Finding Common Ground: A Gap Analysis between the Theory and Practice on Work Immersion of Grade 12 Students of the Emilio C. Bernabe Senior High School in Bagac, Bataan

Abstract

One of the existing problems that the school is facing nowadays is the work immersion program. Work immersion is a critical feature in the senior high school curriculum. The work immersion program is the part of the Grade 12 curriculum that consists of 80 hours of hands-on experience or work simulation. The program is implemented to expose them to the actual work setting and to enrich the competencies they learned in school. As stipulated in the Enhanced Basic Education Act of 2013, this program aims for the enhancement of the skills and knowledge of students, for them to become more equipped in facing future challenges, whether in pursuing higher studies in college or entering the very competitive world of employment. To further explore the phenomenon, the present study conducted a multi-site industry-based participatory action research in five industry-partners across the Municipality of Bagac. This study aimed at improving the work immersion conditions through the active partnership of the school and industry. The study engaged stakeholders and partner industries in the development of a memorandum of agreement that can facilitate the provision of the needs of both parties for the benefit of the students. Using the Narratological research approach, the researchers analyzed and scrutinized the narrative and pictorial report of the work immersion students in the past two years. Findings of narratological research served as the basis for the researchers to proceed to the second phase of the data gathering. The Second Phase employed a Photovoice method; purposively-chosen participants were empowered to express their insights on the work immersion issues using photographs. Interviews followed this and focus group discussions. Data reiterated the continuous problem being experienced by the students in work immersion. By expressing their creativity and with their active use of mobile photography, the participants shared their work immersion experiences. They did this with the hope that existing problems will be addressed and that the school and partner industries would recognize their contribution to the development of the work immersion practice of the school and the Department of Education as a whole. Discussions and recommendations were provided to engage the teachers, school authorities, policymakers as well as the partner industries in a collaborative effort which will strengthen the policies on theory teaching and its application in work immersion practice.