A.

INTRODUCTION

 THE WORK IMMERSION PROGRAM

Work Immersion Program is one way by which we students are given an opportunity

to apply the theories and computations that we have learned from school. It also helps us to

obtain applicable knowledge and skills by performing in actual work settings. Senior High

School students are required to undergo such training within a specific number of hours as

part of the curriculum. It is very important not only to teach students their chosen career but

to show students the reality about working.

For us students, Work Immersion program provides opportunities to go through the

actual methodologies of specific job using the real tools, equipment’s and documents. In

effect, the work place becomes a development venue for us student trainee to learn more

about our chosen field and practice what we have learn from academy.

It will give you a sense of confidence that you can use when applying for a job after

graduation and also help you to make career choices.

 OBJECTIVES OF WORK IMMERSION

Work immersion will help develop among the learners’ life and career skills,

and will prepare them to make decision on post-secondary education or

employment. Through partnership building, DepEd hope 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;

1
 3. Enrich their skills in communication and human relations; and

4. Develop good work habits, attitudes, appreciation and respect for work.

By the 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 entrepreneurships). 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 interaction 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 school 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 leaners 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.

 IMPORTANCE OF WORK IMMERSION

Work immersion will help develop among the learners’ life and career skills,

and will prepare them to make decision on post-secondary education or

employment. Through partnership building, DepEd hope that the Partner

2
 Institutions will provide learners with work immersion opportunities,

workplace or hands on experience, and additional learning resources. It aims

to make the learners:

5. Appreciate the importance and application of the principles and theories

learned in school;

6. Enhance their technical knowledge and skills;

7. Enrich their skills in communication and human relations; and

8. Develop good work habits, attitudes, appreciation and respect for work.

By the 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 entrepreneurships). 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 interaction 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 school in:

5. Creating flexible work immersion arrangements for their learners ;

6. Providing options for work immersion that are relevant to learners’ purposes and

needs;

7. Organizing work immersion opportunities for leaners that are consistent with the

diverse human resource requirements of partner institutions for work immersion; and

3
  Articulating the scope and limits of work immersion in the context of basic

education when building relationships with work immersion partners.

 WORK IMMERSION VENUE AND TIME

The Work Immersion training was performed every Friday of the week. This training

was undertaken from November 17, 2017 to January 20, 2018 covering the required 80 hours

at Bureau of Fire Protection Cabatuan.

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 B. AGENCY PROFILE

 AGENCY DESCRIPTION

The Bureau of Fire Protection is a government agency under the Department of

Interior and Local Government. The Bureau of Fire Protection Cabatuan Station is a

municipal fire safety agency equipped with trained staffs that are capable on responding

emergency situation and fire prevention. The BFP Cabatuan station is leaded by F/Inspector

Bernard Gawongna. The station is divided into three branches the Operating branch, the

Administration branch, and the Fire Safety Enforcement branch. The operation branch is

headed by SFO1 Renate Lungub, under his supervision.

 MISSION AND VISION

MISSION

We commit to prevent and suppress destructive fires, investigate its causes, enforce the

Fire Code, and other related laws, and respond to man-made and natural disaster and

other emergencies.

VISION

A modern fire service fully capable of ensuring a fire-safe nation by 2034.

 FUNCTION OF THE AGENCY

5
 The Bureau of Fire Protection, Cabatuan Station is the one in-charge of the fire safety

in the municipality. The bureau conduct seminars and lectures about fire prevention and basic

fire suppression on every barangay in Cabatuan, Isabela. The bureau also strictly supervise

quarterly nationwide earthquake and fire drills on schools, barangays, commercial

establishments and government buildings. Inspection and implementation of the Fire Code of

the Philippines is done on business establishment and building construction to ensure the

safety of the people working inside the building.

MAP LOCATION

N A T I O N A L cvNANA
H I G H W A Y

I LOVE CABATUAN
SIGN
PLAYGROUND

MUNICIPAL
MUNICIPAL LIBRARY P N P
SOCIAL HALL
BUILDING Headquarters

BFP
RHU
STATION

6
ORGANIZATIONAL CHART OF THE COMPANY

7
 C. MATRIX OF COMPETENCIES

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
Division of Isabela
CABATUAN NATIONAL HIGH SCHOOL
Cabatuan, Isabela

= o = oOo = o = S E N I O R H I G H S C H O O L = o = oOo = o =
==================================================================
=============================MATRIX OF STUDENTS’ COMPETENCIES
PER SPECIALIZATION

