The Senior High School Work Immersion Program (SHS WIP) Implementation: Basis in the Formulation of a Harmonized Work Immersion Manual

Abstract

INTRODUCTION

Senior High School (SHS) immersion teachers are struggling in the implementation of the Work Immersion Program (WIP). Despite the WI guidelines issued by Department of Education through DO No. 32, s. 2017, teachers find it very elusive to cope with the curriculum standards, since program offerings are multiple and similar and immersion partners providing experiences related to program offerings are very limited. In this study, the researcher aims to streamline the issues that hold the implementation of the program short of the standards prescribed. Its main purpose is to help immersion practitioners create programs and activities that will address the learning competencies stipulated in the WI curriculum guide.

METHODS

A descriptive-evaluative-exploratory method was employed. The study utilized inferential and correlation statistics for quantitative analysis. The questionnaire is the main tool in generating data. The interview validates the initial findings. However, questions were augmented by exploratory inquiries to deepen understanding while content analysis was used to corroborate results. This constitute a triangulated outcome which forms the qualitative component of the study.

RESULTS

The effectiveness of compliance is very strong in curriculum implementation, delivery process, assessment of students' progress, and supervision but not in administrative support. Several strategies were initiated to complement the learning competencies, but emerging needs are not appropriately addressed. Discrepancies in the survey and interview results are noted; while the survey registers effective compliance, the interview articulates the other way. Schools are experiencing mismatch due to insufficiency of partners that can provide meaningful experiences related to program offerings and the career choice and interest of the learners. The most pressing problems includes: Unavailability of partner with solid program for immersion; Absence of a joint committee; Absence of a work plan; Absence of immersion modules; Lack of program to address the monetary issues; and Lack of standardized tool for assessing students' progress.

DISCUSSIONS

Teachers must be equipped with knowledge and skills in managing immersion programs. A technical panel must be organized to create a work plan applicable to program offerings of all implementing units. The work plan must contain programs and activities to fully equip learners with the competencies necessary for their post-secondary education, for work, or for life.