Readiness Of ICT Students On Work Immersion Program Of .

Volume 6, Issue 3, March – 2021International Journal of Innovative Science and Research TechnologyISSN No:-2456-2165Readiness of ICT Students on Work Immersion Program ofPaharang Integrated SchoolMadeleine D. MendozaPaharang Integrated SchoolAbstract:Purpose: The study aims to determine the readiness ofICT students on work immersion program of PaharangIntegrated School.Design/ Methodology: Descriptive research design wasemployed in the conduct of study. The researchers usedquestionnaire as a tool to collect data that is needed inthe study. Also, results of student’s interview wereconsidered to assess the psychological readiness ofstudents for work immersion.Findings: The study showed that there are no significantdifference on the level of readiness of ICT students onwork immersion program in terms of common, core andpsychological competencies.Limitation/Implications: This study is limited to the G12ICT students of Paharang Integrated schools todetermine if the students have enough learned skills andpsychological readiness to enter to the place of work.Originality/Value: The researcher conduct this study todetermine the readiness of ICT students in immersionprogram. This study anchors itself in the augmentationof helping the schools and students in determining theirreadiness on work immersion. By that, the school will beable to make action regarding this.Keywords:- Core competency, Readiness, ICT, CommonCompetency, Work Immersion.I.INTRODUCTIONThe K to 12 Program covers Kindergarten and 12years of basic education (six years of primary education,four years Junior High School, and two years of SeniorHigh School [SHS] ) to provide sufficient time for masteryof concepts and skills, develop lifelong learners, and preparegraduates for tertiary education, middle-skills development,employment, and entrepreneurship.In the Philippines, youth unemployment hampersmeaningful economic development. The sector’s lack ofknowledge, skills, and work experience puts them at adisadvantage. One way to address this is through theDepartment of Education’s Senior High School (SHS)program, ushered by the K-12 education reform. One of itscomponents,the work immersion program, providesstudents “real workplace’’ experience, giving students a setIJISRT21MAR451of technical-vocational and livelihood skills that can helpthem make more informed career choices and improve theiremployment prospect. Work immersion is helpful and ameaningful experience during Senior High School days. Itis amazing you can gain more knowledge, ideas, insight andbackground will be gained. This experience helps us thestudents on how to be responsible, better persons andsuccessful professionals someday. Work immersion is a partof the SHS curriculum being implemented by theDepartment of Education (DepEd), where in Grade 12students are required to undergo 80hours basic timeallotment up to 320 hours of hands on experience of worksimulation. The first batch of Filipinos students to gothrough Grade 11 trooped to schools in 2016. Many studentsand parents, though, are still unaware of a few details asregards the new senior high school system. Matters on thecountry’s tracks wherein students will choose the best skillfor them to master. With the new educational systemrequired by the government, Filipinos have no other choicebut to embrace it. In the place each one will profit from thenew scheme because it follows international standard. Note,though that school capacity, resources available in the area,and in -demand jobs in the district are just a handful of thefactors to consider in offering the tracks. The tracks aim toadvance the students specialization and help them shine inareas where they excel. Since the contents of the subjectstudents will take in Grade 11 and 12 depend on theirchosen career track, they must take care in making theirchoice. With the tracks being offered in senior high school,technical vocational is the track that equips students with theskills needed to secure jobs in the field they want. Youngchildren’s earliest experience and environment set the stagefor future development and success in school and life. Earlyexperience actually influence brain development,establishing the neural connection that provide thefoundation for language reasoning, problem solving, socialskills, behaviour and emotional health. Therefore, it is ofutmost importance that focal person of education preparedand develop our learner’s potential and ability to learnutmost in this phase. Students undergo immersion whichmay include earn while-you-learn opportunities to providethem relevant exposure and actual experience in theirchosen track.Technical Vocational Education Training (TVET)ICT-CSS in particular is an important part of the educationstructure and plays a major role in developing a welleducated work force to address current and emergingindustry labor market needs.www.ijisrt.com604

Volume 6, Issue 3, March – 2021International Journal of Innovative Science and Research TechnologyISSN No:-2456-2165This is crucial in this study. This is mainly because thepaper intends to determine the readiness of the ICT studentson Work Immersion Program on Paharang IntergratedSchool. Also, researchers are urged to conduct this study toknow if they are ready to face their college or job. This willtell if the learned skill of the student equipped them to enterin the world of work. This paper will discuss the differentlearned skill of student in terms of their chosen track,partner institution and also to members. Learned skills arevery importantbecausethiswillguide thelearners/immersionist to the job or it makes them moreindependent and competent. Applying learned skill willmake them ready or make their future better. This will serveas their strength in life or on chosen job.This paper anchors itself in the augmentation ofhelping the school and students in determining theirreadiness on work immersion. By that, the school will beable to make action regarding this.The researchers, as senior high school teachers andone is ICT coordinator believe that this study will be able toprovide information on how to equip the students with theskills needed in the work setting.II.BRIEF REVIEW OF LITERATUREAccording to Gayatin and Maravillia (2018) TVLTrack in Senior School is the most popular option to choosefrom in Senior High School Program. Obviously,employment, as the students finish a specific TVL strand,they will be equipped with skills in order for them to beemployed as soon as they finish two years of senior high.Most of the skills offered are highly marketable outside thecountry with high salary. This is why people are more intoskills training now. Students are exposed to the industry atan early age to be successful, start young. One of thecurriculum features of the TVL is the work immersionprogram in which they learn and practice their skills inactual work and environment. Here, they will learn andexperience not only the hardships but on how to interactwith co-workers and clients as well. Further, there are moreopportunities to market their skills since they would be ableto interact with industries, clients, and colleagues. Theywould also learn skills like entrepreneurship and more inwhich not they would know how to sell but also on how tovalue their efforts and skills correctly. An extra skillsbrought in college is an advantage. Although not all can goto college just, there are still some who would refer highereducation. Having the skills in college especially thoserelated one is a huge plus. TVL track teaches practicalhands-on skis and comes with industry partnership by itsimmersion program that will give students on-he-jobexperience.The concept of school readiness, according to Rofoth,Buchenauer, Crissman and Halko (2012), typically refers tothe child’s attainment of a certain set of emotional,behavioral and cognitive skills needed learn, work andfunction successful in school. Unfortunately, this commonphilosophy of “ready for sc

ICT students on work immersion program of Paharang Integrated School. . I. INTRODUCTION The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, . advance the students