ACCOUNTANCY, BUSINESS AND MANAGEMENT

ACTIVITIES TO BE COMPETENCIES TIME PERSONS REMARK

CONDUCTED FRAM INVOLVE S
E D
 Attend orientation Receive orientation on
program conducted the different processes 8 hours Work
by the business of the business Novemb Immersion
establishment/partne establishment/partner er 17, Teacher
r agency agency 2017
 Familiarize the Industry
management Supervisor
process inside the
department where Work
the learner is Immersion
assigned Students
 Observe
occupational health
and safety as carried
out by the partner
agency
 Observe the Describe the nature of
standard operating the business 8 hours Work
procedures of the establishment/partner Novemb Immersion
business agency er 24, Students
establishment/partne 2017
r agency

8
 Observe the Identify the functions
operation and of offices or 8 hours Work
transactions departments within the Decemb Immersion
conducted in the partner agency er 1, Students
department where 2017
the learner is
assigned
 Assist in records Participate in the
filing activities of the 16 hours Work
 Post in the daily different offices and (Actual Immersion
transactions of the line department that schedule Students
partner agency are responsible for the )
 Attend to the processes
queries of the clients
 Attend to phone
calls as needed
 Operate telefax
machine and
photocopying
machine as needed
 Encode Perform hands-on
communication activities that are 16 hours Work
letters and other related to the skill (Actual Immersion
related business acquired in his/her schedule Students
correspondence chosen field of )
 Check and verify specialization
requirements
presented by clients
 Assist clients in
filling out bank
forms
 Perform customer
service
 Maintain the Perform other required 16 hours Work
cleanliness and tasks based on (Actual Immersion
orderliness of the agreement schedule Students
workplace )
 Record daily tasks Renders reports to the Work
performed in the teacher and the 8 hours Immersion
daily work industry supervisor for (Exit Teacher
immersion journal immersion conferen
 Note feedback and ce) Industry
suggestions given Supervisor
by the work
immersion teacher Work
and industry Immersion
supervisor Students

9
 D. DAILY NARRATIVE REPORT

PRE ORIENTATION (NOVEMBER 16, 2017)

On November 16, 2017, I attended the orientation at our school. The said

event held at Senior High School Building Room # 16. Our Senior High School Coordinator

gave us an advanced knowledge about on the Work Immersion Program. The student listened

very well as our work immersion teachers- Mr. Jovencio C. Carig, Jr and Mrs. Gliezel C.

Escalante discussed the important matters regarding on the immersion.

They discussed what the student need to do in the work place of immersion

and what are the requirements and reports to be submitted. They also taught the student what

are the proper ways to associate with the employee of the company. The student also tackled

the guidelines and the content of Memorandum of Agreement (MOA) and the grading system

for work immersion.

DAY 1 (November 17, 2017)

The student went to the work immersion with their immersion teacher at exactly 8:00

a.m. The supervisor at that moment is not in the station, so the SFO1 Renante Lungub the

officer in- charge. He also informed the students about the Do’s and Don’ts. The supervisors

introduced his crew and their position in the bureau. The supervisor assigned his crew to

discuss the equipment and gears used in firefighting. He also gave a brief introduction about

10
the station. In the afternoon one of the crew discussed the Fire Code of the Philippines where

all the laws about fire prevention and investigation is based. Then, the crew taught the student

on hoe to throw a fire hose and the proper way of folding it. A scenario like firefighting is

done.

DAY 2 (November 18, 2017)

The student went to the immersion site at exactly 7:50 in the morning. The student is

group and went to the Sport Complex. The objective of the simulation is to take down the

three standing Monobloc chair from a distance using the water ejected from the nozzle with

the student geared-up like a firefighter. The group is task to apply what they learned about

fire hose throwing and folding, and using the nozzle. The student finished second fastest

group to finish the task. The simulation is done; the student went back to the station and task

to make an essay about what they observed inside the station. The task is done and the

students are dismissed from the immersion site at exactly 5:00 in the afternoon.

DAY 3 (November 24, 2017)

The student arrived at the work immersion at exactly 7:58 a.m. The supervisor

introduced FO2 Reagan Blanza who is task to continue the lectures about the Fire Code of the

Philippines. FO2 Blanza discussed the laws about fire, after the discussion the student is

given 5 minutes to review all the discussed topics about the Fire Code. Then, the students are

given a ten items quiz regarding the Fire Code. The students are dismissed in the immersion

site at 5:00 p.m..

DAY 4 (November 25, 2017)

The student arrived at the work immersion at exactly 8:00 a.m. The lecturer discussed

about the different classes of fire and their definitions. The lecturer also discussed the

11
definition of fire and the fire triangle. The students are dismissed in the immersion site at

5:00 p.m..

