Professional Documents
Culture Documents
Work Immersion Experiences at Provincial Planning and Development Office (Ppdo)
Work Immersion Experiences at Provincial Planning and Development Office (Ppdo)
of
OLIVER M. PALMA
HUMSS 12-CONFUCIUS
__________________________________________________________________________________________
A NARRATIVE REPORT
__________________________________________________________________________________________
SY: 2018-2019
Republic of the Philippines
Department of Education
__________________________________________________________________________________________
APPROVAL SHEET
This Narrative Report of OLIVER M. PALMA containing his work immersion experiences, the school and
work immersion sites, self evaluation, and supervisor and teacher's assessment during work immersion in
PROVINCIAL PLANNING AND DEVELOPMENT OFFICE (PPDO)-TARLAC at Tarlac Provincial Capitol San Vicente,
Tarlac City was found to have sufficient content and meets all necessary requirements is hereby recommends
for approval and acceptance.
Inclusive Dates of Work Immersion: January 10, 11, 14, 15, 21-25, 28, 2019
Principal IV
ACKNOWLEDGEMENT
There are number of people without whom this narrative report and work immersion itself might not
Foremost, my deepest gratitude goes to God who helps and guides us to accomplish the ten (10) days
work immersion at Provincial Planning and Development Office (PPDO) and for giving us the enough strength
we need to encounter any endeavour we faced in completing the two weeks of working outside the school.
Also, throughout the immersion, He took care of everything and leads us to where we are today. He took care
My utmost regard also goes to Mrs. Jen Razon Baun, our work immersion teacher, who also assists us
in processing the papers we need and in guiding us on how to be a proper employer since this is the first time
we worked outside the school without the supervisions of our teachers. Also, my deepest appreciation goes to
our previous adviser, Mr. Aries T. Galas, for supporting us in this project and for the efforts he did in helping us
I would also like to express my sincere gratitude to: Dr. Mark Anthony Pimentel, Mrs. Christina A.
Latoga, Mrs. Lea A. Cardinoza, Ms. Nica Alimurong, Mr. Joey Calma, Mrs. Joanne Pineda, Ms. Remson Capian
and to our current adviser, Mrs. Emma Concepcion V. Espino for letting us to do all our missed activities,
assignments, and quizzes while we are outside the school and for giving us enough time to cope up with the
Furthermore, this work would not have been possible without the support of the Tarlac National High
School heads, teachers, staffs, and also our beloved principal, Dr. Epifania Dungca, for their hardwork,
patience, motivation, and enthusiasm, and immense knowledge, for their encouragement who worked actively
to provide every students the best opportunities that they can give in order for us to succeed and pursue our
goals in life.
Moreover, I am greatful to all those with whom I have had the pleasure to work during the immersion
and completing this report. Each of the staffs and employees at PPDO taught me what "HARDWORK" really is.
They provide me and my other co-workers an extensive personal and professional guidance.
DEDICATION
This narrative report is dedicated to my dearest parents, Mr. Nestor S. Palma, and to my beloved and
supporting mother, Mrs. Vilma M. Palma for guiding and raising me all throughout, for giving me all the things
that I and my siblings need, for the unconditional love and support. I am truthfully thankful having you in my
life. Also, this report is dedicated to my Tita Hanelyn and Tito Wilfredo Mendoza for their guidance and
support, for the time of my difficulties and hardships, for the times in my life of darkness; you are one of my
lights. Thank you. To my sisters and brother for giving me the encourage to live, to focus and study well, this is
for you. To my cousins and to my niece and nephew, thank you for always being there in my ups and downs.
