SENIOR

Immerse yourself in a
life that moves you,
because what you
surround yourself with
is what your life
becomes.
-Topaz

Designed & Devised by: BRYAN R. CONCEPCION, RN ROGER B. ARIOLA

School Partnership Focal Person TVL- School Partnership Focal Person
Aurora Senior High School Aurora Senior High School
All Rights Reserved!
Student
StudentCommitment
Commitment
Workplace Prayer
I have received and understood the provisions of the Aurora
I haveHigh
Senior received
Schooland understood
(ASHS) Workthe provisions
Immersion of the Aurora Senior
Handbook.
High School (ASHS) Student Handbook.
I will devotedly conduct myself as a student of Aurora Senior My Heavenly Father, as I enter this workplace I bring your
I will faithfully
High School conduct to
according myself as a student
the rules, of ASHS
regulations, according
policies, and to presence with me. I speak your peace, your grace, your mercy,
the rules, regulations,
standards outlinedpolicies,
in this and
Work standards outlined
Immersion in this Handbook.
Handbook. I perform I
impose and your perfect order in this office. I acknowledge your power
upon myself this voluntary responsibility without mental reservation or
upon myself this voluntary obligation without mental reservation
purpose of evasion.
or purpose of evasion. over all that will be spoken, thought, decided, and done within
I will be accountable for for
anyanyinfraction of of
thethe
provisions of ofthis these walls.
I will be accountable infraction provisions
Handbook.
this Handbook.
Lord, thank you for the gifts you have blessed me with. I
commit to using them responsibly in your honor. Give me a
_________________________________
______________________________________ fresh supply of strength to do my job. Anoint my projects, ides,
Signature of Student over Printed NameName
Signature of Student over Printed and energy so that even the smallest accomplishment may bring
you glory.
GradeGrade
& Section: _______________________
& Section: ____________________
Lord, when I am confused guide me. When I am burned out
infuse me with the light of the Holy Spirit. May the work that I
TrackTrack
& Specialization: ______________________________________
& Specialization: ______________________________________ do and the way I do it bring faith, joy, and a smile to all that I
come in contact with today.
Date:Date: _______________
Amen!
Acknowledged by: by:
Acknowledged _____
____________
Name Name
and Signature of Authorized
and Signature Personnel
of Authorized Personnel
 b. Where a majority joins the field trip, there should be no punitive
measures or activities such as tests related to the trip that will put the
students who could not join the field trip at disadvantage. They should
be given activities in school to compensate for their inability to join the Foreword
field trip;
c. The field trip should be well planned ahead of time with the
students, so that they know exactly what to look for in the field trip. This is the Senior High School Work Immersion
Safety measures should be discussed before the field trip; Handbook. The Handbook contains information on
policies for Senior High School students undergoing
d. Places to visit should be educational places, such as cultural and
historical sites or science exhibits in museums which complement or work immersion. The Aurora Senior High School
supplement classroom lessons;
expects all students to conform to the policies
e.Trips to malls and attendance at noon time TV shows, especially
during class hours are discouraged; stipulated herein to maintain the order in the Work

f. As much as possible, field trips should not put an additional financial
burden on the parents. Possible sponsors or other sources can be
tapped for the purpose; and
g. Attention is called to the other provisions of the previous DepEd
Orders on field trips which still hold true.
2. Immediate dissemination of and compliance with this Order is directed.
Immersion Program. Students are required to acquaint
themselves with the contents of this handbook. The
rules, regulations, policies, directives, and norms as
set forth herein are based on the set standards of the
School, the Guidelines for Work Immersion (DepEd
Order No. 30, s. 2017), the Protection for Senior High
School Students on K to 12 Work Immersion Program
(Labor Advisory No. 08, s. 2016) and other duly
recognized governing bodies.

Table of Contents
Senior High School Program Offerings
Guidelines for Work Immersion (DO No.30, s. 2017)
Section 1: Rationale
Section 2: Scope
Section 3: Definition of Terms
Section 4: Objectives
Section 5: Principles and Policy Statements
Section 6: Work Immersion Delivery Mode
Section 7: Duties and Responsibilities of Personnel
Section 8: Assessment
Section 9: Monitoring and Evaluation
Labor Advisory No. 8 Series of 2016
Appendices
A. Anti-Sexual Harassment Act of 1995
B. Anti-Bullying Act of 2013
C. Enhanced Basic Education Act of 2013
D. DepEd Policy on Educational Field Trips
Workplace Prayer
computer and science laboratories, libraries and library hubs, and sports,
music and arts.
SECTION 15. Commitment to International Benchmarks. — The DepED
shall endeavor to increase the per capita spending on education towards the
immediate attainment of international benchmarks.
4
SECTION 16. Implementing Rules and Regulations. — Within ninety (90)
8 days after the effectivity of this Act, the DepED Secretary, the CHED
Chairperson and the TESDA Director-General shall promulgate the rules and
8
regulations needed for the implementation of this Act.
8
SECTION 17. Separability Clause. — If any provision of this Act is held
9 invalid or unconstitutional, the same shall not affect the validity and effectivity
10 of the other provisions hereof.
11 SECTION 18. Repealing Clause. — Pertinent provisions of Batas
Pambansa Blg. 232 or the “Education Act of 1982”, Republic Act No. 9155 or
15 the “Governance of Basic Education Act of 2001”, Republic Act No. 9258,
15 Republic Act No. 7836, and all other laws, decrees, executive orders and
rules and regulations contrary to or inconsistent with the provisions of this
17 Act are hereby repealed or modified accordingly.
17
SECTION 19. Effectivity Clause. — This Act shall take effect fifteen (15)
18 days after its publication in the Official Gazette or in two (2) newspapers of
general circulation.
