varies among
curricula. Many proponents of such pedagogy often cite the need to
engage students, develop problem-solving and critical-thinking skills, and
enhance application of course content as reasons for implementation. Work
immersion is a pedagogical approach that enhances learning by immersing
students in an active-learning situation. The volume of knowledge is rapidly
changing and expanding, and practitioners are asked to evaluate complex
patient situations using foundational knowledge and decision-making skills.
During my work experience at Bureau of Internal Revenue (BIR), I
was fortunate enough to have experienced firsthand and learned, many
different sides of what goes into a project, the general process of how a
project is initially planned, developed and completed; as well as how much
work and detail goes into every stage. Another valuable lesson I have
learned during these first week of work completing the tender, I was
overwhelmed by the work and the responsibilities that were placed on me,
but with the help of the secretaries and supervisors, who have had years of
experience in the industry, I felt more confident and supported as I knew
my work would be double checked and any uncertainties were explained.
By observing and learning from them, I managed to pick up tips and
learned different types of skills, from learning to communicate and deal with
other companies.
The 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. It was stated in the guidelines that
work immersion will help develop among learners life and career skills, and
will prepare them to make decisions on postsecondary education or
employment gearing towards the four exits envisioned for SHS graduates
to choose from --- employment, entrepreneurship, further skills training
through college education.
OBJECTIVES OF THE WORK IMMERSION

Work immersion will help develop among the learners life and career skills,
and will prepare them to make decisions on postsecondary education or
employment. Through partnership building, DepEd hopes that the Partner
Institutions will provide learners with work immersion opportunities, workplace or
hands-on experience, and additional learning resources. It aims to make the
learners.
1. appreciate the importance and application of the principles and theories
learned in school;
2. enhance their technical knowledge and skills;
3. enrich their skills in communications and human relations; and
4. develop good work habits, attitudes, appreciation and respect for work.
By the time learners reach Senior High School, they would have already
acquired almost all the competencies and skills that would prepare them for the
curriculum exits (higher education, employment, middle-skills development, and
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.
VALUES AND ATTITUDES OF A STUDENT IN WORK IMMERSION

The new age has brought ways that changed the significant values
that should have nurtured students’ character at home and in school. Yet
immersion programs help students find places which have retained the old,
good days and ways. Students can find a workplace that values honesty
and integrity in work documents; a company that promotes genuine help
and care through excellent customer service; or an organization that trains
its workers to become people with vision, plans, and leadership and
students with a tangible experience of what it is like to work in a company
related to their preferred course and career path after high school. Through
engaging and challenging activities in the immersion programs, they will be
empowered to make better decisions and face bigger challenges that they
might encounter later on. Not everything can be taught in school. One of
the things students should be exposed to is called an immersion.
Immersion has been part of the curriculum in every school around the
world. It can help the young ones to get exposed to the real world in
preparation to working environment. In this activity, they will get a glimpse
of what they want to be in the future. This will also give them an idea that
not everything is about earning money; it's more of surviving the reality
every day. Immersions can be fun, exciting, and sometimes exhausting.
Preparing high school students for the coming years has become more
challenging in this fast changing world where most traditional paths have
been redefined by modern ways and views. To keep up with these rapid
changes, students should all the more be exposed to the real world and be
prepared for the real work towards survival. A good way to do this is to
expose them to work immersion programs that can serve as a stepping
stone towards a happy and successful life. Students are now challenged by
theoretical classroom discussions. They need more than proof; they seek
actual experiences. When their teacher says, “Earning money requires
hard work,” they need to go out and know how it feels to work and earn
money by themselves. Immersion programs concretize classroom ideas,
lessons, and opinions, turning them into real work experiences and
realizations that last a lifetime.