PART 1: IMPORTANT POINTS IN WORK IMMERSION

INTRODUCTION

A country or nation that needs to progress, like our pearl of the Orient
Seas, land of our rebirth, republic system, or our cherished, needs to do all
that element to break the gateway of third-world nation. Good governance
requires the aspects of proper education, health, nature, and good economics.
Because the government relied on the Basic Education Curriculum, the
Philippine educational system has always been subpar. Since the Department
of Education updated the BEC to the K–12 curriculum, education has been
innovated and is now at a higher level. To meet the goals of excellent
economics, adding two extra years to the ten-year educational requirement is
far preferable.

One of the subjects covered in K–12 education is work immersion, and

students in their senior year of high school are qualified to participate in this
activity. Under the direction of the school head and the appointed staff of the
partner institution, it consists of 80 hours of work experience for students to
expose them to the realities of the workplace and to enhance the competences
offered by the school. Work immersion is the tertiary equivalent of an
internship. The students will benefit from this program as they become more
familiar with the industry, participate in workplace simulations, and put their
skills to use in their areas of expertise. The significance of this curriculum is
in providing students with a platform to develop through practical
experience.The students benefit by gaining knowledge and experience that
can advance their professional development.

The best challenge in working immersion is gaining some experience.

As student immersionists, they might utilize it as inspiration or motivation as
they advance in their chosen fields of specialization. They will benefit from it
in their quest to become outstanding and competent members of society in the
future. This compilation included the experiences the immersionist had while
working at the Department of Environment and Natural Resources'
Community Environment and Natural Resources Office in Camiling.
 OBJECTIVES

The K to 12 Basic education programs’ purpose is to discover, improve

and develop the learners Learning Competencies and to acquaint the student
to a real life work place environment .This will help to explore the
relationship between knowledge and skills a certain student.
1. Appreciate the importance and application of the principles and
theories learned in school.
2. For employment simulation; and
3. Enhance their technical knowledge and skills.
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.
Work Immersion gives them a chance to put what they've learned to the
test, and they acquired knowledge outside of the classroom. In work
immersion, learners are not only able to apply their previous training but are
also able to experience a social interaction in work environment. Their
experienced 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 objects 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 the
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 limit of work immersion in the context of
basic education when building relationships work immersion partners
 VALUES AND ARTIBUTES OF THE STUDENTS

Here are some characteristics and qualities that will help you advance
and have a meaningful experience as a student who is immersed in the
workplace.

Be RESPONSIBLE since everyday goals must be met in a workplace

atmosphere. As crucial as it is, you should participate in the process in some
way. Make sure you deliver your task on time, with commitment, and with
high quality

Be ADAPTABLE; there are dynamic actions and processes at work.

Be willing to adapt to change. For instance, you might have been given the
task of finding sponsorship for a marketing event due to a lack of funding.
When requesting sponsorship, you might wish to become more skilled at
negotiating.

Even though you are a student participating in a work immersion, it

would be excellent to show PROFESSIONALISM. Attend meetings and work
on time; dress well; monitor your language; and abide by corporate standards.

Attendance is vital, so always keep that in mind. Punctuality For a

business, time is equivalent to money; arrive at work promptly and advise
management of any anticipated absences:

excellent CHARACTER, which reflects who you are, should be

practiced constantly. Bad character leads to a bad reputation, and a person
with excellent character is always marketable. Trustworthiness, loyalty, and
honesty are a few positive character traits. dependability, initiative, self-
control, and responsibility for oneself.
 Always have TEAMWORK, understand the basic of team, know what
does a collaboration means, and know each member's role. Some good ways
to ensure an efficient team are, respecting the rights of others, being a team
player, being cooperative, being assertive, exhibiting mannerly behavior.

ACCEPTANCE and NETIQUETTE, physical/web appearance reflects

professionalism, more than a pretty face, the preferred quality of your
appearance varies. It depends on your area of work, and the appearance
include hygiene, and manners are also a competent of appearance

ATTITUDE and CRITICAL THINKING, attitude affects performance,

"think" "do" and "feel", know how self-confidence and situations shouldn't
affect attitude.
RODUCTIVITY, study and know safety practices, keep your work
area, clean,

following directions gives advantages, conserves materials.

COMMUNICATION, practice an effective and good communication,

avoid communication barriers, and have cautious with non-verbal and verbal
communications

COOPERATION, learn to work with coworkers, use leadership skill,

encourage coexistence, learn to manage conflict. Managing conflict means
one thing, confrontation, ways to manage conflicts include avoidance,
accommodation, force and bargaining.