To my classmates and friends, thank you for always being there in times of need. Thank you for the love. To
my teachers who worked hard for us, for our success, to my former adviser Mr. Aries Galas and to my present
adviser Mrs. Emma Concepcion Espino and also to my work immersion teacher Mrs. Jen Razon Baun, and to
those who helps us accomplish this work immersion and narrative report, Thank you. My love and sincerity for
Lastly, to our Almighty God, our creator, my strong pillar, my inspiration, wisdom, knowledge, strength
Approval Sheet
Acknowledgement-------------------------------------------------------------------------------------------------------------------------i
Dedication----------------------------------------------------------------------------------------------------------------------------------iv
Table of Contents--------------------------------------------------------------------------------------------------------------------------v
Foreward-----------------------------------------------------------------------------------------------------------------------------------vii
Introduction---------------------------------------------------------------------------------------------------------------------------------1
o History----------------------------------------------------------------------------------------------------------------------------20
o Mission, Vision, and Objectives--------------------------------------------------------------------------------------------21
o My Work Immersion Site----------------------------------------------------------------------------------------------------23
o The Organizational Structure-----------------------------------------------------------------------------------------------24
o My Work Immersion Supervisor-------------------------------------------------------------------------------------------25
o My Daily Activities------------------------------------------------------------------------------------------------------------28
o My Most Significant Works-------------------------------------------------------------------------------------------------37
o Short Introduction-------------------------------------------------------------------------------------------------------------41
Supervisor's Assessment------------------------------------------------------------------------------------------------42
Teacher's Assessment Tool---------------------------------------------------------------------------------------------43
Daily Time Record--------------------------------------------------------------------------------------------------------44
Certificate of Completion-----------------------------------------------------------------------------------------------45
PART 5: PICTORIALS
SYNOPSIS----------------------------------------------------------------------------------------------------------------------------------52
APPENDICES
RESUME
FOREWARDS
This narrative report is written based on the author's perspective and experiences on the ten days work
immersion. This also serves as a basis on tracking the development of students, on what skills they build, on
how they've changed, and on what knowledge they've gained after the immersion.
Therefore, this report is composed mainly of the work immersion program itself undergone by the student and
This narrative report consisting of his detailed daily diary during the time allotted for the immersion
with reflection, his daily time record fully signed by his supervisors, the necessary orientation programs he
attended, his most significant performances, and pictures and documentations of his daily activities.
Department of Education's mission, vision, and objectives, Tarlac National High School's history and TNHS
March were also been included as well as PPDO history, mission, vision, mandate, and core functions,
organizational structure and work immersion supervisors. Memorandum of Agreement, supervisor's and
teacher's assessment were also been attached as a proof that the said student has undergone the program
and completed the requirements for this work immersion. This narrative report also introduced what work
immersion really is, its purpose and benefits to students, its impact to every students life and many more.
Furthermore, this narrative report also consist all the needed and necessary papers completed by the
student as also a proof. These are the endorsement letter, acceptance form, non-disclosure agreement,
Work Immersion is a key feature in the Senior High School program. Senior High School (SHS) students
are now given the chance to enhance their skills in their respective academic track throuh the K to 12 Work
Immersion Program as a means to develop competencies and work ethics in preparation for the real world and
its challenges.
Under DepEd Order No. 30 Series of 2017, the Guidelines for Work Immersion apply not only to both
public and private senior high schools, but also to technical vocational institutions offering the different
academic strands.
Furthermore, Department of Labor and Employment (DOLE) Labor Advisory No. 9,states that students
are allowed to immerse themselves in a workplace between 8:00 a.m. until 5:00 p.m. every day for a minimum
of 80 hours or a maximum of 240 hours per term. Students below 15 years old need to have parent's consent
and shall be at the workplace for at most four hours a day. In the same DOLE advisory, this work immersion
shall not be considered as an employment arrangement. Also, the safety of the students while they are in the
work immersion program was continually highlighted by the different government agencies during the
conference yesterday.
Dr. Danilo Gudelosao, assistant superintendent of DepEd Cebu City Schools Division, said that the Work
Immersion Partner Institution Supervisor should be the one to supervise the students during the said
immersion.
In relation to Republic Act (R.A.) 9231 or the "Special Protection of Children Against Child Abuse, Exploitation,
and Discrimination Act", the DOLE has implemented Department Order No. 149 which provides guidlines for
assessing hazardous work areas for working students under 18 years old.
DOLE forbids all Senior High students engaging in this types of work immersions: mining, construction,
transportation, waste management, water supply, forestry and logging, security and investigation,
manufacturing (e.g. tobacco, alcoholic beverages), farm related work, sales and services industry, integrated-
science-related work, including as personal and protective workers. Both the industries and the senior high
schools agree that a minimum of 80 hours is not enough for students to be fully immersed in the practices of
the workplace.