20
23 Appendix D: DepEd Order 52, s. 2003 – Policy on Educational
28 Field Trips
36 Policy on Educational Field Trips (Supplemental to DECS Order No. 56,
s. 2001 and DepEd Order No. 51, s. 2002)
38
1. With reference to field trips and other forms of outing, the following
guidelines are being issued in addition to those contained in DECS
ORDER No. 56, s. 2001 and DepEd Order No. 51, s. 2002;
a.No field-trip should be undertaken without the written consent of the
parents, or student’s guardians;
36
 To manage the initial implementation of the enhanced basic education
program and mitigate the expected multi-year low enrolment turnout
for HEIs and Technical Vocational Institutions (TVIs) starting School
Aurora Senior High School
Year 2016-2017, the DepED shall engage in partnerships with HEIs
and TVIs for the utilization of the latter’s human and physical
Program Offerings
resources. Moreover, the DepED, the CHED, the TESDA, the TVIs The Aurora Senior High School Offerings are divided into three main
and the HEIs shall coordinate closely with one another to implement
programs: the Academic Track, TVL Track, and the Arts and Design.
strategies that ensure the academic, physical, financial, and human
resource capabilities of HEIs and TVIs to provide educational and 1.1 Academic Track
training services for graduates of the enhanced basic education
program to ensure that they are not adversely affected. The faculty of
HEIs and TVIs allowed to teach students of secondary education A. Science, Technology, Engineering, and Mathematics (STEM)
under Section 8 hereof, shall be given priority in hiring for the duration
of the transition period. For this purpose, the transition period shall be Science, Technology, Engineering, and Mathematics (STEM)
provided for in the implementing rules and regulations (IRR). are intertwining disciplines when applied in the real world. It is
an educational program developed to prepare senior high
SECTION 13. Joint Congressional Oversight Committee on the school students for college and graduate study in the fields of
Enhanced Basic Educational Program (K to 12 Program). — There Science, Technology, Engineering, and Mathematics
is hereby created a Joint Oversight Committee to oversee, monitor
and evaluate the implementation of this Act. B. Accountancy, Business & Management (ABM)
The Oversight Committee shall be composed of five (5) members
each from the Senate and from the House of Representatives, The Accountancy, Business & Management strand enables
students to understand the dynamics of managing a
including Chairs of the Committees on Education, Arts and Culture,
business. Students will integrate and build upon skills on
and Finance of both Houses. The membership of the Committee for
strategic planning and decision-making, leadership in the
every House shall have at least two (2) opposition or minority workplace, and best practices of successful management.
members.

SECTION 14. Mandatory Evaluation and Review. — By the end of
School Year 2014-2015, the DepED shall conduct a mandatory review
and submit a midterm report to Congress as to the status of
implementation of the K to 12 program in terms of closing the following
current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d)
seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following
key metrics of access to and quality of basic education: (a) participation rate;
(b) retention rate; (c) National Achievement Test results; (d) completion rate;
(e) teachers’ welfare and training profiles; (f) adequacy of funding 35
requirements; and (g) other learning facilities including, but not limited to,
C. Humanities and Social Sciences (HUMSS)
The Humanities and Social Sciences strand equips students
with theoretical knowledge and practical 21st century skills
that will help them become competitive in areas of technical
and creative writing, communication, education, and human
resource development. In addition, this program will prepare
students for more rigorous academic work in the college level
for Humanities and Social Sciences courses.
4

1.2 Arts & Design Track
A. Arts and Design (Media Arts, Visual Arts, Dance)
It is designed to address the growing need for qualified and
multidisciplinary individuals in the creative industries. The Arts
and Design offers students with a comprehensive exposure to
different areas of art and a strong foundation of basic design
skills that can prepare students toward careers in:
architecture, interior design, industrial design, graphic design,
animation, painting, fashion design, photography and film.
1.3 Technical-Vocational & Livelihood Track
A. Automotive Servicing
The Automotive specialization provides training for the
students who aspire to be automotive mechanics and repair
technicians. This specialization provides classroom
instruction alongside hands-on automotive service training.
B. Information and Communication Technology (ICT)
d education program, the initial funding of which shall be charged against the
The ICT provides students with a strong foundation in the
field of information and communication technology where
students will be equipped with technical skills to apply
theoretical concepts in designing, constructing, and deploying
software needed in solving real-world problems.
C. Electrical Installation Maintenance (EIM)
Taking the EIM equips the students with the skills to: analyze
signs electrical symbols and data, interpret technical drawing
and plans, install electric metallic tubing, install wire ways and
cable trays, install cable bridge, install wiring devices and a
lot more.
5 34
SECTION 9. Career Guidance and Counseling Advocacy. — To properly
guide the students in choosing the career tracks that they intend to pursue, the
DepED, in coordination with the DOLE, the TESDA and the CHED, shall
regularly conduct career advocacy activities for secondary level students.
Notwithstanding the provisions of Section 27 of Republic Act No. 9258,
otherwise known as the “Guidance and Counseling Act of 2004”, career and
employment guidance counselors, who are not registered and licensed guidance
counselors, shall be allowed to conduct career advocacy activities to secondary
level students of the school where they are currently employed; Provided, That
they undergo a training program to be developed or accredited by the DepED
SECTION 10. Expansion of E-GASTPE Beneficiaries. — The benefits
accorded by Republic Act No. 8545, or the “Expanded Government Assistance
to Students and Teachers in Private Education Act”, shall be extended to
qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-
DepED schools offering senior high school through the programs under
Republic Act No. 8545, and other financial arrangements formulated by the
DepED and the Department of Budget and Management (DBM) based on the
principles of public-private partnership.
