Status of Implementation and Challenges of the Work Immersion Program in Public Senior High Schools in the Province of Samar

Jasmin Aguado-Aresgo

doi:10.62596/xjcz9g94

Authors

Jasmin Aguado-Aresgo Department of Education, Calbayog City National High School, 6710, Philippines Author

DOI:

https://doi.org/10.62596/xjcz9g94

Keywords:

work immersion program, program implementation, senior high school, challenges, experiential learning, Samar Province

Abstract

This study assessed the implementation of the Work Immersion Program in public senior high schools in the Province of Samar, focusing on two key areas: the status of program implementation and the challenges encountered. Specifically, it examined how the program is carried out in terms of objectives, partner institutions, partnership, deployment, and monitoring and evaluation, and identified the major issues affecting its effectiveness. A descriptive research design was employed, involving school implementers, work immersion teachers, and students as respondents. Data were collected using a structured questionnaire and analyzed using appropriate descriptive and inferential statistical tools. The findings revealed that the Work Immersion Program is implemented at a high to very high level across all components, indicating the presence of structured systems and effective operational processes. However, variations in perceptions among stakeholders, particularly between implementers and students, suggest inconsistencies in how the program is experienced at the learner level. The study also identified key challenges, with financial constraints, limited partner institutions, and coordination issues emerging as the most significant factors affecting program delivery. The study concludes that while the program is structurally effective, improvements in resource support, partnership development, and learner-centered implementation are necessary to enhance its overall impact and sustainability.

References

Acut, A. (2023). Work immersion performance appraisal and evaluation of Grade 12 STEM students in science and technology-based industries. Journal of Physics: Conference Series, 1835(1), 012013. https://doi.org/10.1088/1742-6596/1835/1/012013 DOI: https://doi.org/10.1088/1742-6596/1835/1/012013

Amper, J. (2022). Perceptions and experiences of ABM and TVL students in work immersion programs. Journal of Education and Social Sciences, 14(2), 55–70.

Anajao, J., Cruz, M., & Santos, R. (2025). Industry feedback on work immersion: A qualitative exploration. International Journal of Innovative Research in Education. https://rsisinternational.org DOI: https://doi.org/10.47772/IJRISS.2025.903SEDU0293

Batangas State University. (2017). Batangas State University student handbook. Office of Student Affairs and Services.

Borling, K., Lozarito, N., Lagdamen, Q. V. B., Garido, J. F., & Besa, A. (2023). Implementation of work immersion and its effects on the social development of senior high school graduates. Indonesian Journal of Educational Research and Technology, 3(3), 167–172. DOI: https://doi.org/10.17509/ijert.v3i3.50086

Buenaventura, A. R., et al. (2019). Stakeholder engagement and challenges in work immersion programs.

Bustamante, R. (2019). Work immersion implementation and student learning experiences in senior high school. Philippine Journal of Educational Research, 11(1), 23–38.

Cabile, J. R., Jr. (2024). Work immersion programs and student preparedness for employment.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Cherry, K. (2018). Experiential learning theory: Definition and stages. Verywell Mind. https://www.verywellmind.com/experiential-learning-theory-2795152

College of Charleston. (2017). Internship program overview and student experiential learning guidelines.

Commission on Higher Education. (2013). CHED Memorandum Order No. 46, s. 2012: Policy-standard to enhance quality assurance in Philippine higher education. https://ched.gov.ph

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791 DOI: https://doi.org/10.1080/10888691.2018.1537791

Dela Cruz, M. P., & Permejo, R. A. (2020). Work immersion and workplace readiness of senior high school students.

Department of Education. (2015). DepEd Order No. 8, s. 2015: Policy guidelines on classroom assessment for the K to 12 basic education program. https://www.deped.gov.ph

Department of Education. (2015). DepEd Order No. 40, s. 2015: Guidelines on K to 12 partnerships. https://www.deped.gov.ph

Department of Education. (2016). K to 12 toolkit: Senior high school curriculum guide. https://www.deped.gov.ph

Department of Education. (2017). Guidelines for work immersion implementation in senior high school. https://www.deped.gov.ph

Department of Education. (2017). DepEd Order No. 30, s. 2017: Guidelines for work immersion. https://www.deped.gov.ph

Department of Education. (2017). Policy guidelines on daily lesson preparation for the K to 12 basic education program (DepEd Order No. 42, s. 2016). https://www.deped.gov.ph

Department of Education. (2018). DepEd Order No. 039, s. 2018: Clarifications and additional information to DepEd Order No. 30, s. 2017. https://www.deped.gov.ph

Department of Labor and Employment. (2016). Employment situation and skills mismatch in the Philippines. https://www.dole.gov.ph

European Centre for the Development of Vocational Training. (2020). Vocational education and training in Europe: Country reports and policy developments. Publications Office of the European Union. https://www.cedefop.europa.eu

Figueras, A. A., & Mendoza, B. B. (2020). Title of the article in sentence case. Title of Journal, volume(issue), page–page. https://doi.org/

Fitchburg State University. (2019). Internship and career readiness programs. https://www.fitchburgstate.edu

Flores, A., & Dela Cruz, J. (2024). Learners’ adaptive strategies in overcoming work immersion challenges. Asian Journal of Technical and Vocational Education, 9(3), 88–101.

