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Reflection On The Work Immersion of Senior High Students

Work immersion has been included as a requirement in the Philippines' K-12 education program to better align the curriculum with developing workforce needs. Through work immersion, senior high school students can gain experience in careers related to their field of study and explore alternative career options. However, there are currently no clear standards between academic institutions, the government, and private businesses regarding learning goals and training requirements for work immersion. As a result, businesses often find graduates lack necessary skills. Strategic agreements are needed to develop clear objectives, expectations, and methods for verifying learning and monitoring work immersion programs.

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Vic Tivar
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883 views2 pages

Reflection On The Work Immersion of Senior High Students

Work immersion has been included as a requirement in the Philippines' K-12 education program to better align the curriculum with developing workforce needs. Through work immersion, senior high school students can gain experience in careers related to their field of study and explore alternative career options. However, there are currently no clear standards between academic institutions, the government, and private businesses regarding learning goals and training requirements for work immersion. As a result, businesses often find graduates lack necessary skills. Strategic agreements are needed to develop clear objectives, expectations, and methods for verifying learning and monitoring work immersion programs.

Uploaded by

Vic Tivar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TIVAR, VICTORIO C.

MAME

Reflection on the Work Immersion of Senior High Students

The K–12 Basic Education Program aims to help students acquire the skills, work ethic, and
values necessary for continuing their education or entering the workforce. Work Immersion has
been included as a requirement in order to better align the curriculum's core subjects with the
country's development goals. With the help of this topic, students will have the chance to
familiarize themselves with the workplace, practice using their skills in real-world settings, and
simulate their employment. A senior high school student must participate in work immersion in
a field that is closely related to their postsecondary objective. Students are exposed to and
familiarized with the working world in their area of expertise through work immersion, which
improves their competency.

The students are able to improve their technical knowledge and skills, enrich their
communication and interpersonal skills, and develop positive work habits, attitudes, and an
appreciation for and respect for work. They are also able to gain relevant and practical
industrial skills under the supervision of industry experts and workers. These equip them to
handle the demands and difficulties of job or further study following graduation.

Academic institutions face difficulties, especially when it comes to the skills, they developed that
do not meet the demands of business. Due to a mismatch between work requirements and
graduates' skill sets, many graduates today are unable to fill vacant positions. Many of these
talents, including technical, human resource, and conceptual ones, are taught in academic
institutions. In addition, programs for on-the-job training might help to reinforce these same
skills.

Students can get experience in careers related to their chosen academic degrees and open up
alternative prospective career options toward gainful employment through work immersion
during their senior year of high school.

In view of this, several universities and colleges conduct their work immersion programs at
national government organizations and private institutions. Due to the significance of this
training program, it is necessary to make sure that the assignments and mentorship that
TIVAR, VICTORIO C.
MAME

students receive while completing their training at these private and public institutions are given
appropriately.

Despite this understanding, it appears that there are no clear standards between academic
institutions, the government, and participating business partners about the precise learning
goals and training requirements of students who are recommended to non-governmental
organizations for training. Additionally, unethical activities in government undermine the value
and educational outcomes of work immersion programs by assigning students to unimportant,
unstructured duties.

As a result, when employing new employees, businesses and employment agencies discover
that they lack the necessary skills. In the case of private enterprises, this is also accurate. In
light of this, it is essential that strategic agreements be made between academic institutions
and both the government and private businesses, focusing on the development of clear
objectives, clear expectations, establish methods of learning verification, and effective
monitoring and implementation specifically for the work immersion programs.

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