SECTION 11. Appropriations. — The Secretary of Education shall include in
the Department’s program the operationalization of the enhanced basic
current appropriations of the DepED. Thereafter, the amount necessary for the
continued implementation of the enhanced basic education program shall be
included in the annual General Appropriations Act.
SECTION 12. Transitory Provisions. — The DepED, the CHED and the
TESDA shall formulate the appropriate strategies and mechanisms needed to
ensure smooth transition from the existing ten (10) years basic education cycle
to the enhanced basic education (K to 12) cycle. The strategies may cover
changes in physical infrastructure, manpower, organizational and structural
concerns, bridging models linking grade 10 competencies and the entry
requirements of new tertiary curricula, and partnerships between the
government and other entities. Modeling for senior high school may be
implemented in selected schools to simulate the transition process and provide
concrete data for the transition plan.
SECTION 8. Hiring of Graduates of Science, Mathematics, Statistics,
Engineering and Other Specialists in Subjects with a Shortage of
Qualified Applicants, Technical-Vocational Courses and Higher
Education Institution Faculty. — Notwithstanding the provisions of
Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the
“Philippine Teachers Professionalization Act of 1994”, the DepED and private
education institutions shall hire, as may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music
and other degree courses with shortages in qualified Licensure
Examination for Teachers (LET) applicants to teach in their
specialized subjects in the elementary and secondary education.
Qualified LET applicants shall also include graduates admitted by
foundations duly recognized for their expertise in the education sector
and who satisfactorily complete the requirements set by these
organizations: Provided, That they pass the LET within five (5) years
after their date of hiring: Provided, further, That if such graduates are
willing to teach on part-time basis, the provisions of LET shall no
longer be required;
(b) Graduates of technical-vocational courses to teach in their
specialized subjects in the secondary education: Provided, That these
graduates possess the necessary certification issued by the TESDA:
Provided, further, That they undergo appropriate in-service training to
be administered by the DepED or higher education institutions (HEIs)
at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or
subject specialties in the secondary education: Provided,That the
faculty must be a holder of a relevant Bachelor’s degree, and must
have satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire
practitioners, with expertise in the specialized learning areas offered
by the Basic Education Curriculum, to teach in the secondary level;
Provided, That they teach on part-time basis only. For this purpose,
the DepED, in coordination with the appropriate government agencies,
shall determine the necessary qualification standards in hiring these
experts.
33
D. Cookery
The cookery specialization provides the students the management
and supervision skills to run a commercial kitchen and get real-
world experience with work placement opportunities in local
restaurants and related jobs. The program prepares the students to
take full range of roles in professional kitchen and skill
advancement in the field of cooking.
E. Bread and Pastry Production
The Bread and Pastry Production trains the students in preparing
pastries and similar desserts for hotels, restaurants, and other food
–related business establishments.
F. Food and Beverage Services
The Food and Beverages program provides knowledge and skills
on the basics of food and beverage service in food establishments
such as restaurants, hotels, canteens, clubs, motels, resorts,
among others.
G. Beauty/Nail Care
The Beauty/Nail Care program provides the students to perform
and hone their skills in performing manicure, pedicure, hand spa
and food spa.
H. Massage Therapy
The Massage Therapy program provides the students both the
fundamental and basic skills in massage therapy needed to be a
successful massage therapist. The program offers a balanced
combination of theory and practical application through in-calls
lectures and actual massage experiences. It teaches the students
how to deal with the maintenance of physical health, function and
mobility as well as the overall wellbeing.
I. Driving
This program is designed to develop proper safety mindset in
driving proficiency that are relevant in today’s road and traffic
conditions.
6
J. Dressmaking
The Dressmaking specialization trains the students in drafting,
cutting, and sewing fabric and turning them into casual apparel.
After the completion of the required competencies, the students
can find employment either as dressmaker, seamstress/ seamster/
tailor or a garment sewer at apparel companies, garment
manufacturer, fashion design shops or studios and some
boutiques. They can also start their own company or work from
home – offering services from repairing and altering clothes,
teaching basic sewing skills, among others. This program is also
helpful for students interested in pursuing a career in Fashion
Design.
K. Tailoring
Tailoring is designed to enhance the knowledge, skills and attitude
of students in accordance with industry standards. Students of this
specialization may acquire the following skills: carrying out
measurements and calculation, setting up and operate tailoring
machines, performing basic sewing machine maintenance, drafting
and cutting patterns of casual apparel, preparing and cutting
materials of casual apparel, sewing casual apparel, and applying
finishing touches on casual apparel.
L. Animal Production
The Animal Production program provides the students the
opportunity to be exposed in the latest practices in animal breeding,
livestock health. Upon completion of the competencies, the
students can already seek employment on farm raising livestock
and in related occupations or may start their own enterprise.
M. Shielded Metal Arc Welding (SMAW)
The purpose of this specialization is to introduce students to SMAW
Process and related safety practices. The students will become
familiar with SMAW principles and techniques and how to apply
them to all weld types in all welding positions.