DAY 5 (December 1, 2017)

The student went to the work immersion site at 8:00 in the morning. The student is do

housekeeping works inside the station and around it. The supervisor discussed about the

history of Bureau of Fire Protection in the Philippines. He said that fire response team began

to organize when the London fire incident where many people died because of lack of fire

suppression knowledge. Then, the insignia and rank of every officers and the rules and

procedures for promoting an officer into a higher rank. The supervisor discussed the

evolution of firefighting procedures. The student is dismissed at the immersion site at exactly

5:00 p.m..

DAY 6(December 2, 2017)

The student arrived at the immersion site at 8:00 in the morning. The student went to

the riverside and cleaned all the fire hose, fire coat, boots and trouser. The student together

with the crew ate along the riverside and SFO1 Renate Lungub informed the students that the

other team headed by FO3 Ronilo Alejandro will be the one in- charge for the rest of the days

in the immersion for the year 2017. The students returned to the station and dismissed at

exactly 5:00 p.m..

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DAY 7 (December 8, 2017)

The student arrived at the immersion site at exactly 7:30. The students conduct a

housekeeping activity within the immersion site. The student is informed about the task to be

done on that day. The task is to inspect a business establishment located at Magdalena,

Cabatuan. The bureau received a call from Nueva Era that a storage facility is ablaze. The

crews respond to the fire site and leave the inspection form to the students to fill it up. The

student went to JMB Food Products. The student is assisted by the crew during the

inspections. The students returned to the station and fill the remaining details about the

inspection the students and conclude about the findings done. The student is dismissed at

exactly 5:00 p.m.

DAY 8(December 9, 2017)

The student arrived at the immersion at 8:27 in the morning. The student cleaned the

garden in front of the station. FO3 Lungub provided the gathering tools and the student

helped them in gardening. The student are dismissed at exactly 5:00 in the afternoon.

DAY 9(December 15, 2017)

The student arrived at the immersion at 7:32 in the morning. The supervisor lectures

the student about different knot tying and its purpose. The supervisor performed the

procedures in knot tying then the student performed it by himself. In the afternoon the

supervisor announced a graded performance about the knot tying done in the morning. The

student finished the task then, FO1 Aquino taught the students about different types of knot

13
tying for rappelling from a high building. The student are dismissed at exactly 5:00 in the

afternoon.

DAY 10(December 16, 2017)

The student went to the immersion site at 8:34 a.m. The supervisors inform the

students to inspect the Excel Grain Rice Mill. The task was given by group to inspect the rice

mill, the crew assisted the student in inspecting the rice milling section, the storage section,

the generator section. The student went back to the station and finalizes all the details in the

inspection. The student is dismissed at 5:00 in the afternoon.

DAY 11 (January 05, 2018)

The student went to the immersion site at 7:59 in the morning. The students are called

to the municipal hall to assist on collecting fire safety inspection fee of business

establishment within the locality. The supervisor let the student to compute and collect fees

from the owners. The students also do photocopying business assessment papers. The

students are dismissed from the immersion site at 5:00 p.m.

DAY 12(January 12, 2018)

The students arrived at the station at exactly 8:30 in the morning. The student is

informed about the final examination on all the topics discussed throughout the immersion.

The student went to the municipal hall together with FO2 Ryan Sagun and FO2 Trinidad

14
Arroyo. The student went back to the station and took the exam then, went back to the

municipal hall and continued the work of collecting fees.

DAY 13(January 19, 2018)

The student arrived at the bureau at 7:53 in the morning. The supervisor is scheduled

to interview the student and give remarks on his performance throughout the work

immersion. The student is interviewed and given remarks. Then, the student is dismissed at

5:00 in the afternoon.The student is informed that it is the last day of immersion. The

supervisor gathered the student and conducts a final orientation about the immersion and the

all-out performance of students from Cabatuan National High School. The student prepared a

simple lunch for them and all the staff of the bureau. The student is dismissed at 5:00 in the

afternoon.

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 E. PROBLEMS ENCOUNTERED

 The student had difficulties in doing some task in the bureau because the strand of the

student is not appropriate to the deployment site.

 The student is not well given a time and information about the works related to their

strand.

 Time management within the immersion site is not properly implemented.

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 F. SUMMARY/ CONCLUSION

The immersion student always seem to be curious about what would be the things and

experiences that she is expected to arrive. She always think of what she’s going to do to

choose the right path. Experiencing the kind of work that might be in-lined to her chosen

career is what she wanted before entering post-secondary education.