RESPECT, accept and not just tolerate diversity, don't partake in

offensive "conduct, and a sexual harassment is never acceptable, harassment
is a matter of perception.
 In the workplace certain skills are important. The knowledge and
application of work ethics can really help you in improving your marketability
and productivity.
PART 2: THE WORKPLACE
 COMPANY PROFILE

TARLAC ELECTRIC COOPERATIVE INCORPORATED

ACRONYM TARELCO I

BUSINES ADDRESS AMANCALAN, GERONA TARLAC

TELEPHONE NO. (045)491-5976; 931-0971

FAX NO. (045)491-5975; 931-0974

GENERAL MANAGER MR. ALLAN G. BERMUDEZ

BOARD PRESIDENT MR. ALONZO M. ICMAT JR.

YEARS IN OPERATION 44 YEARS (AND COUNTING)

COVERAGE 13 TOWNS OF TARLAC, AND 2

TOWNS FROM NUEVA ECIJA

OPERATING DATE JUNE 1,1975

GRID LINE LUZON GRID

TYPE OF SERVICE Electric POWER SERVICE

PRODUCT/SERVICES OFFERED ELECTRICITY

 COMPANY HISTORY

The 65th project under the government's "RURAL ELECTRIFICATION

PROGRAM" was TARELCO I. The institution was built with funding from the
National Electrification Administration (NEA), with an initial loan of $7,350,000 to be
spent and operations to begin. The lighting or operation began on June 1, 1975, in
combination with franchising with additional power plants, implying an expanding or
broadening of TARELCO I's range. These are San Manuel, Pura, Ramos, Victoria,
Cuyapo (Nueva Ecija), Camiling, Sta. San Clemente, Ignacia, and Mayantoc. When
TARELCO I seized San Jose Tarlac in March 1992. TARELCO I now consists of
thirteen (13) Tarlac towns and two (2) Nueva Ecija towns.

COMPANY VISSION AND MISSION

VISION

A premier electric distribution utility providing

state-of-the-art service by 2025.

MISSION

TARELCO I is committed to deliver quality electric

services at a reasonable cost for consumers delight

towards countryside development.

COMPANY ORGANIZATIONAL CHART

 TARELCO I BOARD OF DIRECTORS
AMANCALAN, GERONA TARLAC

NAME POSITION
Mr. Doroteo DC. Gonzales President
Mr. Cecilio S. Espiritu Vice – President
Mr. Efren B. Dumual Treasurer
Mr. Pablo E. Dongol Secretary
Mr. Antonio C. Perez, Jr. Vice- secretary
Mr. Ariel E. Ramos Public Relation Officer
Ms. Julie P. Icmat Board member

MANAGEMENT STAFF
NAME PART
Mr. Allan G. Bermudez General Manager
Engr. Rodolfo R. Tal Placido, Jr. Technical Service
Engr. Virginia V. Beltran Institutional Service Manager
Ms. Alice C. Baldoz Finance Service Manager
Mr. Francis Owen D, Dizon Internal Auditor
Engr. Roland DJ. Reyes Camiling Area Manager
Engr. Dennis Allan S. Madamba Cuyapo Area Manager
Engr. Lucky R. Bagsic Moncada Area Manager
Engr. Melchor C. Soriano, Jr. Paniqui Area Manager
Engr. Edwin D. Sembrano Sta. Ignacia Area Manager
Engr. Danny L. Malonzo Victoria Area Manager

COMPANY CORE VALUES AND VIRTUE

VIRTUE (C.H.R.I.S.T D’ K.I.N.G)

Courage

Honesty / Hardwork

Responsibility

Integrity

Solidarity / Selfless Love

Trustwothiness

Discipline

Knowledge

Initiative

Nobility

Godliness

VALUES

(SYNERGY)

Solidarity in Yearning for Excellence thru Nobility, Effectiveness, Respect, And

Godliness, YES!

PRODUCT SERVICE DESCRIPTION

 Tarlac Electric Cooperative Incorporated (TARELCO I) is a provider and
distributor of electricity. It provides electrical power supply from power plants to its
consumers' homes. Aside from power delivery, it also provides electrification,
electricity maintenance, and, because it is a cooperative, it also provides insurance and
other services to its members.

Power is collected from various power providers, power plants, and dams
throughout Luzon, and is carried by a grid from NGCP (National Grid Corporation of
the Philippines) and delivered to Tarelco 1's power storage, as well as from the various
households it serves.

