Technical Vocational Livelihood Work Immersion, Students' Employability Competencies, and Satisfaction: Towards A Proposed Innovative Implementation Exemplars
Technical Vocational Livelihood Work Immersion, Students' Employability Competencies, and Satisfaction: Towards A Proposed Innovative Implementation Exemplars
Technical Vocational Livelihood Work Immersion, Students' Employability Competencies, and Satisfaction: Towards A Proposed Innovative Implementation Exemplars
Keywords: technical vocational livelihood (TVL) work immersion program, student’s employability
competencies, and student’s satisfaction
Philippines, this is one of the issues being addressed by Immersion teacher who is assigned to supervise the
the Dep artm en t of Education since the students at the work immersion venue in
implementation of the K to 12 Curriculum in 2012. This coordination with the industry partner.
curriculum aims to enhance the quality of basic
To be aware and knowledgeable of the intent of the
education and to give numerous options such as college
work immersion for the students, the DepED has
education, employability, entrepreneurship, or middle-level
formulated the objectives in coordination with the
skills development of graduates of basic education to be
Technical Education and Skills Authority (TESDA),
productive or earn a living. However, Yee (2018) in his
the Commission on Higher Education (CHED), and in
article, “Special Report: Jobs, a Hit or a Miss for Senior
consultation with the industry partners. The formulated
High School (SHS) Graduates,” in the Philippine
aims of the Work Immersion are the following: 1)
Daily Inquirer stated that in the conducted research
appreciate the importance and application of the
by the group of Philippine Business for Education
principles and theories learned in school; 2) enhance
(PBED), it was reported that the first batch of SHS
their technical knowledge and skills; 3) enrich their
graduates possesses 93 percent of the competencies
skills in communication and human relations; and 4)
suitable to the needs of the nation’s industries, such as
develop good habits, attitudes, appreciation, and
critical thinking and problem-solving skills. However,
respect for work.
PBED Executive Director Love Basillote said that
many companies accept only job applicants with at
With all these objectives, Work Immersion could
least two years of college education, which potentially
provide the students with the means to apply what they
excludes SHS graduates. This hiring policy explains
have learned in school and experience interacting with
the discrepancy between the graduates’ supposedly
people in the work environment. Their experiences in
high competency and their low chances of getting a
the Work Immersion program will help develop many
job. In addition, the Philippine Chamber of Commerce
skills and values that would help them transform from
and the Industry’s Human Resources Development
their high school to the work environment. To ensure
Foundation, Inc. (PCCI HRDF) believe that the
that all the set objectives and guidelines given by
hesitance to hire fresh graduates may be due to the
DepED will be followed, there must be an assessment
absence of the necessary skills and training that
of the work immersion implementation not only in the
industries need but not yet provided by the current
school level but should at least be division wide.
SHS program at that time.
The areas to be monitored are focused on the
In line with the aforementioned issues on the hiring of
objectives, curriculum implementation and
senior high school graduates, the Department of
compliance, delivery system, students’ progress work
Education issued DepED Order No. 30, s. 2017 on the
immersion supervision and administrative concerns.
implementation of work immersion. One of the strands
Since the studies related to the Work Immersion
offered by DepED is the Technical Vocational
Implementation did not use the areas indicated in the
Livelihood (TVL). Work Immersion is the key feature
tool provided by DepED, it is then the desire of the
of the Senior High School (SHS) curriculum. Work
present researcher to conduct a study to evaluate the
Immersion can be conducted in different ways
implementation of Technical Vocational Livelihood
depending on the needs of the learners. Thus, the SHS
(TVL) track with two areas of specialization, namely:
should provide learners with opportunities to become
Food and Beverage Services and Bread and Pastry
familiar with the workplace, simulate employment,
Production using the modified version of the tool of
and apply their competencies in their chosen field of
DepED. In this study, the researcher aims to contribute
specialization in authentic work environments.
to Psychology and Education by finding the
correlation between the Technical Vocational
To achieve the foregoing purposes, the learners are
Livelihood (TVL) Work Immersion Program of senior
immersed in actual work environments such as
high schools, students’ employability competencies
laboratories and workshops where their prior
and satisfaction.
knowledge and training in school could be further
developed. In implementing the Work Immersion
Research Questions
program, DepED encourages the SHS to identify
partner industries / institutions that are able and
This study sought to determine if the implementation
willing to lend their expertise and resources and to
of the Technical Vocational Livelihood (TVL) Work
enter into agreement with the SHS offering the
Immersion Program of senior high schools correlate to
courses which need work immersion. The Work
students’ employability competencies and satisfaction
Immersion industry partner should assign a
in selected SHS in the Divisions of Marikina City,
supervisor to serve as the counterpart of the Work
Pasig City, and Makati City during the school year
Ernani O. Jaime 497/506
Psych Educ, 2023, 13: 496-506, Document ID:2023 PEMJ1182, doi:10.5281/zenodo.8345217, ISSN 2822-4353
Research Article
2022-2023. Specifically, it sought answers to the to face the challenges to be fully equipped in any field
following questions: they want to pursue be it in college education or
entering the highly competitive world of employment.
