D. E. T.Dual Education and TrainingIndustry ImmersionGuidebookfor Dual Education and Training
PublisherGerman-Philippine Chamber of Commerceand Industry (GPCCI)8th Floor Döhle Haus Manila30-38 Sen Gil Puyat AvenueMakati City, 1234Project TeamProf. Benilda B. TayagProject LeaderMs. Lourdes Marina P. EspenidoCo-writerContactMs. Eddielyn J. AddunCo-writerJana Franke-EverettKristina SilanMr. Allen John T. GuanzonLayout Artist/IllustratorPublication DateJanuary 2019DisclaimerThis Guidebook is a product of a participatoryprocess made possible by the support of theBMZ-funded K to 12 PLUS Project. The K to 12PLUS Project Partners, selected schools andindustry representatives engaged in a series ofworkshops initiated by the German-PhilippineChamber of Commerce and Industry (GPCCI), oneof the K to 12 PLUS Project partners. The goal wasto develop a guidebook for schools and industrypartners to plan, implement and assess theIndustry Immersion, which is a vital part of the DualEducation and Training (DET) approach the projectpromotes in the framework of the Philippine BasicEducation Reform known as K to 12 . The contentsof this Guidebook are the sole responsibility ofGPCCI and does not automatically reflect the viewsof its partner industries, industry associations,organizations and schools.Ms. Jana Franke-EverettGPCCIMs. Kristina SilanGPCCIMr. Marcel HässnerGIZMr. Raymund MargalloPCCI-HRDF
Industry Immersion Guidebookfor Dual Education and Training
Table of ding the Process of Industry Immersion1Preparatory Phase2iiiKey stakeholders and their roles and responsibilities3Review of curricular program5Setting up a monitoring and evaluation system6Scouting and selection of partner companies7Identification and selection of potential partner companies for theIndustry ImmersionInstitutionalizing partnershipsProgram orientation18School (Teaching, non-teaching staff and students)CompanyActual Industry Immersion Phase20Key stakeholders and their roles and responsibilities21The tools used during the Industry Immersion22The Industry Immersion process28Post-Industry Immersion Phase32Key stakeholders and their roles and responsibilities33Post-Industry Immersion process34Industry Immersion sharingOverall assessmentMonitoring and evaluationSummary38Appendices40Relevant LawsDepartment of Education (DepEd) OrdersDepartment of Labor and Employment (DOLE) Relevant Issuances related toIndustry ImmersionSample Forms and Templates
AcknowledgementThe German Philippine Chamber of Commerce and Industry (GPCCI)would like to thank all the industry and academe partners and theDepartment of Education for their support in developing this IndustryImmersion Guidebook. Their attendance during the workshops andsharing of valuable experiences make the contents of this Guidebookusable and appropriate for everybody. The lively exchange of ideasexpressed by the various stakeholders had contributed to the form andstyle of this Guidebook.In particular, we thank San Pedro Relocation Center National HighSchool (SPRCNHS), the Metalworking Industry Association of thePhilippines (MIAP) and the Philippine Die and Mold Association (PDMA)whose active participation in the initial assessment of the IndustryImmersion program had motivated us to encourage stakeholders fromother industry clusters under different tracks and strands to develop acommon Industry Immersion Guidebook (IIG).GPCCI also extends its gratitude to the representatives of theDepartment of Education (DepEd) and the Philippine Chamber ofCommerce and Industry – Human Resource Development Foundation(PCCI-HRDF) whose participation during the workshops have reinforcedthe need for a strong collaboration among the various stakeholders.Indeed, such partnership is crucial in creating a vision for a nationaleducation strategy that will help Senior High School students to pursuetheir dreams.We give special mention to Federal Ministry for Economic Cooperationand Development (BMZ) and the K to 12 PLUS Project, whose continuoussupport in the timely release of funds has made the IIG a livingtestimony to the efforts initiated by GPCCI in partnership with its projectstakeholders. Many thanks too to Prof. Benilda B. Tayag, Ms. Lody PadillaEspenido and Ms. Eddielyn J. Addun who took on the challenge to helpGPCCI in this endeavor.Above all, our heartfelt thanks to the Senior High School studentswhose earnest motivation to finish the course had inspired us to developthis Guidebook as our simple contribution to help Senior High Schoolsimplement the Industry Immersion program under the K to 12 BasicEducation Reform effectively.