7 32
SECTION 7. Teacher Education and Training. — To ensure that the
enhanced basic education program meets the demand for quality teachers
and school leaders, the DepED and the CHED, in collaboration with relevant
partners in government, academe, industry, and nongovernmental
organizations, shall conduct teacher education and training programs, as
specified:
(a) In-service Training on Content and Pedagogy — Current DepED
teachers shall be retrained to meet the content and performance
standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be
given the opportunity to avail of such training.
(b) Training of New Teachers. — New graduates of the current
Teacher Education curriculum shall undergo additional training, upon
hiring, to upgrade their skills to the content standards of the new
curriculum. Furthermore, the CHED, in coordination with the DepED
and relevant stakeholders, shall ensure that the Teacher Education
curriculum offered in these Teacher Education Institutes (TEIs) will
meet necessary quality standards for new teachers. Duly recognized
organizations acting as TEIs, in coordination with the DepED, the
CHED, and other relevant stakeholders, shall ensure that the
curriculum of these organizations meets the necessary quality
standards for trained teachers.
(c) Training of School Leadership. — Superintendents, principals,
subject area coordinators and other instructional school leaders shall
likewise undergo workshops and training to enhance their skills on
their role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above
shall be initiated and conducted regularly throughout the school year to
ensure constant upgrading of teacher skills.
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of
Mother Tongue-Based Multilingual Education (MTB-MLE) which starts
from where the learners are and from what they already knew
proceeding from the known to the unknown; instructional materials
and capable teachers to implement the MTB-MLE curriculum shall be
available;
(g) The curriculum shall use the spiral progression approach to ensure
mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow
schools to localize, indigenize and enhance the same based on their
respective educational and social contexts. The production and
development of locally produced teaching materials shall be
encouraged and approval of these materials shall devolve to the
regional and division education units.
SECTION 6. Curriculum Consultative Committee. — There shall be
created a curriculum consultative committee chaired by the DepED
Secretary or his/her duly authorized representative and with members
composed of, but not limited to, a representative each from the CHED,
the TESDA, the DOLE, the PRC, the Department of Science and
Technology (DOST), and a representative from the business
chambers such as the Information Technology – Business Process
Outsourcing (IT-BPO) industry association. The consultative
committee shall oversee the review and evaluation on the
implementation of the basic education curriculum and may
recommend to the DepED the formulation of necessary refinements in
the curriculum.
31
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, has been incorporated into the
curriculum. This subject will provide learners with opportunities: to become
familiar with the work place; for employment simulation; and 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.
These guidelines were formulated based on the rich experiences of
modeling schools, technical vocation 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:
 DepEd Senior High Schools
 Private Senior High Schools
 Senior High Schools run by state colleges and universities, and local
universities and colleges
 Technical-Vocational Institutions
8
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.
9 developmentally appropriate;
For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials and assessment shall be in the regional
or native language of the learners. The Department of Education
(DepED) shall formulate a mother language transition program from
Grade 4 to Grade 6 so that Filipino and English shall be gradually
introduced as languages of instruction until such time when these two
(2) languages can become the primary languages of instruction at the
secondary level.
For purposes of this Act, mother language or first Language (LI) refers
to language or languages first learned by a child, which he/she
identifies with, is identified as a native language user of by others,
which he/she knows best, or uses most. This includes Filipino sign
language used by individuals with pertinent disabilities. The regional
or native language refers to the traditional speech variety or variety of
Filipino sign language existing in a region, area or place.
SECTION 5. Curriculum Development. — The DepED shall
formulate the design and details of the enhanced basic education
curriculum. It shall work with the Commission on Higher Education
(CHED) to craft harmonized basic and tertiary curricula for the global
competitiveness of Filipino graduates. To ensure college readiness
and to avoid remedial and duplication of basic education subjects, the
DepED shall coordinate with the CHED and the Technical Education
and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the
DepED shall undertake consultations with other national government
agencies and other stakeholders including, but not limited to, the
Department of Labor and Employment (DOLE), the Professional
Regulation Commission (PRC), the private and public schools
associations, the national student organizations, the national teacher
organizations, the parents-teachers associations and the chambers of
commerce on matters affecting the concerned stakeholders.
The DepED shall adhere to the following standards and principles in
developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and
30
 (b) Broaden the goals of high school education for college preparation,
vocational and technical career opportunities as well as creative
arts, sports and entrepreneurial employment in a rapidly changing
and increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity of
learners, schools and communities through the appropriate
languages of teaching and learning, including mother tongue as a
learning resource.
SECTION 3. Basic Education. — Basic education is intended to meet basic
learning needs which provides the foundation on which subsequent learning
SECTION 4: OBJECTIVES
can be based. It encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-of-school learners
and those with special needs.
SECTION 4. Enhanced Basic Education Program. — The enhanced basic
education program encompasses at least one (1) year of kindergarten
education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four
(4) years of junior high school and two (2) years of senior high school
education.
Kindergarten education shall mean one (1) year of preparatory education for
children at least five (5) years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic
education which is composed of six (6) years. The entrant age to this level is
typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education.
It consists of four (4) years of junior high school education and two (2) years
of senior high school education. The entrant age to the junior and senior high
school levels are typically twelve (12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners
as the language plays a strategic role in shaping the formative years of
learners.
29
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.
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:
 appreciate the importance and application of the principles and
theories learned in school;
 enhance their technical knowledge and skills;
 enrich their skills in communications and human relations; and
 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. 10
 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.
11
SECTION 10. Effectivity. – This Act shall take effect fifteen (15) days
after its publication in at least two (2) national newspapers of general
circulation.