1. What is the extent of implementation of the TVL To realize the aims of the senior high school program,
Work Immersion Program on the following aspects as the Department of Education issued DepEd Order No.
perceived by the work immersion students, 30, s.2017, Guidelines for Work Immersion on June 5,
teachers, and industry partner respondents? 2017, which is the basis for the implementation of the
1.1 Objectives; work immersion to all senior high schools. The
1.2 Curriculum Implementation and Compliance; industries also spend a part of their resources in
1.3 Delivery Process; training students’ trainees although SHS graduates
1.4 Students’ Progress and Performance; already have the basic skills before they go through the
1.5 Work Immersion Supervision; and industry immersion (The Asia Foundation,2018).
1.6 Administrative Concerns? Properly implemented, work immersion improves
2. Are there significant differences in the perceptions student competencies, helps them make informed
of the three groups of r espond en ts on the career choices, and creates employment opportunities
implementation of the TVL work immersion program (The Asia Foundation, 2018).
as regards the aforementioned aspects?
3. What is the students’ level of employability Catelo (2020) conducted a study which assessed the
competencies as regards the following as perceived by work immersion program in terms of objectives,
the teachers, and industry partner respondents? principles and policy statement, delivery models,
3.1 Basic; duties and responsibilities of personnel, assessment,
3.2 Common; and and monitoring and evaluation. His study revealed that
3.3 Core? the three groups of respondents, the teachers, industry
4. Is there a significant difference in the perceptions partners, and the students rated the senior high school
of the two groups of respondents on the students’ level work immersion program as Excellent with the grand
of employability competencies on the aforecited weighted mean of 4.27. However, it showed that the
aspects? Work Im m ers io n D el i v ery Mod el had an
5. What is the students’ level of satisfaction on the unsatisfactory condition that limits students and
Work Immersion Program as perceived by themselves teachers in conducting the different models suggested
on the following aspects? by the Department of Education. This condition has
5.1 Job Characteristics; something to do with the required duration of
5.2 Work Environment; immersion proper, schedule of the different delivery
5.3 Contextual Factors; and models, and the limited number of industry partners.
5.4 Work Immersion Teacher?
6. Is there a significant correlation between the extent Plantilla (2017) mentioned that the globalization of the
of implementation of the TVL work immersion economy has established a serious need for business
program and the following schools to prepare the graduates with knowledge and
variables? skills relevant to international business practices. Like
6.1 Students’ Employability competencies; and the other countries in the world, the Philippines is
6.2 Students satisfaction? affected by the unpredictable changes carried by
7. What in nov ativ e TVL work im mersion globalization in the labor market. Undoubtedly, these
implementation exemplars could be proposed based on deviations of the global industries have created
the results of the study? opportunities but with challenges and difficulties to
both education and employment sectors (Abas &
Imam, 2016). Along this view, Plantilla (2017)
Literature Review remarked on the performance of the graduates of
University of Rizal System in Pililla in the workplace.
Work Immersion They said that the employers were precisely satisfied
with their performance specifically the knowledge and
On May 15, 2013, President Benigno Aquino III understanding of the job, general skills, specialized
approved Republic Act No.10533 known as the skills and even personal qualities. They further
Enhanced Basic Education Act of 2013 which emphasized that this is due to the mandate of the
stipulates that two more years are added in high institution to prepare the students in the work
school: hence, the creation of the senior high school. environment with exemplary level of knowledge and
The Act is geared to further improve the knowledge skills required by the employers.
and skills of the senior high school students for them
The study of Doromal and Vecino (2020) revealed information, and curiosity and imagination. He
that the implementation of senior high school work also further elaborated that future employees must
immersion program in selected public schools in the be armed with fundamental skills such as reading,
Division of Negros Occidental was fully writing, and arithmetic.
implemented.