An immersion program is the best way to learn a new language as it allows for students to achieve high
speaking and literacy skills. Because students have different language levels immersion classroom use
differentiated instruction and flexible groupings allowing students to learn at their own pace and without
limits. Classroom are not just language immersion but cultural immersion as well, giving them a greater
Students in an immersion environment can also become more flexible thinkers and excel at critical
thinking and problem solving. When presented with a problem, they are able to look for more than one
solution. The mental stretch students receive in an immersion classroom helps develop their executive
function (cognitive control), allowing them to have better focus, juggle multiple tasks, and adapt to changing
conditions. The skills gained through an immersion education make students more appealing to prospective
MISSION
To protect and promote the right of every Filipino to equality, equitable, culture based and complete
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for
Family, community, and other stakeholders are actively engaged and share responsibility for developing life-
long learners.
VISION
We dream of Filipinos who passionately love their country and whose values and competencies enable
them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered
public institution, the Department of Education continuously improves itself to better serve its stakeholders.
MANDATE
The Department of Education was established through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization
efforts in the 20th century in order to better define its purpose via the changing administrations and charters.
The present day Department of Education was eventually mandated through Republic Act 9155, otherwise
known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and
secondary education institutions, including alternative learning systems, both public and private; and provides
for the establishment and maintenance of a complete, adequate, and integrated system of basic education
CORE VALUES
HISTORY
Tarlac National High School, commonly referred to as TNHS or Tarlac High or Pambansang Mataas na
Paaralan ng Tarlac, formerly Tarlac High School, is a public secondary school in Tarlac City, Philippines.
Established on September 2, 1902 by American Thomasites, it is considered as the seat of the oldest public
high school system in the country. It is one of the largest secondary schools in the region with over 7,000
student population.
The first principal of the school was Frank Russel White, a Thomasite teacher assigned as the deputy
division superintendent for Tarlac Province in 1900. The current head of the school is Dr. Epifania V. Dungca.
TNHS has two campuses within Tarlac City- the main campus, located along Macabulos Drive, San Roque, and
The Province of Tarlac once belonged to the Pangasinan, Tarlac-Zambales schools division
superintendent by Mr. S.C. Newson. In October, 1900, Mr. Frank R. White was named deputy division
superintendent for Tarlac Province and during his incumbency, the Tarlac Provincial highschool was opened
on September 1, 1902, with Mr. White as the first principal. He served only for two months after which he was
appointed division superintendent for the Tarlac Province. He was succeeded by Mr. S.A. Campbell as a
principal of the high school. Classes were held in rented buildings and four American men and two American
women assisted the principal in teaching. The students were classified according to their mental abilities.
However, this system of classifying students was abolished in 1905 in favor of another. The subjects taught
were grammar, language physiology and music. A history book was used as a reader. All books and writing
White and Campbell did not stop after organizing an embryonic high School. Through their initiative
and resourcefulness, they were able to secure a permanent building and to them goes the credit of having
Tarlac build the first high school building in the Philippines.The site, a short distance south of the town plaza,
contained 7,860 square meters . The building was made of Oregon pine and was 42 feet wide and 76 feet long.
The upper storey contained twoo classroom and an assembly hall, while the lower portion has four classroom
and the principal's office. Aside from the equipment which was all imported from the United States, the total
coast of Tarlac Provincial High School was P48,000. Superintendent White started the construction of the
building and superintendent O.S rimold saw it completed. The Honorable James Francis, secretary of public
instructions, opened it in January, 1904. Mr. George Egan was the principal. A large flag of the United States, a
gift of the Martha Washington society of New York, was unfurled at the time in honor of the first public high
school in the Philippines. The building was used untill 1915 when it was commended as unsafe by the district
engineer and was demolished , For a time, Tarlac had no high school building.
In 1905, the enrollment was 40.this increased to 382 in 1918. The intermediate department which was
also housed in the same building as the secondary, hard 85. In 1918, there were 368 pupils enrolled. The first
year of the Tarlac Provincial High School was permanently introduced in 1905; the Second Year, in 1906; the
Since June 1915, The provincial high school and the intermediate School have used rent-free, the
primary school building of Tarlac and until October of 1917, a temporary building for the domestic science
department. A new high school site containing 78,405 square meters has been acquired after two years of
persistent effort on the part of the then superintendent of schools l, Dr. Adam C.Deikum. The site contained
three lots of 68,084, 5,419 and 4,902 square meters, respectively. These were acquired between April 20, 1917
Sufficient ground was in the site to hold all the department of a high school together with a track, a
baseball field and a school garden. Based on the estimate of enrollment of increases, The Tarlac Provincial High
School should be a building capable of serving five hundred secondary students. To this, P100,000 was needed.