AcronymsAFOSAHKABMBMZCCCIDepEdDETAFOS Foundation for Entrepreneurial Development CooperationDoTGPCCIGIZHUMSSICTIIPIIGLNHSMOAMOUM and TDepartment of TourismAuslandshandelskammerAccountancy, Business and ManagementGerman Federal Ministry for Economic Cooperation and DevelopmentCebu Chamber of Commerce and IndustryDepartment of EducationDual Education and TrainingGerman – Philippine Chamber of Commerce and IndustryDeutsche Gesellschaft für Internationale ZusammenarbeitHumanities and Social SciencesInformation Communication TechnologyIndustry Immersion ProgramIndustry Immersion GuidebookLaiya National High SchoolMemorandum of AgreementMemorandum of UnderstandingMonitoring and EvaluationPhilippine Chamber of Commerce and IndustryPhilippine Business for EducationSavings Banks Foundation for International CooperationSchool-Industry Linkage CoordinatorScience, Technology, Engineering, and Mathematics (STEM)Senior High SchoolSan Pedro Relocation Center National High SchoolSchool YearDie Savings Banks Foundation for International CooperationTechnical Education and Skills Development AuthorityTechnical – Vocational – LivelihoodTechnical and Vocational Education and Training
PrefaceK to 12 Program: The overall context of theIndustry Immersion GuidebookThe Enhanced Basic Education Act of 2013 orRepublic Act (RA) 10533, otherwise known as K to12 Program, was a major educational reform in thePhilippines, which mandates Kindergarten and a12-year basic education curriculum. The new lawintegrated RA 10157, also known as The KindergartenAct of 2011, which made Kindergarten mandatoryin all public schools, and added two years in theprevious 10-year basic education curriculum beingimplemented in the country.The new 12-year basic education curriculum iscomposed of the following: Six years of elementary (Grade 1 to 6) Four years of junior high school (Grade 7to 10) Two additional years of Senior HighSchool (Grade 11 to 12)Note: The Universal Kindergarten was rolled out in schoolyear (SY) 2011-2012 while the enhanced curriculum forGrade 1 and Grade 7 (1st year junior high school) were rolledout in SY 2012-2013. Meanwhile, Grade 11 was introduced inSY 2016-2017 and Grade 12 in SY 2017-2018.One of the key features of the K to 12 Programis that it provides specializations for employment.Senior High School (SHS) students can choosefrom four tracks: (1) Academic, (2) Arts and Design,(3) Technical-Vocational-Livelihood (TVL), and (4)Sports. After finishing a Grade 12 in a TVL track, astudent may obtain a National Certificate Level II(NC II), provided he/she passes the competencybased assessment of the Technical Education andSkills Development Authority (TESDA). The NCimproves the employability of graduates.The government’s initiative to reform thePhilippines’ educational system through the K to12 Program was an entry point for the Germangovernment-funded K to 12 PLUS Project. ThisProject is a concerted effort of various GermanDevelopment Cooperation organizations, theGerman-Philippine Chamber of Commerce andIndustry, and German and Philippine businesses. Theproject aims to contribute to increased employmentand income of the Filipino youth and their familieswhile matching the needs of locally-operatingcompanies for skilled employees. To achieve theseobjectives, the Project introduced elements of theGerman Dual Education and Training approach andpiloted to increase the length of Industry Immersionof SHS students to 800 hours.