Icban (2019) which attempted to assess the
There was also no significant difference in its extent of
employability of the senior high school (SHS) students
implementation in terms school category, school
who graduated under the technical vocational
location, and designation of the implementer. The
livelihood strand program. With the 365 SHS students
findings also revealed that the most encountered
and 20 partner institutions as respondents of the survey
challenges in the work immersion implementation
questionnaire, the study found out that the SHS TVL
were limited partner industries, students’ working
student respondents performed high in basic, common
attitude, limited time tracking student’s progress,
and core competencies. They were also assessed by
inadequate supervision time for immersion teachers,
the industry partner supervisors as very good
and not sustainable learners’ financial support.
performers as regards the aspects of personal,
Furthermore, the major recommendations on effective
interpersonal, self-management initiative, and
immersion implementation were to tap additional
delivery. The students acquired competencies were
partner institutions, increase immersion hours,
also correlated through at a low degree with the work
weekly conference reporting of student’s progress,
immersion implementation.
and supervision and monitoring time for immersion
teachers and allocate immersion budget. Another reviewed related study was conducted by
Guimba (2018) which determined the relationship
Students’ Employability Competencies
between the level of self-efficacy and work immersion
satisfaction of Grade 12 students under the General
According to Yorke (2006), as cited by Bist (2020),
Academic Strand (GAS). Using the survey
stated that employability can be defined as a set
questionnaire to get the perceptions of the students, the
of skills, understandings and personal attributes that
study revealed that the students with high level of
will provide the graduates a chance to gain
work immersion satisfaction enjoyed the learning
employment and become successful in an
experience in the workplace for they got the chance to
occupation of their choice which in turn will benefit
see their career path in the future. It was also found out
themselves, the community, and the economy.In
that the level of work immersion satisfaction of the
addition, Sermsuk et.al, (2016) mentioned in his
students affected the level of work-related self-efficacy
study that in many countries like the United States,
of the student respondents.
United Kingdom, Canada and Europe, the
international idea about employability has been Furthermore, the study was done by Irwin et al.
applied to their students to guarantee necessary work (2019) which determined the stakeholders’ perceptions
skills acquisition towards job maintenance and of students’ employability. It attempted to find out the
proficiency. They said that the concept of duration, type, and location of work experience. It
concentration of work skills development among looked into the three aspects of work experience
students is to ensure employability, hence, can lessen within the context of the Social Sciences-type
their chances of unemployment in the future. In line (internship or volunteer role), location (extra or co-
with this, Moore (2016) highlighted the skills that are curricular) and duration (six months or two years) and
crucial for education and success in the compared the stakeholders’ (student, academic,
workplace. According to him, the skills that are employer) perceptions of work experience. The results
influential to the success of an individual were indicated that extracurricular experience was viewed
emphasized by the National Center for Education favorably by all the stakeholders. The type of
Statistics (NCES) which include self-regulation, experience the students had during their internship was
motivation, persistence or diligence, and viewed as more positive when the job role was at high-
executive functioning. Likewise, Wagner (2016) level. However, the duration of experience did not
stressed various skills which employers are produce a main effect. There were no significant
looking from an employee. Such skills, he said, are differences in stakeholders’ perceptions of work
called survival skills which include critical thinking experience. The qualitative data indicated that the
and problem solving, collaboration across relevance of both experience and degree was important
networks and leading by influence, agility and for employability, along with interpersonal and
adaptability, initiative and professional skills.
entrepreneurialism, effective oral and written
communication, accessing and analyzing Students’ Satisfaction
Ernani O. Jaime 499/506
Psych Educ, 2023, 13: 496-506, Document ID:2023 PEMJ1182, doi:10.5281/zenodo.8345217, ISSN 2822-4353
Research Article
Methodology
Ivaylo (2019) defined work immersion satisfaction,
as a set of psychological attitudes towards the work
done by the worker/trainee. In the process of This study used the descriptive-correlational method of
professional adaptation and self-identification, an research. According to Mc Combes (2019), descriptive
important role is played by the labor activity research aims to accurately and systematically describe
motivation and the labor satisfaction. Satisfaction a situation which involves the description, recording,
with the work immersion depends on the congruence analysis, and interpretation of the present nature,
of the outcome of the work with the trainee's internal compositions, or processes of phenomena. In the same
needs. There are different views in the scientific way, Mishra and Alok (2017) describe descriptive
literature on the satisfaction of internships among research as “explanation of the set of circumstances as
young and inexperienced people, as responded by it is.” This study is descriptive because it described
Ivaylo (2019) but most of them unite in their views in the implementation of work immersion in senior high
the following trends: Students who have gained more schools. McCombes also defines correlation method as
experience in a work environment are clearly aware the relationship between the problem, situation or
of their advantages and prospects in finding a job and phenomena. This study is also correlational since it
building a career. They are more likely to remain in looked into the relatio n sh ip between the
the company where they have practiced. In the initial implementation of work immersion in senior high
stages of the internship, trainees show a certain level schools and students’ employability competencies and
of dissatisfaction with their assigned tasks, but at the satisfaction of the work immersion implementation.