Its power supply was derived from both renewable and non-renewable sources.
San Miguel Corp. (SMEC) and Tarlac Electric 1 cooperative Inc. were approved by
the Energy Regulatory Commission for a power supply contract on December 25,
2013. Energy was supplied by Masinloc Power Partners Cp. Ltd. (MPPCL) with 14.36
MW and GNPowers Mariveles Coal Power Plant (GMCP) with 20 MW, for a total
power delivery cost of 35.56 MW.

LOGO AND ITS MEANING

The green background represents the company's involvement with nature, while
the yellow outline represents power or the product offered. The fifteen (15) grid lines
on its background represent the 15 municipalities covered by Tarelco one, which are
as follows: Anao, Camiling, Gerona, Mayantoc, Paniqui, Pura, Moncada, Ramos, San
Clement, San Jose, San Manuel, St. Ignacia, and Victoria in Tarlac, and Cuyapo and
Nampicuan in Nueva Ecija, and some part of Guimba and Licab in Nueva Ecija.

COMPANY PARTNER

The TARLAC ELECTRIC COOPERATIVE (Tarelco 1) is under the

regulation of Energy Regulatory Commission of The Philippines, whereas they are
founded under NEA ( National Electrification Administration).
The company was being in partnered with SMEC (San Miguel Electric
Corporation ) to provide the needed power supply.
In terms of payment/ billing the company were being in partnered with
BDO,ChinaBank, etc. That in partnered them in collection of electric bills, since BDO
is the loaned and other guaranteed fund partner of Tarelco 1.
Last December025, 2013 finally, the ERC ( Energy Regulatory

Commission) approved the contract of Masinloc Power Partners Cp. Ltd. (MPPCL)

and GNPowers Mariveles for the additional power supply.

Therefore, the maintenance and cleaning, and other grid service are

responsibility and part of NGCP ( National Grid Corporation of the Philippines) that’s

why there are some rotational maintenance shutdown.

NPC GENERATION (GENCO)

(NATIONAL POWER CORPORATION) TRANSMISSION

(TRANSCO)

TRANSMISSION
(TRANSCO)
EDU
(Electric Distribution Utility)
TRANSMISSION
(TRANSCO)

Company Target Clientele

The company (TARELCO 1) target market, since it is a non-stock,

non-profit and service-oriented group that committed to provide electric power

supply. Its target clientele was the all the different household, business estab-

lishments, and other public and private entities that in need of power supply.

Therefore, its service is not limited only for Tarlac area, as stated

above, some part of Nueva Ecija was also a client of Tarelco 1.

On the other hands, Tarelco was a broad semi-Private company,

that’s why it was divided in many sub-stations, in each municipality it covers,

therefore its main station was in Amancalan, Gerona Tarlac.

Location of the company

Tarelco 1's main office was located in AMANCALAN, GERONA TARLAC,

hence TARELCO I has numerous sub-stations in different municipalities throughout
Tarlac and in some parts of Nueva Ecija. It is located in the municipalities of Anao,
Camiling, Gerona, Mayantoc, Paniqui, Pura, Moncada, Ramos, San Clement, San
Jose, San Manuel, St. Ignacia, and Victoria in Tarlac, and Cuyapo and Nampicuan in
Nueva Ecija, as well as some parts of Guimba and Licab in Nueva Ecija.
Company Rules and Regulations
1. ERC resolution no. 23, series of 2010, a resolution adopting the implementation of
the discounted to qualified senior citizen end-users and subsidy from subsidizing end-
users on electricity consumption under section 4 and 5 of republic ac no. 9994.
2. ERC resolution no. 20 series of 2005, implementing the recovery of value added tax
(VAT) and other provisions of the republic act no. 9337 affecting the electric power
industry (November 07, 2005

3. ERC approval, for ERC case no. 2009-118 RC in the matter of application for
approval of an adjustment in rates under the rules for setting electric cooperative
wheeling rates (RSEC-WR) with prayer for provisional authority, TARELCO II
(1/20/2010)

4. ERC approval for ERC case no. 2001-972, in the matter of the application for
approval of the unbundled rate pursuant of the provision of republic act. No. 9136,
TARLAC II electric cooperative inc. (TARELCO II) applicant (February 18,2004)