INDUSTRY IMMERSION GUIDEBOOK FOR DUAL EDUCATION AND TRAININGThe K to 12 PLUS Project: A German – Philippinepartnership in educational reformThe K to 12 PLUS Project is a six-year project funded and supported by the German Federal Ministryof Economic Cooperation and Development (BMZ) and is currently implemented by various GermanDevelopment Cooperation organizations as shown below.Table 1. German organizations involved in the K to 12 PLUS ProjectName ofOrganizationRoles / Responsibilities Works in partnership with the Cebu Chamber of Commerce and Industry (CCCI), Cebu Contractors Association(CCA), Hotel Restaurant Association of Cebu (HRAC), School of Knowledge for Industrial Labor, Leadershipand Service (SKILLS), Banilad Center for Professional Development (BPCD), Philippine School of CulinaryArts (PSCA) Barrio Luz National High School and Zapatera National High SchoolManages the construction, food processing, tourism and hospitality clusters Serves as the lead agency in promoting and advocating the dual approach to training and education.Works with the Association of Laiya Resort Owners (ALRO)Manages the tourism cluster in partnership with the Laiya National Highs School Works with the Metalworking Industries Association of the Philippines (MIAP) and the Philippine Die and MoldAssociation (PDMA).Manages the Metalworking Technology cluster in partnership with the San Pedro Relocation Center NationalHigh School (SPRCNHS)AFOSGIZGPCCI SBFIC SEQUA Works with the Bicol Microfinance Council (BMCI), Microfinance Business Council (MBC), Microfinance Council of the Philippines (MCPI), Mindanao Microfinance Council (MMC), and People’s Credit and Finance Corporation (PCFC)Manages the finance cluster for commercial qualifications in the microfinance and finance sectorsOverall coordinating body of the K to 12 PLUS Project and serves as the forefront organization in promotingthe German dual education system in TechVoc trainingNote: All organizations managing an industry cluster enhanced the SHS curriculum by providing technical andindustry-demanded inputs, increasing the hours of Industry Immersion, and piloting DET. Through partnershipswith local chambers and industry associations, the project was able to engage the private sector in the developmentand enhancement of the DET curricular program beyond providing a hands-on learning venue for the IndustryImmersion of SHS students.The Project covers five industry clusters that are aligned with the SHS specializations. The table belowshows the Clusters List with its corresponding SHS tracks, strands and the responsible implementingGerman organization.Table 2. K to 12 PLUS Project ClusterSenior High School TrackAcademicTechnical-Vocational LivelihoodivStrandAccountancy, Business andManagement (ABM)Home EconomicsIndustrial d ProcessingAFOSTourism and HospitalityGIZ/AFOSMetalworking TechnologyGPCCIConstructionAFOS
PREFACEDual Education and Training (DET):The project’s strategy for maximum learningDual Education and Training is a twofold approach to learning that ensures a proper balance oftheory and practice with the goal of maximizing the potentials of students for immediate employmentafter graduation. The theoretical part is taught in a classroom setting while the practical side is fulfilled inthe companies through Industry Immersion.The Industry Immersion is a learning opportunity which enables the students to have actual, direct andguided real-time workplace experience in their field of specialization. The Industry Immersion enables theSHS students to hone the necessary industry-specific skills and to upgrade existing competencies, therebyproducing skilled graduates that are readily employable by the companies after graduation.The Industry Immersion Guidebook (IIG):A blueprint to implement the DET approachThis Guidebook is a blueprint for schools and their industry partners to implement the DET approachas an optional delivery mode in the TVL tracks of SHS. The guidebook is a product of a participatoryprocess where selected schools and industries were engaged in a series of workshop initiated by GPCCI.The lively discussions and intellectual stimulations contributed to defining the school and companies’ rolesand responsibilities BEFORE, DURING and AFTER the students’ completion of their Industry Immersion.Through this guidebook, it is ensured that the Industry Immersion component of the K to 12 Program willimprove and the process of its implementation will become more efficient and effective.01Users of the Industry Immersion GuidebookThis guidebook is intended for all the educators and in-company trainers who are committedto help develop entry-level skills among SHS students for future employment. The requiredcompetencies are drawn from the curricular program identified by the school in partnership withrelevant industry stakeholders and coherent with the training regulations set by TESDA.Apart from SHS, this Industry Immersion guidebook can also be used by other educationalinstitutions as basis for implementing their respective Industry Immersion programs, e.g.prescribed hours of on-the-job training.v