end of the internship, they found that they have
understood the reasons for their assignments, which is Participants
a predictor of their ultimate satisfaction with the
The participants in this study were composed of 327
internship. Opportunities to start and stay in the
work immersion students 44 work immersion teachers,
company where the internship is held also play a
and 57 work immersion industry partners from the
major role in the satisfaction of learners' internship.
Divisions of Marikina City, Makati City and Pasig
Additionally, Okay and Sahin (2019) mentioned the City. The work immersion teachers, students, and
factors influencing the satisfaction of intern. The first industry partners were chosen using purposive
are individual factors which refer to trainees' sampling. Only senior high schools offering the TVL
characteristics predispose to success in their practice, Track on Bread and Pastry Production and Food and
which in turn leads to the satisfaction of internship. Beverage Services strands were included. The number
Okay and Sahin identified three individual factors of student respondents was determined using the
which are defined as important prerequisites for an Sloven’s formula after which 30 percent of the
effective internship program, namely: academic population was used to get the number of respondents.
readiness or good theoretical training and practice in
the specialization, and positive expectations for Instruments of the Study
practice and prospects of staying in a company and
self-initiative (active searching for information, The instrument used by the researcher in this study
building constructive relationships with other was two sets of questionnaires. The first set was for
trainees/employees). the industry partners and the work immersion teacher
respondents while the second was for the work
Gupta (2017) remarked that feedback creates new immersion student respondents. The questionnaire for
tasks once the old ones were completed, clear job the industry partners and the work immersion teacher
results, autonomy, a comfortable work environment, respondents has three parts. Part I was on the personal
job prospects, new skills and teamwork. These are information of the respondents, Part II was on the
essential factors for trainees' satisfaction. Another is Extent of the Respondents’ Evaluation of the TVL
the contextual factor which includes salary, working Work Immersion Implementation, Part III was on the
time, travel to the internship place and the location of Students’ Employability Competencies and Part IV
the organization in which the traineeship takes place. was on the students’ Satisfaction on the work
Sometimes the interns are given financial immersion program. The second set of questionnaires
compensation. When this happens, it could lead to was for the work immersion student respondents. It
significantly higher levels of satisfaction than unpaid has four parts, namely: 1.) personal data of the student
ones. respondents, 2.) extent of student respondents’
evaluation of the TVL work immersion program, 3.)
level students’ of employability competencies, and 4.)
level of students’ satisfaction on the work immersion
Ernani O. Jaime 500/506
Psych Educ, 2023, 13: 496-506, Document ID:2023 PEMJ1182, doi:10.5281/zenodo.8345217, ISSN 2822-4353
Research Article
respondents believe that the schools have shown very work immersion students in terms of Basic
good practices on the extent of the implementation of Competencies and Common Competencies indicate a
work immersion as regards objectives, curriculum significant difference as evidenced by the computed z
implementation and compliance, delivery process, and value of 4.15 for Bread and Pastry Production and 3.81
administrative concerns. However, there is a need to for the Food and Beverage Services which are higher
determine the reasons why the three groups of than the critical z value of 1.96.
respondents differed in their perceptions so as to
improve the monitoring of the students’ progress and Table 4. Test of Significant Difference in the
performance and work immersion supervision. Perceptions of the Two Groups of Respondents on the
Level of Employability Competencies of the TVL Work
Table 3. Respondents’ Perceptions on the Level of
Immersion Students
Employability Competencies of the TVL Work
Immersion Students
environment characteristics, contextual factors, and For the core employability competencies of the two
work immersion teachers. This is evidenced by the subjects, Bread and Pastry Production and Food and
overall weighted mean of 3.60, 3.62, 3.51, and 3.54 Beverage Services, there was a weak significant
respectively with a grand weighted mean of 3.57. This relationship in terms of objectives, curriculum
finding could mean that the student respondents very implementation, delivery process, students’ progress
much enjoyed their assigned jobs, their work and performance, and work immersion supervision as
environment, the amenities, and privileges provided by reflected by their Pearson r’s from 2.27 to 3.36 and
administrators, and their work immersion teacher. computed t values from 2.80 to 3.86.