Appendix C: RA 10533 - Enhanced Basic Education Act of 2013
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION
SYSTEM BY STRENGTHENING ITS CURRICULUM AND
INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES
Be it enacted by the Senate and House of Representatives of the
Philippines in Congress assembled:
SECTION 1. Short Title. — This Act shall be known as the
“Enhanced Basic Education Act of 2013”.
SECTION 2. Declaration of Policy. — The State shall establish,
maintain and support a complete, adequate, and integrated system of
education relevant to the needs of the people, the country and
society-at-large.
Likewise, it is hereby declared the policy of the State that every
graduate of basic education shall be an empowered individual who
has learned, through a program that is rooted on sound educational
principles and geared towards excellence, the foundations for learning
throughout life, the competence to engage in work and be productive,
the ability to coexist in fruitful harmony with local and global
communities, the capability to engage in autonomous, creative, and
critical thinking, and the capacity and willingness to transform others
and one’s self.
For this purpose, the State shall create a functional basic education
system that will develop productive and responsible citizens equipped
with the essential competencies, skills and values for both life-long
learning and employment. In order to achieve this, the State shall: 28
(a) Give every student an opportunity to receive quality education that
 If an incident of bullying or retaliation involves students from more than
one school, the school first informed of the bullying or retaliation shall
promptly notify the appropriate administrator of the other school so
that both may take appropriate action.
SECTION 5. Reporting Requirement. – All schools shall inform their
respective schools division superintendents in writing about the anti-
bullying policies formulated within six (6) months from the effectivity of
this Act. Such notification shall likewise be an administrative
requirement prior to the operation of new schools.
Beginning with the school year after the effectivity of this Act, and
every first week of the start of the school year thereafter, schools shall
submit a report to their respective schools division superintendents all
relevant information and statistics on acts of bullying or retaliation. The
schools division superintendents shall compile these data and report
the same to the Secretary of the DepED who shall likewise formally
transmit a comprehensive report to the Committee on Basic Education
of both the House of Representatives and the Senate.
SECTION 6. Sanction for Noncompliance. – In the rules and
regulations to be implemented pursuant to this Act, the Secretary of
the DepED shall prescribe the appropriate administrative sanctions on
school administrators who shall fail to comply with the requirements
under this Act. In addition thereto, erring private schools shall likewise
suffer the penalty of suspension of their permits to operate.
SECTION 7. Implementing Rules and Regulations. – Within ninety
(90) days from the effectivity of this Act, the DepED shall promulgate
the necessary rules and regulations to implement the provisions of this
Act.
SECTION Separability Clause. – If, for any reason, any provision of this Act
is declared to be unconstitutional or invalid, the other sections or provisions
hereof which are not affected thereby shall continue to be in full force or
effect.
SECTION 9. Repealing Clause. – All laws, decrees, orders, rules and
regulations or parts thereof which are inconsistent with or contrary to
the provisions of this Act are hereby repealed, amended or modified
27
accordingly.
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
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) the guidelines for sample of MOAs 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.
12
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. 13
(h) Maintain a public record of relevant information and statistics on acts
of bullying or retaliation in school: Provided, That the names of students who
committed acts of bullying or retaliation shall be strictly confidential and only
made available to the school administration, teachers directly responsible for
the said students and parents or guardians of students who are or have
been victims of acts of bullying or retaliation.
All elementary and secondary schools shall provide students and their
parents or guardians a copy of the anti-bullying policies being adopted by the
school. Such policies shall likewise be included in the school’s student and/or
employee handbook and shall be conspicuously posted on the school walls
and website, if there is any.
The Department of Education (DepED) shall include in its training programs,
courses or activities which shall provide opportunities for school
administrators, teachers and other employees to develop their knowledge
and skills in preventing or responding to any bullying act.
SECTION 4. Mechanisms to Address Bullying. – The school principal or
any person who holds a comparable role shall be responsible for the
implementation and oversight of policies intended to address bullying.
Any member of the school administration, student, parent or volunteer shall
immediately report any instance of bullying or act of retaliation witnessed, or
that has come to one’s attention, to the school principal or school officer or
person so designated by the principal to handle such issues, or both. Upon
receipt of such a report, the school principal or the designated school officer
or person shall promptly investigate. If it is determined that bullying or
retaliation has occurred, the school principal or the designated school officer
or person shall:
(a) Notify the law enforcement agency if the school principal or designee
believes that criminal charges under the Revised Penal Code may be
pursued against the perpetrator;
(b) Take appropriate disciplinary administrative action;
(c) Notify the parents or guardians of the perpetrator; and
(d) Notify the parents or guardians of the victim regarding the action taken to
prevent any further acts of bullying or retaliation.
26
 (3) Retaliation against a person who reports bullying, who provides
information during an investigation of bullying, or who is a witness
to or has reliable information about bullying;
(b) Identify the range of disciplinary administrative actions that may be
taken against a perpetrator for bullying or retaliation which shall be
commensurate with the nature and gravity of the offense: Provided,
That, in addition to the disciplinary sanctions imposed upon a
perpetrator of bullying or retaliation, he/she shall also be required to
undergo a rehabilitation program which shall be administered by the
institution concerned. The parents of the said perpetrator shall be
encouraged by the said institution to join the rehabilitation program;
(i) Establish clear procedures and strategies for:
(1) Reporting acts of bullying or retaliation;
(2) Responding promptly to and investigating reports of bullying or
retaliation;
(3) Restoring a sense of safety for a victim and assessing the
student’s need for protection;
(4) Protecting from bullying or retaliation of a person who reports
acts of bullying, provides information during an investigation of
bullying, or is witness to or has reliable information about an act of
bullying; and
(5) Providing counseling or referral to appropriate services for
perpetrators, victims and appropriate family members of said
students;
(j) Enable students to anonymously report bullying or retaliation:
Provided, however, That no disciplinary administrative action shall be
taken against a perpetrator solely on the basis of an anonymous report;
(k) Subject a student who knowingly makes a false accusation of bullying
to disciplinary administrative action;
(l) Educate students on the dynamics of bullying, the anti-bullying policies
of the school as well as the mechanisms of such school for the
anonymous reporting of acts of bullying or retaliation;
(m) Educate parents and guardians about the dynamics of
bullying, the anti-bullying policies of the school and how parents and
guardians can provide support and reinforce such policies at home; and
25
e. 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
f. 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
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.