INDUSTRY IMMERSION GUIDEBOOK FOR DUAL EDUCATION AND TRAINING02Content Structure of the GuidebookThe guidebook focuses on the main processes, stakeholders, and their roles and responsibilitiesto carry out the Industry Immersion effectively. Each implementation stage spells out thepreparatory work, the specific activities, and the deliverables to be achieved.Specifically, the guidebook includes the following parts:Part 1: Preparatory PhaseThis portion identifies a series of activities that the school needs to undertake in order tolay down the foundation to implement DET. Crucial to this phase is the formalization ofpartnerships with companies where the structured and supervised Industry Immersion willtake place.Part 2: Actual Industry Immersion PhaseThis phase shows how the students actualize their Industry Immersion in a companysetting. Most of the activities will delve on how mentoring can be effectively done so thatthe students are able to strengthen their skills in their chosen field of study.Part 3: Post-Industry Immersion PhaseThis part includes activities that will help the school assess the performance of the SHSstudents to determine whether they have complied with the competency requirements setby the Industry Immersion program of the school.03Qualities of the IIGThe design of this guidebook considers the needs of the identified users who all play a vital role inmaking the Industry Immersion an effective component of the dual approach to learning. To makeit usable and appropriate, the guidebook possesses the following qualities:A guidebook that is generic yet focusedThis guidebook is broad enough to allow different industries to customize its content totheir respective contexts. Yet it is focused on the processes indicated in the implementationof the Industry Immersion. Such processes set the minimum standards in implementing theIndustry Immersion under the DET mode.A guidebook that is interactive and popularGuidelines and benchmarks help implement each step of the Industry Immersion. Thequestion and answer format challenges the user to reflect whether the processes undertakenare correctly followed or not.A guidebook that values experiential learningShort cases and reminders presented in each phase of the Industry Immersion process weredrawn from the experiences of the participants shared during the workshop. This lends apedagogical approach to the discussion of contents.vi
Understandingthe Process of theIndustry ImmersionThe term Industry Immersion was coined by the K to 12 PLUSProject as a component of Dual Education and Training (DET).It parallels with the Department of Education (DepEdP) Order No.30 Series of 2017 on Work Immersion which provides the students“hands-on experience or work simulation in which learners canapply their competencies and acquired knowledge relevant to theirtrack.As per DepEd Order No. 30,series 2017, the Industry Immersionaims to make the learners: Appreciate the importance andapplication of the principles andtheories learned in school Enhance their technical knowledgeand skills Enrich their skills incommunications and humanrelations Develop good work habits,attitudes, appreciation and respectfor workFigure 1. The Industry Immersion Guidebook Framework ProgramManagement Project StructuresProject Stakeholders orPartner IndustriesInstitutional ArrangementM and E FrameworkPolicy Guidelinesfor nator List of partnerindustries Inventory ofskills-need ofcompaniesIndustry/AssociationsCurriculum AcademicCourse (theorypart) IndustryImmersion(immersion part)Teacher Facilities Competency Practicum Space Roles andResponsibilities LearningAtmosphere Methods ofTeachingIn-CompanyTrainer Grasp ofcompany policieson IndustryImmersion Technical knowhow Coaching andmentoring skills
1PreparatoryPhaseThe success of any undertaking, be it a project or a program, depends on how wellyou have prepared for its implementation. The clarity of the direction on where theprocess is leading, the logical sequence of activities necessary to achieve its goal and thelandmarks you have identified will guide you to do the Industry Immersion effectively.