Table 5. Respondents’ Perceptions on the Level of For Food and Beverage and Services competencies,
Students’ Satisfaction in the Work Immersion Program there was a moderate significant relationship on
delivery process, students’ progress and performance,
and work immersion supervision as shown by the
Pearson r’s, 0.40 to 4.9 and computed t values from
5.18 to 5. 77, higher than the critical t value of 1.98.
Table 6 presents that there was a moderate significant Table 7 shows that the level of students’ satisfaction
relationship between the extent of work immersion has a moderate relationship with the extent of
implementation as regards objectives, curriculum implementation of the TVL work immersion in terms
implementation and compliance, delivery process, of objectives, curriculum implementation and
students’ progress and performance, work immersion compliance, delivery process, students’ progress and
supervision, and administrative concerns and the level performance, work immersion supervision, and
of basic and common employability competencies as administrative concerns as evidenced by their Pearson
evidenced by the Pearson r’s ranging from 0.52 to 0.69 r’s from 0.42 to 0.59 and the computed t values from
with the computed t – values ranging from 7.70 to 8.34 to 13.17.
9.53 which are all higher than the critical value of
1.98. However, there was a high significant
relationship between the extent of work immersion Discussion
implementation and the administrative concerns on the
basic employability competencies as shown by its
This study attempted to determine the correlation
Pearson r of 0.7 with computed t value of 11.34,
between the technical vocational livelihood (TVL)
higher than the critical t - value of 1.98.
work immersion program of senior high schools,
students’ employability competencies and satisfaction.
design was used to identify the students’ employability Annual Labor and Employment Status. (2016). Preliminary Results
competencies and satisfaction and technical of the 2016 Annual Estimates of Labor Force Survey (LFS).
vocational livelihood (TVL) work immersion program Retrieved from
https://psa.gov.ph/content/2016-annual-labor-and-employment-statu
of senior high schools. s.
Further, the students are very much contented with Catelo, S. (2020). Work Immersion Program for Senior High School
in the Division of Pasay: Basis for an Intervention Plan. Journal of
their experience in the TVL work immersion program.
World Englishes and Educational Practices. ISSN: 2707-7586.
The development of students’ competencies for Retrieved from
em p loy m en t is af f ected by the d egree of https://al-kindipublisher.com/index.php/jweep/article/view/161/146
implementation of the TVL work immersion program %20on%20February%2016,%202021.
as regards objectives, curriculum implementation and Chowdhury, F (2020) “Work Integrated Learning at Tertiary Level
compliance, delivery process, students’ progress and to Enhance Graduate Employability in Bangladesh”. International
performance, work immersion supervision, and J o u r n a l of H i g h e r E d u c a t i o n . R e t r i e v e d f ro m
https://files.eric.ed.gov/fulltext/EJ1255716.pdf%20on%20February
administrative concerns.Therefore, to implement the %2016,%202021.
technical vocational livelihood (TVL) work immersion
program of senior high schools, an innovative work Cole and Tibby (2016). Defining and developing your approach to
employability. Retrieved from
immersion implementation exemplar is necessary. It https://www.heacademy.ac.uk/sites/default/files/resources/%20Empl
highlights the necessity for the exemplar to further oyability_framework.pdf
improved the implementation of the work immersion
Department of Education (2018). Special Report: Jobs A Hit or Miss
program as perceived by the work immersion teachers, For Senior High School Graduates. https://www.deped.gov.ph
industry partners and students. /2018/04/07/Special- Report-Jobs-A-Hit-Or-Miss-For-Senior-High-
Guimba,G. (2018). Work-related self-efficacy and work immersion National Association of Colleges and Employers (NACE). (2021).
satisfaction among grade 12 general academic students, Munich, Career Readiness. Retrieved from
GRIN Verlag, Retrieved from https://www.naceweb.org/career-readiness/competencies/career-read
https://www.grin.com/document/456670%20on%20February%2017, iness-defined/ on February 18, 2021.