Flores, J., & Dela Cruz, A. (2025). Exploring the challenges of work immersion among senior high school learners. International Journal of Research and Innovation in Social Science. https://rsisinternational.org DOI: https://doi.org/10.47772/IJRISS.2025.90400174

Guadalupe, R. (2024). Coping strategies and challenges in work immersion programs among senior high school learners. Journal of Education and Work Studies, 12(2), 45–60.

Icban, A. S. (2019). Fit or misfit: Employability of the technical-vocational-livelihood students through their work immersion. ASTR Research Journal, 3(1), 48–76.

Indiana University of Pennsylvania. (2018). Internship handbook / internship guidelines.

Insorio, M. P., et al. (2021). Holistic development of students through experiential learning programs.

International Labour Organization. (2017). Global employment trends for youth 2017: Paths to a better working future. https://www.ilo.org

Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.

Macalintal, J. P., & de Chavez, R. M. (2023). Student preparedness and challenges in work immersion programs.

Mapalo-Mina, M., & Sermona, L. (2022). Challenges encountered by senior high school students during work immersion. Asian Journal of Education and Training, 8(4), 112–125.

Monis, L. P. (2024). Barriers and interventions in work immersion implementation in technical-vocational education. International Journal of Educational Development, 18(1), 102–118.

Montemayor, E. (2018). Strengthening senior high school implementation through work immersion and industry partnerships. Department of Education, Philippines.

Official Gazette of the Republic of the Philippines. (2013). Republic Act No. 10533: Enhanced Basic Education Act of 2013. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Oreta, J. D., & Briones, K. L. (2021). Implementation of work immersion and its impact on students’ competencies.

Organisation for Economic Co-operation and Development. (2018). The future of education and skills: Education 2030. OECD Publishing. https://www.oecd.org/education/2030-project/

Organisation for Economic Co-operation and Development. (2021). Education at a glance 2021: OECD indicators. OECD Publishing. https://www.oecd.org/education/education-at-a-glance/

Pequit, J. B., & Sanson, A. T. (2024). Students’ performances in work immersion in Baliwasan Senior High School: A case study. International Journal of Research and Scientific Innovation, 11(7), 576–601. https://doi.org/10.51244/ijrsi.2024.1107044 DOI: https://doi.org/10.51244/IJRSI.2024.1107044

Philippine Statistics Authority. (2016). Labor force survey: Annual report 2016. https://psa.gov.ph

Republic of the Philippines. (2003). Republic Act No. 9231. https://www.officialgazette.gov.ph/2003/12/19/republic-act-no-9231

Robie, P. (2021). Employer expectations and student competency development in work immersion programs. Journal of Technical and Vocational Education, 13(3), 45–59.

San Antonio, D. (2022). Guidelines and implementation of work immersion in the post-pandemic educational setting.

Sebek, R., & Jones, M. (2019). Industry collaboration and its impact on student immersion experiences.

Tengco, M. (2025). Policy gaps in Senior High School work immersion and employability outcomes. International Journal of Educational Policy Studies. https://researchgate.net DOI: https://doi.org/10.5861/ijrse.2025.25245

The Asia Foundation. (2018). Work immersion: Real world experience at senior high. Coalitions for Change Program. https://asiafoundation.org/program/coalitions-for-change

UNESCO. (2015). Technical and vocational education and training for the twenty-first century. https://www.unesco.org

UNESCO. (2021). Reimagining our futures together: A new social contract for education. https://www.unesco.org

Vecino, A. A., & Doromal, B. B. (2020). Challenges in work immersion implementation among senior high school students. International Journal of Educational Studies, 12(3), 45–58. DOI: https://doi.org/10.52006/main.v3i2.154

Victory Christian School. (2015). Work immersion and student development. https://www.victorychristianschool.edu

Wadsworth, B. J. (1996). Piaget’s theory of cognitive and affective development: Foundations of constructivism (5th ed.). Longman.

World Economic Forum. (2020). The future of jobs report 2020. https://www.weforum.org/reports/the-future-of-jobs-report-2020