5. Implementing rules and regulation for Magna Carta for residential electricity
consumers.

6. Amendments to magna carta for residential electricity consumers.

7. Republic act. No. 9136 The Electric Power Industry Reform Act.

8. Implementing rules and regulation of republic act no. 9136 the electric reform act.

COMPANY TRUST AND POLICY DIRECTION

Policies
1. Responsible in risk management

2. To counter corruption

3. Avoiding Conflicts of interest

4. Anti Bribery

5. Providing accurate records, reports, and accounting

6. Protecting Physical and financial assets

7. Anti-money Laundering

8. Respecting other people of the company

9. Occupational health and safety

10. Respect, dignity, and fair treatment

11. To protect personal Information of clients

12. Prevent Insider Trading

13. Personal Data Privacy

14. Responsible Innovation

15. Responsible Marketing and Product Quality Assurance

16. Responsible sourcing

17. Fair Competition

18. Conflict of interest Policy

19. Disconnection Policy

20. Insiders tradings Policy

PART 3:MEMORANDUM OF AGREEMENT(MOA)

November 13, 2018

Date

NON GOVERNMENT ORGANIZATION

MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNER-

SHIP

This Memorandum of Agreement is entered into this 13thday of November, 2018 in

Bilad High School (BHS) Municipality of Camiling, Tarlac, by and between:

The Bilad High School, with School Identification Number 300952 a public high
school, with principal address at Bilad Camiling, Tarlac, represented in this Agree-
ment by its Principal- I, SUSANGRES P, PASCUA, Ed.D. , Filipino of legal age,
and hereinafter referred to as the Bilad High School;

-and-
TARELCO 1 SUB-STATION OFFICE, a private company constituted and regis-
tered in the Philippines, located in Camiling, Tarlac, represented in this Agreement
by its Manager, DANNY MALONZO, Filipino, of legal age, hereinafter referred to
as the “NGO”.

WITNESSETH:

WHEREAS, the Department of Education of the Philippines, hereinafter referred to

as “DepEd”, is the primary government instrumentality mandated to formulate, imple-
ment, and coordinate policies, plans, programs and projects in the areas of formal and
non-formal basic education; supervise all elementary and secondary education institu-
tions, including alternative learning systems, both public and private; and provide for
the establishment and maintenance of a complete, adequate, and integrated system of
basic education relevant to the goals of national development;

WHEREAS, DepEd has introduced the K to 12 basic education reform program that
includes Senior High School, hereinafter referred to as “SHS”, with the major objec-
tive of ensuring that graduates of basic education are ready for employment, en-
trepreneurship and higher learning;

WHEREAS, the SHS curriculum can be customized at the local levels taking into
consideration the needs of local industries and the labor market;

WHEREAS, DepEd believes that for the effective delivery of SHS instruction, there
is a need for school-industry partnerships that will provide the school the necessary
expertise and venue for practical, on-the-job, enterprise-based training for SHS learn-
ers;

WHEREAS, DepEd started implementation of SHS in School Year 2016-2017.

WHEREAS, BHS is among those that offered SHS to students in the community to
carry out DepEd’s objectives for SHS as spelled out above;

WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work Im-
mersion Partnership with the NGO;

WHEREAS, the NGO operates in the area where the School is located and has of-
fices, facilities, project sites, and expertise that it can make available to the SCHOOL
for purposes of student work immersion;

WHEREAS, the NGO considers going into a work immersion partnership with the
School as part of its mission to create a positive impact on the community, especially
the young people;

WHEREAS, the NGO recognizes the need for a work immersion environment that is
safe for the students and teachers, and conducive to learning, and has the capability to
provide these;

WHEREAS, the SCHOOL and the NGO, hereinafter collectively referred to as “the
PARTIES”, undertake to collaborate for the successful implementation of the SHS in
Municipality of Camiling cognizant of the need for special protection of the child and
with the best interest of the SHS learner at heart;

NOW, THEREFORE, for and in consideration of the foregoing premises, the PAR-
TIES hereby agree as follows:

DESCRIPTION OF THE WORK IMMERSION PROGRAM

With the passage of the Enhanced Basic Education Act of 2013 or Republic Act
10533, the DepEd was tasked to implement the K to 12 Program, essentially adding
two (2) years of specialization within the Basic Educational System;

The DepEd designed the implementation of RA 10533 within the framework of in-
creased community involvement in the learner’s experience;

With this premise, the DepEd, offers venues for various stakeholders to participate in
the implementation of RA 10533 and, the same offer, accepted by the PARTIES
herein;