%202021
Naelga, et. al (2019). “The employability and opportunities of the
Gupta, P. (2017). An Exploration of Student Satisfaction with graduates of the Modeling Program of the Opol National Technical
Internship Experiences in Marketing. High School, Mindanao, Philippines”. Retrieved from
https://www.researchgate.net/publication/%20228147228_An_Expl https://search.proquest.com/openview/aae04dace4f6d05f1be25d167
oration_of_Student_Satisfaction_with_Internship_Experiences_in_ 9dc90cc/1?pq-
Marketing origsite=gscholar&cbl=4400984%20on%20February%2016,%2020
21.
Icban, A. (2019). Fit or Misfit: Employability of the Technical
Vocational Livelihood Students through their Work Immersion. Okay and Sahin (2019). A study on the opinions of the students
International Peer Reviewed Journal. Asian Society of Teachers for a t t e n d i n g the F a c u l t y of T e c h n i c a l E d u c a t i o n
Research, Inc. Online ISSN: 2619-8439. Retrieved from regarding_industrial_internship.https://www.researchgate.net/public
https://aseanresearch.org/downloads/astr/publication/%203/ART%2 ation/289758019
03%20ICBAN.pdfon February 15, 2021.
Onte I. (2018). Level of Compliance of Public Senior High School
on Work Immersion Program Of TVL-Home Economics Strand in
Insorio, A., et.al. (2021). Exploring Work Immersion at Home:
the Division of Pasay: Basis for a Proposed Continuous
Humanities and Social Sciences Students’ Compliance, Difficulties
Improvement Plan. City University of Pasay, Pasay City.
and Evaluation. San Pedro College of Business Administration, San
Pedro Relocation Center National High School-Main Campus,
Orbeta A. C. (2018).Senior High School and the Labor Market:
Philippines. ISSN print: 2719 -0153. Retrieved from
Perspectives of Grade 12 Students and Human Resource
file:///C:/Users/Admin/Downloads/54 -
Officers[Unpublished Thesis]Philippine Institute for Development
A rt i c l e % 2 0 T e x t -7 1 -1 -1 0 -2 0 2 1 0 9 0 1 . p d f
Studies.
Irwin, A. et.al. (2019). Stakeholders perception of student Philippine Institute for Development Studies (2019). Senior High
employability: Does the duration, type and location of work School and the Labor Market
experience matter? Retrieved from https://pidswebs.pids.gov.ph/CDN/EVENTS/20190619_
https://link.springer.com/article/10.1007/s10734-019-00369-5?wt_m publicseminar_shslm_final_orbeta.pdf
c=Internal.Event.1.SEM.ArticleAuthorOnlineFirst&utm_source=Art
icleAuthorOnlineFirst&utm_medium=email&utm_content=AA_en_ Philippines Statistics Authority (2020). Retrieved from
06082018&ArticleAuthorOnlineFirst_20190302&error=cookies_not https://psa.gov.ph/content/employment-situation-july-2020
_supported&code=d0fdc4a4-9e39-42dd-8188-8e0684e27b42%20on
%20February%2015,%202021. Philippine Statistics Authority. (2017). Employment Situation in
Republic Act No.10533 known as the Enhanced Basic Education Xuan, H. et al. (2017). Evaluating the Satisfaction Factors of FPT
Act of 2013 University Students in On-the-Job Training Program. Journal of
E d u c a t i o n and So c ia l S c i e n c e s . R e t ri e v e d from
Santiago, R. (2018). The Implementation of the K to 12 Program in https://www.jesoc.com/wp-content/uploads/ 2017/12/KC8_3.pdf
the Philippines. Sun Star Pampanga. Retrieved from
https://www.pressreader.com /philippines/sunstar- Yee, J. (2018). Special Report: Jobs a hit or a miss for senior high
pampanga/20180820/281711205495569 on February 18, 2021. school graduates. Philippine Daily Inquirer. Retrieved from
https://newsinfo.inquirer.net/980738/special-report-jobs-a-hit-or-mis
Sermsuk, S., Triwichitkhun, D., & Wongwanich, S. (2016). s-for-senior-high-school-graduates on February 18, 2021.
Employment conditions and essential employability skills required
by employers for secondary school graduate. Procedia-Social and Affiliations and Corresponding Information
Behavioral Sciences, 116, 1848-1854. Retrieved from
http://bit.do/eUUz8%20on%20February%2018,2021.
Ernani O. Jaime
The Asia Foundation (2018). Work Immersion: Real World Department of Education – Philippines
Experience at Senior High. Coalition for Change. Australian Aid.
Retrieved from file:///C:/Users/Mitch/Downloads/1.immersion.pdf
on February 18, 2021.