14
SECTION 6: WORK IMMERSION DELIVERY MODE
Different Work Immersion delivery models are provided that the
schools may choose from based on their needs and resources. All the
models take into consideration the number of Work Immersion hours,
learner’s purpose and needs, school capabilities and compliance to
TESDA, DOLE, and DepEd Work Immersion venue guidelines.
However, if these models do not fit a specific situation or
concern, regions may design their delivery model. Novel/unique
delivery models should be approved by the Regional Office. Proposals
describing the unique delivery models should include in their
jurisdiction the work immersion hours, the learner’s purposes and
needs, and the school’s partnership arrangements.
SECTION 7: DUTIES AND RESPONSIBILITIES OF PERSONNEL
The successful implementation of Work Immersion will depend
on the strong collaboration, support, and commitment of the school
personnel and Partner Institution. These personnel shall always
exercise due care and diligence in the performance of their duties.
Below are then additional duties and responsibilities to DepEd Order
No. 40, s. 2015 (Guidelines on K to 12 Partnership).
1. THE SCHOOL HEAD
S/He shall:
a. be the authorized person to sign the MOA with Partner Institution on
behalf of the school and ensure that all provisions in the MOA are
adhered to by the parties;
b. assign personnel/teacher to be the School Partnership Focal Person
if the school offers more than one (1) program;
c. determine the number of teaching loads of the School Partnerships
Focal Person and the Work Immersion Teacher subject to the nature
of the track/strand for immersion, provided that provisions in the
Magna Carta for Teachers are followed;
d. sign the Travel Authority (TA) of the School Partnerships Focal
Person/ Work Immersion Teachers if work immersion task are
conducted within the division. The School Division Superintendent
will sign if it is conducted outside the division.
15
other student; infringing on the rights of the other student at school; or
materially and substantially disrupting the education process or the orderly
operation of a school; such as, but not limited to, the following:
(a.) Any unwanted physical contact between the bully and the victim
like punching, pushing, shoving, kicking, slapping, tickling,
headlocks, inflicting school pranks, teasing, fighting and the use
of available objects as weapons;
(b.) Any act that causes damage to a victim’s psyche and/or
emotional well-being;
(c.) Any slanderous statement or accusation that causes the victim
undue emotional distress directing foul language or profanity at
the target, name-calling, tormenting and commenting negatively
on victim’s looks, clothes and body; and
(d.) Cyber-bullying or any bullying done through the use of technology
or any electronic means.
SECTION 3. Adoption of Anti-Bullying Policies. – All elementary
and secondary schools are hereby directed to adopt policies to
address the existence of bullying in their respective institutions. Such
policies shall be regularly updated and, at a minimum, shall include
provisions which:
(a) Prohibit the following acts:
(1)Bullying on school grounds; property immediately adjacent to
school grounds; at school-sponsored or school-related activities,
functions or programs whether on or off school grounds; at school bus
stops; on school buses or other vehicles owned, leased or used by a
school; or through the use of technology or an electronic device
owned, leased or used by a school;
(2) Bullying at a location, activity, function or program that is not
school-related and through the use of technology or an electronic
device that is not owned, leased or used by a school if the act or acts
in question create a hostile environment at school for the victim,
infringe on the rights of the victim at school, or materially and
substantially disrupt the education process or the orderly operation of
a school; and 24
SECTION 7. Penalties. - Any person who violates the provisions of this Act
shall, upon conviction, be penalized by imprisonment of not less than one
(1) month nor more than six (6) months, or a fine of not less than Ten
thousand pesos (P10,000) nor more than Twenty thousand pesos
(P20,000), or both such fine and imprisonment at the discretion of the court.
Any action arising from the violation of the provisions of this Act shall
prescribe in three (3) years.
SECTION 8. Separability Clause. - If any portion or provision of this Act is
declared void or unconstitutional, the remaining portions or provisions hereof
shall not be affected by such declaration.
SECTION 9. Repealing Clause. - All laws, decrees, orders, rules and
regulations, other issuances, or parts thereof inconsistent with the provisions
of this Act are hereby repealed or modified accordingly.
SECTION 10. Effectivity Clause.- This Act shall take effect fifteen (15)
days after its complete publication in at least two (2) national newspapers of
general circulation.
Appendix B: RA 10627 - Anti-Bullying Act of 2013
AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS
TO ADOPT POLICIES TO PREVENT AND ADDRESS THE ACTS OF
BULLYING IN THEIR INSTITUTIONS
Be it enacted by the Senate and House of Representatives of the
Philippines in Congress assembled:
SECTION 1. Short Title. – This Act shall be known as the “Anti-Bullying Act
of 2013”.