The Work Immersion Program is one of the course requirements for graduation. A
SHS student has to undergo work immersion in a business organization or establish-
ment with work requirements related to the specialization. Through work immersion,
the students are exposed to and are familiarized with the work-related environment re-
lated to their field of specialization. Specifically, the students are able to:

1. Gain relevant and practical industrial skills under the guidance of industry ex-
perts and workers;

2. Appreciate the importance and application of the principles and theories taught
in the classroom;

3. Enhance their technical knowledge and skills;

4. Prepare them to meet the needs and challenges of employment, entrepreneur-

ship, or higher education after their graduation.
I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP

The Work Immersion Partnership has the following objectives:

1. To supplement the formal curriculum of the SHS program with special inputs com-
ing from the NGO experts and practitioners in order to make the SHS program aligned
and consistent with work standards;

2. To develop in the students of the SHS program the knowledge and skills that are
relevant to the needs of the job market in the area.

3. To provide SHS students relevant learning experiences by giving them exposure to

the actual workplace setting.
 4. To form Work Immersion Partnership between the SCHOOL and the NGO, al-
lowing the students, faculty, and staff of the schools concerned will be allowed
the use of and access to the NGO workplace and equipment as part of their
Work Immersion Program.

II. RESPONSIBILITIES OF THE PARTIES

A. Joint Responsibilities

Both the SCHOOL and the NGO shall:

1. Create a joint working group that will prepare the action plan to operationalize the
partnership.

2. Form a joint steering committee to monitor the progress of the partnership and to
make sure that the provisions of this Memorandum of Agreement (MOA) are met.

3. Adhere to all laws, memoranda and circulars pertaining to child protection.

4. Develop the students’ Work Immersion module specifying goals and objectives, de-
sired outcomes of the program and how these outcomes will be achieved, also noting
the specific knowledge, skills, attitudes and competencies that the student should ac-
quire after completing the program.

5. Develop a Work Immersion Daily Schedule of Activities that will be followed by

the students during the whole duration of the Work Immersion inside the NGO.

6. Formulate local school work immersion policies and guidelines on selection, place-
ment, monitoring, and assessment of students (immersion participants), in order to en-
sure that each student is assigned to an immersion partner matched to his/her desired
track, qualifications and aptitude.

B. Responsibilities of the SCHOOL

The SCHOOL, shall:

1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s which
will be the subject of the partnership.
 2. Make the needed adjustments to contextualize the SHS subjects based on in-
puts coming from the NGO.

3. Designate a person who will be in-charge of coordinating with the NGO and
supervising the activities of the students for the duration of the Work Immer-
sion Program.

4. Continue to exercise its Special Parental Authority under the Family Code over
the Senior High School student under immersion in the premises of the partner.

5. Monitor each student’s progress throughout the duration of the entire work im-
mersion program so as to make sure that the tasks assigned to each student are
meaningful, challenging, and applicable to his/her particular programs and are
able to maximize the quality of the learning experience.

6. Provide the NGO an evaluation tool for the students’ immersion performance.

7. Issue a final grade to the student upon completion of the requirements within a
prescribed period.

8. Ensure that the student will adhere to the non- disclosure policies of the NGO

as agreed to by the School.

9. Provide signed Consent forms from the students’ parents as applicable.

10. Provide the NGO a Certificate of Participation in the SHS program for what-

ever purpose it may serve.

11. Execute a deed of acceptance as a way of recognizing and acknowledging the

donation/s received from the NGO.

C. The NGO shall:

1. Assign a competent Immersion Coordinator from the Cooperative to liaise with the
School and supervise the students without prejudice to the special parental authority of
the school, its administrators and teachers for the duration of the work immersion pro-
gram so as to ensure efficient implementation of all stages of the program.
2. Provide inputs into the curriculum through the discussions or workshops that
DepEd will organize.
3. Lend its expertise by making available its resident resource persons to provide
training to the students.
4. Allow the students to be deployed to the different sections/departments/project sites
of the NGO based on the Work Immersion Daily Schedule of Activities.
5. Agree to the required number of hours of the immersion program set under the
DepEd SHS curriculum.
6. Provide immersion opportunities for BILAD SENIOR HIGH SCHOOL students
for School Year 2018-2019.
7. Provide students with an orientation about the NGO, its line of business, and the
work its employees do, and expose them to the various stakeholders of the community
in which the NGO operates for the students to get a holistic understanding of its busi-
ness.
8. Similarly ensure that students undergo training related to their course, and provide
the students with work or activities that are varied and applicable to their field of
study.
9. Make its workplace and facilities available to students, and shall similarly take all
necessary action to ensure the safety of students within their areas of operation at all
times, which shall include, but shall not be limited to, the provision for Personal Pro-
tective Equipment (PPE’s), if applicable. Ensure that the students will not be exposed
to hazardous materials and working environment throughout the duration of the im-
mersion.
10. Evaluate students’ performance in the immersion venue by accomplishing pro-
vided evaluation tool
11. Issue a Certificate of Completion to the student trainees upon satisfactory compli-
ance of all requirements of the program.
12.Execute a deed of donation in favor of DepEd for the completed Work Immersion
Partnership.
III. EFFECTIVITY