PREPARATORY PHASEWho are the key stakeholders in thePreparatory Phase and what are their rolesand responsibilities?SCHOOLCOMPANYSchool Management Headed by the principal who has theauthority to decide for the adoption andimplementation of Dual Education andTraining (DET) for suitable technicalvocational-livelihood (TVL) tracksRepresentatives from the Company and/orLocal Chambers of Commerce and IndustrySchool-Industry Linkage Coordinator (SILC) In-charge of scouting potential partnercompanies and identifying industrydemanded skills-needs as reference forstudents’ deployment Together with the teachers, develop andenhance the TVL curriculum Commit to provide Industry Immersionlearning opportunities to students Identifies and assigns competent incompany trainers who will assist indeveloping the students’ in-companytraining planTeacher In-charge of teaching classroom coursesbut can be assigned to supervise thestudents during the Industry ImmersionNote: Other roles and responsibilities are contained in the sample Memorandum of Agreement on Sample 1, page 10.3
INDUSTRY IMMERSION GUIDEBOOK FOR DUAL EDUCATION AND TRAININGWhat are the steps during thepreparatory phase?The prerequisite to a successful implementation of an IndustryImmersion is the cooperation between a school and the industryto resolve the problems of skills mismatch. It is recommended toengage the local chambers of commerce and industry or relevant industryassociations to foster industry participation. Chambers and associationscan also help define industry’s role and specific requirements in theimmersion ahead of the initial preparatory phase.In the preparatory phase, the school takes the lead to conduct thefollowing activities:The Preparatory Phase ProcessReview ofCurricularProgramSetting up ofmonitoringand evaluationsystemScouting andselection ofpotentialpartnercompaniesFigure 2. The Preparatory Phase Process4ProgramOrientation
PREPARATORY PHASE01Review of Curricular ProgramAny Senior High School (SHS) implementing DET should periodically review its curricularofferings. This ensures that the content is relevant and still addresses current industry needs.Although curricular review is typically a concern of the school, it is important to involve thecompanies or industry associations to substantiate the enhancements in the curriculum. It isimportant for schools to consider and offer DET courses that have a corresponding industrydemand to strengthen the theoretical component of the course.What are some activities that the school should prepare before implementingDET as an optional delivery mode under TVL?Conduct industry mapping of potential partner industries (e.g.website review of the local industries)Establish initial contacts with local chamber or association toidentify their skills-need. This can be done through interviews orconsultation workshopEstablish a database of relevant industries and their contact details;highlight or indicate which companies are near the school oraccessible to the studentsReview and enhance the school’s curricular program in consultationwith company or local chamber representatives5
INDUSTRY IMMERSION GUIDEBOOK FOR DUAL EDUCATION AND TRAINING02Setting up a monitoring and evaluation (M and E) systemThe school plays a crucial role in producing students who are ready for work or preparingthem to pursue a degree course. Regardless of the intention, the school needs to have abaseline data that can be used as basis for determining its organizational performance inimplementing the K to 12 program especially on the aspect of the Industry Immersion.What data or information should the school gather for monitoring andevaluating the Senior High School (SHS) tracks?Table 3. Data for Monitoring and EvaluationAbout the Students Profile of the SHS students enrolled in thedifferent tracks Number of students enrolled per year underthe DET program. Disaggregate enrollees perstrand and gender Number of drop-out students per track Number of NC’s awarded to students Number of students who graduated per track Number of students employed aftergraduation Number of students employed by the companywhere they had their Industry Immersion Number of students who pursued a collegedegree or entrepreneurship pathWhat is the use of M and E data?The data generated allows the school to:6 See the enrollment trends that can berelated to the attractiveness of specificstrand offerings under the different tracks Improve the school’s program or enhancethe teacher’s competencies in teaching thecourse Identify which companies provides optimumIndustry Immersion for the students Inform policy reformsAbout the Companies Industry profile Number of companies participating per track List of in-company trainers per track