As the government implemented the Senior High School program, it is obliged to let

the Grade 12 students to have their immersion in different offices depends on what they

chose in the work immersion guidelines. By this, she may be able to experience the real

world in working in an actual workplace. She didn’t expect to do things that she thought she

wouldn’t do well. Work Immersion gave her the opportunity to showcase her working skills.

Work immersion helped her to develop her hidden talent and skills especially in

communicating with other people especially on the staff of the agency. The immersion

student is a shy type person but turned to be a confident one. In doing a job that she had never

done before is somewhat fearful and make her feel nervous. Work immersion helped her to

17
make some adjustments on the time of entering the partner agency. But as time goes by, she

never expected that she enjoyed and love what she’s doing. The love of her officemates is the

main reason why you still manage to smile even how tired you are. Respect, discipline,

collaboration and love is what she had learned in her ten (10) days of unforgettable

experience of work immersion.

G. RECOMMENDATIONS

Based on the experiences of the immersion student, the following

recommendations are hereby given:

For the Administration/Teachers:

1. The administration should deploy the student on the partner agency that will ensure

that the students can apply his learnings from the school.

2. The administration should strictly monitor the student in the immersion site in terms

of time of entry and exit, lessons taught, and activities conducted.

3. The administration should give immersion plan that is appropriated with the strand of

the students.

For the Future Student Immersion:

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 1. The future student immersion should aware on the immersion site she was assigned.

2. The future immersion student should immerse himself to all the staff of the agency or

a company you are working with.

H. PICTORIALS

DAY 1 (NOVEMBER 17, 2017)

19
 Figure 1. The supervisor assigned his crew to discuss the equipment and gears used

in firefighting. Then, the crew taught the student on how to throw a fire hose and the proper

way of folding.

DAY 2 (NOVEMBER 18, 2017)

20
 Figure 2. The student went to the sport complex to apply what they learned about fire
hose throwing and folding.

DAY 3 (NOVEMBER 24, 2017)

21
 Figure 3. The supervisor discussed the laws about fire and lectures about fire
code.

DAY 4 (DECEMBER 01, 2017)

22
 Figure 4. The supervisors discussed about History of Bureau of Fire Protection in the
Philippines.

DAY 5 (DECEMBER 02, 2017)

23
 Figure 5. The student went to the riverside and cleaned all the fire hose, fire coat,
boots, and trouser.

DAY 6 (DECEMBER 8, 2017)

24
 Figure 6. The student went to JMB Food Products to assisted by the crew during the
inspection.

DAY 7 (DECEMBER 15, 2018)

25
 Figure 7. The supervisor performed the procedures in knot tying then the student
performed it by himself.

DAY 8 (DECEMBER 16, 2017)

26
 Figure 8. The student went to the Excel Grains Rice Mill to inspect the rice milling
section, storage section, and generator section. The task was given by group.

DAY 9 (JANUARY 05, 2018)

27
 Figure 9. The supervisor discussed to us the parts of ladder used in rescuing.

DAY 10 (JANUARY 12, 2018)

28
 Figure 10.The student is informed the final examination so that the supervisor
discussed all topic throughout the immersion.

DAY 11 (JANUARY 5, 2018)

29
 Figure 11. Collecting Fire safety inspection fee.

DAY 12 (JANUARY 12, 2018)

30
 Figure 12. Final Examination.

DAY 13 (JANUARY 19, 2018)

31
 Figure 13. The student give remarks on his performance throughout the work
immersion.

32
A pictures with the whole Bureau of Fire Protection OJT students.

I. APPENDIX

33
 Parental Consent

34
 Evaluation of Student’s Readiness

35
36
37
38
 Statement of Personal Goals

39
 Rating Sheet

40
41
 Daily Time Record

42
43
 Certificate of Completion

44
 Curriculum Vitae

45
Name: Princess Anne C. Gervacio
Gender: Female
Age: 17
Address: Saranay Cabatuan Isabela
Birthday: April 17, 2000
Birthplace: Saranay Cabatuan, Isabela
Cellphone Number: 09277435985
Email: princessanne.corpuz17@gmail.com
Civil Status: Single
Father’s Name: Antonio M. Gervacio
Occupation: Farmer
Mother’s Name: Judith C. Gervacio
Occupation: Housewife
Religion: Roman Catholic
Ambition: Flight Attendant
Life quote: Aim High, Fly High

Educational Background
Elementary: Ortiz-Saranay Elementary School
Saranay, Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela, Region II
Expected year of graduation: 2018

46