SECTION 2. Acts of Bullying. – For purposes of this Act, “bullying” shall
refer to any severe or repeated use by one or more students of a written,
verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student that has the effect of actually
causing or placing the latter in reasonable fear of physical or emotional harm
or damage to his property; creating a hostile environment at school for the
materially and substantially disrupting the education process or the orderly
23
2. THE SCHOOL PARTNERSHIPS FOCAL PERSON
S/He is the authorized person to seek partnerships between DepEd
and Partner Institutions following the processes mentioned in the
guidelines. S/he may be assigned from the school or division office.
S/he may also be the school Senior High School coordinator. S/he
shall:
a. manage the conduct of Work Immersion;
b. establish/pursue and maintain the Work Immersion partnership
between the DepEd and Partner Institutions;
c. use evaluation and monitoring results to recommend decisions
on partnerships;
d. coordinate with the Immersion Teachers regarding the
placement of students in partner institutions;
e. consolidate reports from work immersion teachers (if s/he is the
Division SHS Partnership Focal Person, receives reports from
schools); and
f. conduct regular ocular inspections with Work Immersion
Teacher to ensure that the work immersion venue is safe,
secure, and suitable for learning.
3. THE WORK IMMERSION TEACHER
S/He is the school personnel/teacher assigned to supervise the
learners at the work immersion venue. S/he shall:
a. exercise supervision on learners doing the Work Immersion in
coordination with Work Immersion Partner Institution
Supervision.
b. Participate in Joint Working Group of Work Immersion;
c. coordinate with the School Partnerships Focal Person learner’s
activities and class and venue schedules;
d. conduct the Pre-immersion and Post-immersion activities;
e. conduct regular visits to the venue to ensure that learners’
activities are properly implemented; and
f. submit report regularly to the Schools Partnerships Focal
Person on the completion and performance of Partner
Institution, and issues and concerns.
4. THE WORK IMMERSION PARTNER IMMERSION SUPERVISOR
S/He shall be identified in the MOA and shall serve as the counterpart
of the Work Immersion Teacher. S/he:
a. exercise supervision over learners during the Work Immersion;
16
 a. participate in the Joint Workshop Group;
b. coordinate with the School Partnership Focal Person and Work
Immersion Teacher on Work Immersion venue schedules and
capabilities;
c. provide input in the Pre-immersion and Post-immersion
activities;
d. schedule the learners’ activities in the Work Immersion venue
together with the Work Immersion Teacher; and
e. inform the Work Immersion Teacher on capabilities, Work
Immersion completion performance of learners, and issues and
concerns.
2. THE LEARNER
S/he shall:
a. Attend Pre and Post Immersion Activities;
b. Report to the Work Immersion Partner Institution during actual
immersion;
c. Perform the duties and tasks as indicated in the prescribed
template for work immersion list of tasks/activities; and
d. Prepare the documentations and reports required in the
curriculum and by the Partner Institution.
SECTION 8: ASSESSMENT
The Immersion Teacher and the Work Immersion Partner
Institution Supervisor will jointly assess the learners’ performance
following the DepED Order No. 8, s. 2015 (Policy Guidelines on
Classroom Assessment for the K to 12 Basic Education Program).
The Work Immersion Teacher shall issue the Final Grade.
SECTION 9: MONITORING AND EVALUATION
The following are the offices and units, which will implement, monitor,
and /or will be affected by the policy:
1. Central Office
a. Bureau of Curriculum Development ensures correct articulation
of the curriculum content on Work Immersion.
17
Administrative sanctions shall not be a bar to prosecution in the proper courts
for unlawful acts of sexual harassment.
The said rules and regulations issued pursuant to this subsection (a) shall
include, among others, guidelines on proper decorum in the workplace and
educational or training institutions.
(b) Create a committee on decorum and investigation of cases on sexual
harassment. The committee shall conduct meetings, as the case may be, with
officers and employees, teachers, instructors, professors, coaches, trainers,
and students or trainees to increase understanding and prevent incidents of
sexual harassment. It shall also conduct the investigation of alleged cases
constituting sexual harassment.
In the case of a work-related environment, the committee shall be composed
of at least one (1) representative each from the management, the union, if
any, the employees from the supervisory rank, and from the rank and file
employees.
In the case of the educational or training institution, the committee shall be
composed of at least one (1) representative from the administration, the
trainers, instructors, professors or coaches and students or trainees, as the
case may be.
The employer or head of office, educational or training institution shall
disseminate or post a copy of this Act for the information of all concerned.
SECTION 5. Liability of the Employer, Head of Office, Educational or
Training Institution. - The employer or head of office, educational or training
institution shall be solidarity liable for damages arising from the acts of sexual
harassment committed in the employment, education or training environment
if the employer or head of office, educational or training institution is informed
of such acts by the offended party and no immediate action is taken.
SECTION 6. Independent Action for Damages. - Nothing in this Act shall
preclude the victim of work, education or training-related sexual harassment
from instituting a separate and independent action for damages and other
affirmative relief with the provisions of this Act are hereby repealed or
modified accordingly.
22
 (2) The above acts would impair the employee’s rights or privileges
under existing labor laws; or
(3) The above acts would result in an intimidating, hostile, or offensive
environment for the employee.
(b) In an education or training environment, sexual harassment is committed:
(1)Against one who is under the care, custody or supervision of the
offender;
(2) Against one whose education, training, apprenticeship or tutorship
is entrusted to the offender;
(3) When the sexual favor is made a condition to the giving of a
passing grade, or the granting of honors and scholarships, or the
payment of a stipend, allowance or other benefits, privileges, or
consideration; or
(4) When the sexual advances result in an intimidating, hostile or
offensive environment for the student, trainee or apprentice.