PREPARATORY PHASEWhy is there a need for M and Ein the SHS tracks?The M and E aims to test whether the IndustryImmersion component will indeed preparethe students to acquire the entry-level skillsnecessary for work. The following variables shouldbe considered: Time spent in Industry Immersion Facilities and equipment available for thestudents in the school and company Competency (e.g. technical know-how andsupervisory skills) of the in-company trainer The working atmosphere where students canachieve maximum learning The company policies that protect the safetyand welfare of the studentsNote: M and E should be doneregularly. For monitoring, it should beinitiated twice a year. For evaluation, itshould be done every year and is oftenheld towards the end of the year.03Scouting and selection of partner companiesa.Identification and selection of potential partner companies forthe Industry ImmersionThe identification and selection of potential partner companies is imperative forthe successful implementation of DET since much of the practical training happensin the company. Therefore, there is a need to carefully select who among the companiesin the school’s vicinity will become its industry partners for this undertaking.What are the criteriafor selecting a partnercompany for DET? Interest and willingness of company to train The company is duly-registered and committedto accept students for Industry Immersion Preferably, the location is accessible to studentsto minimize their travel time and transportationcost Availability of tools, equipment and facilities forstudents to simulate or practice hands-on Presence of trained and certified in-companytrainer to supervise the students in implementingthe agreed in-company training plan Adherence to work place safetyNote: Recommendedstandards for in-companytraining are: GPCCI’s Trainthe Trainer (AHK Ausbildungder Ausbilder) and PhilippineChamber of Commerce andIndustry’s In-Company Trainer7
INDUSTRY IMMERSION GUIDEBOOK FOR DUAL EDUCATION AND TRAININGWhat are the next stepsafter the companies forIndustry Immersion havebeen identified? Write a letter to the potential company on the school’sintention to establish partnership for Industry Immersion. Set a meeting with decision makers of the company todiscuss the proposed partnership on Industry Immersionto include: the institutional arrangements and policiesgoverning the students’ Industry Immersion the expected roles of the in-company trainersin developing the in-company training plan andsupervising studentsb. Develop a company profile of the final list of companiesaccording to their industry classification Establish a database of these companies and keep itupdatedInstitutionalize partnership by entering into aMemorandum of Agreement (MOA)The agreements on the implementation of the Industry Immersion including roles andresponsibilities of school, company and students, immersion conditions, as well as surroundingpolicies and guidelines must be formalized in a MOA.What is a Memorandum of Agreement?A Memorandum of Agreement (MOA) is a legal documentthat binds the arrangements and commitments of the schooland company on how the Industry Immersion should beconducted.What is the content of the MOA?The MOA should have the following minimum content:8 Mandate of the school and the company to legitimizetheir engagement in the Industry Immersion Company name and address where the immersion willtake place and the specific department or section wherethe students will be assigned Specific roles and responsibilities of both parties inrelation to the immersion of students
PREPARATORY PHASETable 4. Roles and Responsibilities of the School and the CompanyRoles and ResponsibilitiesSchoolCompanyPrincipalThe President or its duly designated personnel Appoint the SILC and Immersion Teacher Support the faculty in the preparation of DET Allocate necessary resources for the preparationand implementation of DETAssume full responsibility to ensure students’learning and safety during the IndustryImmersion Monitor the preparation and implementation ofDETAppoint in-company trainer who will coachand guide the students to implement their incompany training plan Be the legal representation of the school in theMOA Ensure the safety and security of studentsduring their Industry ImmersionSchool-Industry Linkage Coordinator (SILC)In-Company Trainer Liaise or coordinate with the company/industryassociation on the deployment of students Orient the students on the company’s policiesand decorum Provide the company with the list of studentswho will be deployed and the duration andschedule of their Industry Immersion Develop an in-company training plan to alignIndustry Immersion learning objectives with theschool curriculum Represent the school in any official meetingsand conferences related to Industry Immersion Develop company profile of partner companiesProvide daily supervision to the students totrack whether activities done are aligned withthe agreed in-company training plan Establish database of these companies and keepit updatedImmersion Teacher Assist the SILC in the deployment of students Take the lead role in the trialogue of studentsand in-company trainer Provide the in-company trainer a copy of thestudent’s in-company training plan which is themajor reference of their Industry Immersion Conduct regular monitoring of students’performance in the company Mentor the students to ensure that theoreticalgains are applied effectively Process hands-on experiences of students tonote down their new learning or insights Attend the training for in-company trainers9