This agreement shall hold for the duration of 1 year from 2018- 2019 Academic
School Year and is renewable every year. The NGO and the SCHOOL shall submit
their intention for renewal of this agreement through formal notice within thirty (30)
days before the expiration of this Agreement.
The NGO and the SCHOOL reserve their respective rights to terminate their participa-
tion in the agreement after the duration of this Agreement through formal written no-
tice within thirty (30) days before the effectivity of the termination. Both parties shall
turnover all deliverables agreed thereto in the Work Immersion Program. Termination
shall be subject to the mutual agreement between the parties.

IV. LIABILITY

The school, its administrator and teachers exercising authority and supervision over
the Senior High School Student undergoing immersion in the premises of the partner
may be held accountable for the student’s acts.
Each party shall answer for losses and damages arising from any accident, act, or
omission directly attributable to its fault or negligence, which may cause death or bod-
ily injury to any persons, or loss or damage to property, by or on account of the per-
formance of the respective obligations by the parties pursuant to this Agreement. Such
responsibility shall continue to remain that of the responsible party’s even after the
termination of this agreement, if such losses and damages were incurred during the ef-
fectivity of this agreement.
The DepEd shall not be liable for opportunity losses of the NGO during the duration
and after the termination of this agreement.

V. NON-DISCLOSURE PROVISION

It is expressly understood by DepEd and the students that all information on technol-
ogy, manufacturing process, process standards, quality assurance methodologies, qual-
ity standards, production capabilities, raw material purchasing, marketing, finance,
and all other related documents, manuals, operational and technical matters that the
NGO shall make available to them shall be used for the sole purpose of student train-
ing. All of these matters are classified as confidential in nature and proprietary to the
NGO and thereby each student hereby undertakes to prevent transfer of such informa-
tion by any of its members to any party outside of the NGO.

VI. OTHER PROVISIONS

It is expressly understood by the PARTIES that the NGO is not obliged to pay wage
or salary since there is no employer-employee relationship that exists. However, the
NGO is not precluded from providing the student with any monetary or financial as-
sistance in the form of transportation fee, food allowance, etc.
In determining the existence of an employer-employee relationship, the following ele-
ments are considered: (1) the power to hire; (2) the payment of wages; (3) the power
to dismiss, and (4) the power to control the employee’s conduct, with the control test
generally assuming primacy in the overall consideration.
No employer-employee relationship exists between the student and the partner in
work immersion if all the following criteria are met:
1. The training, even though it includes actual operation of the employer’s facilities, is
similar to training provided in an educational program;
2. The training is for the benefit of the student;
3. The student does not displace regular employees, and works under close supervi-
sion;
4. The students are not entitled to a job at the conclusion of the training period and are
free to take jobs elsewhere in the same field;
5. Any clinical training is performed under the supervision and direction of people
who are knowledgeable and experienced in the activity;
6. The training is general, and qualifies the student to work in any similar business. It
is not designed specifically for a job with the employer that offers the program;

7. The screening process for the immersion program is not the same as for employ-
ment, and does not appear to be for that purpose. The screening only uses criteria rele-
vant for admission to an independent educational program; and
8. Advertisements, posting, or solicitations for the program clearly discuss education
or training, rather than employment, although employers may indicate that qualified
graduates may be considered for employment.

FOR THE SCHOOL: FOR THE NGO:

SUSANGRES P. PASCUA, Ed.D. DUKE DJ. SILERIO

Principal 1 Manager

WITNESSED BY:

EVANGELENE E. SANA, Ph.D. ONELIA J. LAGRADA

SHS- MT II/SHS Work Immersion Focal Person SHS Master Teacher II

APPROVED BY:

DR. IMELDA P. MACASPAC

Schools Division Superintendent