(The source of this article failed to mention when the new high school building was constructed.)
Athletic held a prominent place in the school life of Tarlac ever since Mr. White, school principal,
started his pupils of the municipal school to play among themselves and againts American soldier. In 1906, the
high school base baseball team played against teams outside the province for the first time when Mr. Barton
took it to Manila. In the second year of the Central Luzon Athletic Association, Organized in 1907 to include
Bulacan, Pampanga, Tarlac and Nueva Ecijia, Tarlac won the championship in baseball and in track and field.
And in 1914, when Agno Valley Athletic Association was formed of Tarlac and Pangasinan, Tarlac won the
baseball competition.
THS MARCH
From Bacolor, Pampanga came the leaders and first settlers who cleared the land, fertile the soil, and
started a settlement in the area now known as Tarlac City. It was formally founded in 1788. The little
community grew rapidly as settlers from Zambales, Pampanga, Bataan and elsewhere flocked the town. The
Pampanga dialect became the native language of the town as it was part of Pampanga province in those days.
Decades after, roads were built and barrios were established without monetary expenditure but only through
It is said, “the past is a prologue to the future”. This brief account of the town’s colorful history is by no
means complete. Since 1788, the town has progressed significantly, leading to its becoming the nucleus of
Tarlac province. It has encountered countless hardships in the course of its existence, including those
precipitated by earthquakes, cholera and other epidemics, great fires, devastating floods and similar
calamities. Through the years, Tarlac’s ability to survive wars, economic difficulties and political turmoil among
others, has been proven by its consistent re-emergence as a stronger and better town, eager to meet the
challenges of tomorrow.
The Provincial Planning and Development Office is a mandated office and created through Republic Act
Formulate integrated economic, social, physical and other development plans and policies for
Integrate and coordinate all sectoral plans and studies undertaken by the different functional
groups or agencies;
Monitor and evaluate the implementation of the different development programs, projects,
and activities in the local government unit concerned in accordance with the approved
development plan;
Prepare comprehensive plans and other development planning documents for the consideration of
MISSION
In support of the vision for the province, the mission of the Provincial Planning and Development
Office (PPDO) is to formulate and monitor the implementation of sustainable physical, social and
VISION
A resilient Tarlac with a diversified and integrated rurban economy, nestled in an ecologically
This is Ma’am Nilda Espino together with my classmates and co-workers in Provincial Planning and
Development Office.
PART 3:
MY WORK
IMMERSION
EXPERIENCES
MY DAILY ACTIVITIES
This is the first day I deploy in the PPDO Office because I am the only one who deploy late in our class.
First I arrived at 7:50 in the Tarlac Provincial Capitol then I go to the lobby to see my classmates. At 8:00 a.m
we go to the office together with my classmates Jiah, Jockeyneil and Ellyssa. I login to the log book of the
office. After that I introduced myself to the employees of the PPDO Office. One of the first person I met is
Ma’am Quincy, she is kind and gorgeous. Then after that I met Ma’am Nadja, Ma’am Rufa, Ma’am Carla,
Ma’am Maryon, Ma’am Susan, Ma’am Nilda, Sir Richard and also our boss Engr. Ferdinand Milla also known as
Sir Bong. After I met some of them, they taught us to photocopy in the xerox machine and also to be a
responsible. At 12:00 pm we log out because it is already lunch break. After the lunch we take a rest in the
rooftop of the capitol together with my other classmates who deploy in different office. We take groupies in
the rooftop. At 1:00 pm we log in to the log book to continue working in the office. Lastly at 5:00 pm in the
This is my second day in work immersion. I arrived at PPDO office at exactly 8:00 a.m in the morning.
After that Ma’am Nilda instructed us to photocopy the paperworks she need. I feel nervous that time because
I don’t know how to use the xerox machine but I learn to use it. Then Ma’am Rufa tour me and my classmate
Ellysa in the different offices for us to know where we go when we receive a memorandum to other office.
Then after that Ma’am Grace told us to help her in encoding at the PPDO CBMS office. Lastly at 5:00 p.m we go
home.
the office, I log in and we continue working in the office. We cut stabs for the CARAVAN. After that we
photocopy in the PPDO CBMS. At 12:00 p.m we log out and we eat lunch in the canteen together with my
classmates. At 1:00 p.m we take a rest and we take selfies and groupies. Then after that we go back to the