INDUSTRY IMMERSION GUIDEBOOK FOR DUAL EDUCATION AND TRAININGSample 1. Sample Memorandum of AgreementMEMORANDUM OF AGREEMENTThis Memorandum of Agreement (MOA) made and entered into this day of , (year) at(City/Town, Province), by and between:(Name of School), a Department of Education funded high school created and operating under RepublicAct with office address (Street, Barangay, Town/City, Province), represented herein by it’sSchool Principal (Name of Principal) hereby referred to as “Name of school“,-and(Name of Company), a private organization organized and existing in accordance with Philippine laws,with principal office address at represented by its (President/or duly assignedrepresentative), Mr./Ms , hereinafter referred to as the “(name of company)”;(Name of School) and (Name of Company) are hereinafter collectively referred to as the “Parties.”WITNESSETH, That:WHEREAS, DepEd has implemented the K to 12 Basic Education Program, which includes Senior HighSchool (herein after referred to as SHS) , with the major goal to develop in learners the competencies,work ethics, and values relevant to pursuing further education, and/or joining the world of work;WHEREAS, DepEd has identified work immersion as primary component of Senior High School;WHEREAS, DepEd has identified various delivery mode which schools may choose from based on theirneeds and resources and the school’s partnership agreement;WHEREAS, (Name of School) is implementing SHS and to be able to achieve its objective needs to enterinto partnerships with industry;WHEREAS, the Dual Education and Training (DET), is a two-tiered delivery approach to learning thatintegrates theoretical learning and practical training into a unified and structured program.10
PREPARATORY PHASEWHEREAS, (Name of company) is willing to commit and support the K to 12 Program by makingfacilities available and assign in-company trainers to train and supervise SHS studen
Through this guidebook, it is ensured that the Industry Immersion component of the K to 12 Program will improve and the process of its implementation will become more efficient and effective. Users of the Industry Immersion Guidebook This guidebook is intended for all the educators and in-company trainers who are committed
6400 Clarissa Nathielle Hudson Salgado ECV 5968 Clarisse Santos Nogueira VET 6832 Clarisse Sena Malcher VET 6365 Claudiana Teixeira da Silva VET . 4186 Debora Magalhães Abrantes VET 8078 Debora Oliveira Murta VET 2974 Débora Vieira de Melo Garcia VET 6440 Déborah Gonzaga Duarte da
Oak Valley Fruit Mountain Goats Men - Vet F 07:55 Cooke Darren Lucky & Loose Men - Vet H 08:15 Cordner Kevin FIFTY 60 Men - Open H 08:15 Cornwall Tony Scorpios Men - Vet I 08:25 Coutts James JR Men - Vet C 07:25 Craven William Babanango Cowboys Men - Vet D 07:35 Criticos Vassos Chester/Tr
VET qualifications/courses changing them from their traditional format to ones which use the ECVET system. The 30 VET qualifications have been chosen to include both full VET qualifications as well as short VET courses/awards part of CVET at different NQF levels. These short courses allow learners to accumulate ECVET in their quest to obtain a
1. Introduction 1.1 Before You Start Before using qLabs Vet, read the User's Manual carefully. 1.2 Intended Use The qLabs Vet is intended for use with qLabs Vet test strips for in vitro quantification measurement of a patient's PT and APTT. The qLabs Vet is for veterinary use only. The qLabs Vet is validated for use with canine and feline samples
A wrong immersion medium with a deviant refractive index and/ or dispersion will introduce spherical and chromatical aberration to the image Examples: Using immersion oil with a water immersion type objective Applying low- viscosity immersion media (e.g. anisol) instead of immersion oil (e.g. IMMERSOL TM) Employing embedding media
Kalija Lipscomb Auto - Draft Picks Prizms 260 Chiefs FA Vanderbilt Commodores Lavert Hill Auto - Draft Picks Prizms 251 Chiefs FA Michigan Wolverines Mecole Hardman Jr. Base - All Americans 45 Chiefs Vet Georgia Bulldogs Mecole Hardman Jr. Base - Vet 73 Chiefs Vet Georgia Bulldogs Patrick Mahomes II Base - Crusade 80 Chiefs Vet Texas Tech Red .
dicom vet dicom vet dicom vet dicom vet PACS PACS PACS PACS Compatibility with the practice management software: Compatibility with various image sources: Dr Thomas Weinberger References (Oehm und Rehbein GmbH), 18057 Rostock, Germany, Neptunallee 7c Info-Hotline: 49 381 36 600 600, www.or-technology.com, firstname.lastname@example.org OR .
latino lgbt people in the criminal justice system, but limited DATA PAINT A PICTURE OF BIAS AND OVERREPRESENTATION. Sources: U.S. Census Bureau, "Annual Estimates of the Resident Population by Sex, Age, Race, and Hispanic Origin for the United States and States: April 1, 2010 to July 1, 2014," June 2015; Gary J. Gates and Frank Newport, “Special Report: 3.4% of U.S. Adults Identify