Any person who directs or induces another to commit any act of
sexual harassment as herein defined, or who cooperates in the
commission thereof by another, without which it would not have been
committed, shall also be held liable under this Act.
SECTION 4. Duty of the Employer or Head of Office in a Work-
related, Education or Training Environment. - It shall be the duty of
the employer or the head of the work-related, educational or training
environment or institution, to prevent or deter the commission of acts
of sexual harassment and to provide the procedures for the resolution,
settlement or prosecution of acts of sexual harassment. Towards this
end, the employer or head of office shall:
(a) Promulgate appropriate rules and regulations in consultation
with and joint1y approved by the employees or students or trainees,
through their duly designated representatives, prescribing the
procedure for the investigation of sexual harassment cases and the
administrative sanctions therefor.
21
b. Bureau of Learning Delivery ensures proper implementation of
policies in delivering the Work Immersion as a subject in the
field.
c. Bureau of Educational Assessment ensures valid assessment
of learners’ performance in the field.
d. Bureau of Learning Resources provides the needed learning
materials in the field.
2. Regional Office
Curriculum and Learning Management Division through the
Regional Senior High School Supervisor -in-Charge ensures that the
Division Offices properly implement and articulate Work Immersion as
a subject in coordination with the relevant Regional Supervisor
handling the learning area (e.g. TVL, Arts and Design, STEM)
3. Division Office
Curriculum and Learning Management Division through the
Regional Senior High School-in-Charge ensures that all senior high
schools in their respective areas properly implement and articulate the
Work Immersion as a subject in coordination with the relevant Division
Supervisor handling the learning area (e.g. TVL, Arts and Design,
STEM)
4. Schools
Section 7 describes in detail the duties and responsibilities of
the different DepEd offices.
LABOR ADVISORY NO. 8 SERIES OF 2016
(Protection for Senior High School Students on K to 12 Work Immersion
Program)
I. Purpose and Basis — In the operationalization of the Work
Immersion Program pursuant to Department Order No. 40, Series
of 2015 of the Department of Education, this Advisory is hereby
issued for the guidance of the Parties involved in K-12 Building
Partnership Agreements and in the execution of Memorandum of
Understanding, Memorandum of Agreements and other documents
relevant to the Program.
18

II. Concept of Work Immersion. — Work immersions is float 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 enrich the competencies provided by the school under
the supervision of the School Head and the designated personnel
of the partner. The 80 hours may be scheduled for no more than 8
cumulative or consecutive hours per day. All Technical-Vocational
institutions offering Senior High School shall also be governed by
the DepEd guidelines on the 80- hour work immersion. All
applicable safety guidelines of TESDA and DOLE relevant to the
basic education shall apply.
Work immersion shall not be considered as employment
arrangement but only to serve the K-12 Program purpose of
exposing the students to actual workplace setting and augment the
competencies provided by the schools.
III. Conditions for Work Immersion of Students in Workplaces - The
following conditions shall be observed for the protection of SHS
students undergoing work immersion:
1. The work immersion shall be adored one' between 8:00
o’clock in the morning and 5 o’clock in the afternoon;
2. Work Immersion for students below 15 years old and with
permission from their parent or guardian, shall not be
longer than four (4) hours in any given day;
3. SHS Students regardless of age shall not be allowed for
work immersion in industries and activities considered as
hazardous in accordance with DOLE Department Order No.
149, Series of 2016 (Guidelines in Assessing and
Determining Hazardous Work in the Employment of Persons
Below 18 Years of age); and
4. Work Immersion shall in no case result in the replacement of
or diminution of benefits of the workers in the partner
enterprise/company.
19
APPENDICES
Appendix A: RA 7877 - Anti-Sexual Harassment Act of 1995
AN ACT DECLARING SEXUAL HARASSMENT UNLAWFUL IN THE
EMPLOYMENT, EDUCATION OR TRAINING ENVIRONMENT, AN
FOR OTHER PURPOSES.
Be it enacted by the Senate and House of Representatives of the
Philippines in Congress assembled:
SECTION 1. Title. - This Act shall be known as the “Anti-Sexual
Harassment Act of 1995.”
SECTION 2. Declaration of Policy. - The State shall value the dignity
of every individual, enhance the development of its human resources,
guarantee full respect for human rights, and uphold the dignity of
workers, employees, applicants for employment, students or those
undergoing training, instruction or education. Towards this end, all
forms of sexual harassment in the employment, education or training
environment are hereby declared unlawful.
SECTION 3. Work, Education or Training -Related, Sexual
Harassment Defined. - Work, education or training-related sexual
harassment is committed by an employer, employee, manager,
supervisor, agent of the employer, teacher, instructor, professor,
coach, trainer, or any other person who, having authority, influence or
moral ascendancy over another in a work or training or education
environment, demands, requests or otherwise requires any sexual
favor from the other, regardless of whether the demand, request or
requirement for submission is accepted by the object of said Act.
(a) In a work-related or employment environment, sexual harassment is
committed when:
(1)The sexual favor is made as a condition in the hiring or in the
employment, re-employment or continued employment of said
individual, or in granting said individual favorable compensation, terms
of conditions, promotions, or privileges; or the refusal to grant the
sexual favor results in limiting, segregating or classifying the
employee which in any way would discriminate, deprive or diminish
employment opportunities or otherwise adversely affect said 20
employee;