what is work immersion all about essay

My Expectations In Work Immersion Essay For Students

Work immersion is an essential part of the learning experience, providing students with a unique opportunity to apply theoretical knowledge in a real-world context. As I prepare for my upcoming work immersion, I am filled with anticipation and expectations. This essay outlines my personal expectations, which include gaining practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities.

Table of Contents

Essay On My Expectations In Work Immersion

Acquiring practical skills.

One of my primary expectations during this work immersion is acquiring practical skills. While classroom learning provides a strong foundation, it often lacks the hands-on experience necessary to fully understand the nuances of our chosen field. I hope to perform tasks that allow me to practice and improve the skills I have learned in class. This could range from technical abilities specific to my field of study, to more general skills such as time management or problem-solving.

Understanding Workplace Dynamics

Workplaces have their own unique cultures and dynamics that can greatly differ from the academic environment. During my immersion, I expect to gain a deeper understanding of these dynamics. This includes learning about hierarchies, communication protocols, decision-making processes, and teamwork. By observing and participating in these dynamics, I hope to become better prepared to navigate future professional environments.

Enhancing Interpersonal Skills

Interacting with colleagues, superiors, and clients requires a different set of interpersonal skills than interacting with classmates and teachers. I anticipate that my work immersion will give me the chance to develop these skills. Through collaboration and networking, I aim to improve my communication, negotiation, and conflict resolution abilities. These skills are invaluable in any professional setting, regardless of the specific industry or job role.

Preparing for Future Career Opportunities

Finally, I view my work immersion as an opportunity to prepare for future career opportunities. This involves not only honing my practical and interpersonal skills, but also building professional relationships and gaining industry insights. I expect to meet professionals who can provide guidance, offer career advice, and potentially open doors to future job opportunities. Moreover, by observing the industry first-hand, I can better understand its trends and challenges, which will be beneficial when making my career decisions.

In conclusion, my expectations for my work immersion are centered around learning and growth. I anticipate acquiring practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities. While I recognize that challenges may arise, I am confident that this experience will equip me with valuable tools and insights as I embark on my career journey. Ultimately, I view this work immersion not merely as a requirement to fulfill, but as a stepping stone towards my professional development and success.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

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Immerse Yourself With Intention

By  Laura N. Schram

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Most graduate students do not have the luxury of time to devote to lots of career exploration activities that aren’t directly relevant to their scholarly commitments (course work, dissertation writing, teaching and so on). The vast majority of graduate students can’t take time off to pursue an internship opportunity, and the few who are able to do so might take advantage of such an opportunity just once in their graduate careers. Yet, as Paula Di Rita Wishart noted in her previous “Carpe Careers” column on job experience , an internship is not the only way to explore your career interests in an experiential way and to make professional connections.

You can accomplish that by immersing yourself for a relatively short period of time in a new professional context. In immersives , as we call them at Rackham Graduate School, students spend a day or two learning more about the workplaces, projects, research and other opportunities involved in a specific career context. Immersives give students the chance to network with and visit an organization of interest to them, as well as to engage in its work.

For example, our immersive students conduct practice teaching for the university teaching and learning center, write short grant reviews at our state humanities council, participate in the local community foundation’s annual community meeting, or design a lesson plan for a university museum tour. Students typically participate in those experiences after they’ve narrowed their career interests a bit as a next step beyond informational interviewing. Or they use them as an opportunity to just dive in and explore something that piques their interest to see if it’s a good fit with their career values, interests and skills.

Similarly, after an exciting informational interview, you might want to engage in some kind of activity at an organization -- to participate in or even contribute to a community event, to provide advice or analysis on a specific project that intrigued you, or to attend a public advisory board meeting to see how an organization runs. You do not need a structured program to do this, and we frequently encourage students who have an organization they’ve already connected with in mind to design their own immersive.

That said, engaging in something like an immersive for several hours or even a day does not necessarily mean you’ll learn from the experience. Those of you who teach will know this from your experience as an instructor. You design a great active learning activity for your students, only to find when you assess their learning at the end of class that some of the students still didn’t get it. Maybe they didn’t do the reading, they didn’t have some essential prior knowledge, they were distracted, or they were unmotivated and passively engaged in the activity. Whatever the reason, experience doesn’t always translate to learning.

For example, after spending a half day at a museum to learn more about museum research careers, one of our earliest immersive participants confided in me that she didn’t get the most out of the time she had there and felt it was a missed opportunity. What was missing?

As someone who has been shepherding students through these experiences for several years now, I would like to share four best practices I’ve learned to immerse yourself most productively so that you leave such experiences with greater career clarity and ideas about your next steps.

Engage Actively

If you want to go beyond the information you can gain from an informational interview, you need to do more than observe passively or ask questions. Students often fall back on shadowing to learn more about a job, and there’s nothing wrong with that. But what task can you complete during a brief shadowing experience to get a firsthand sense of the skills needed for this work? You should offer to take on a concrete assignment for a specific project or activity, such as analyzing data or text, designing something, conducting topic research, or facilitating a small piece of a larger event.

Meet a Need

Of course, in your own career development, your primary goal is to gain marketable experience and clarity on your professional goals. However, a successful immersive typically results when a student thinks beyond their own professional needs and designs a mutually beneficial experience with an organization or a professional mentor. In our most impactful immersives, a student identifies a need that an organization has and contributes her expertise to meet that need. Organizations will be much more likely to let you sit in on an important meeting, volunteer at an exciting event or have access to information on an emerging project if you can contribute to their organizational goals and needs. As you think about where you might want to explore and engage in a short-term professional experience, ask yourself, “What distinct skills can I contribute that will meet this organization’s needs?”

The student I mentioned earlier who didn’t get the most out of her museum visit confessed to me that she just didn’t prepare. She didn’t research the organizational mission, she didn’t read the staff biographical profiles online, she didn’t think about whom she wanted to meet with individually while she was there and she didn’t investigate what museum research typically involves. You don’t need to invest a ton of time in preparing -- remember, the goal here is to gain a bit of experience in a field that piques your interest yet not spend significant time away from your scholarly work. But you should set aside one hour to apply your well-honed research skills to prepare for the experience so that you make the most out of the short time you have at an organization. Prepare questions, research the organization’s mission and staff, and read at least one relevant article about the field or organization.

Reflect on What You Learned

Just as preparation before an experience will help you to get the most out of immersing yourself, reflection afterward is extremely important in identifying lessons learned and next steps. Perhaps the experience crystallized an important insight for you, or you discovered an important skill that is required for the work that you need to develop further. You may even have discovered that the organization was not a good fit for some reason, in which case it is valuable to think through why and what that means for your interests going forward. Pick up your journal or open up your individual development plan -- wherever you are tracking notes or thoughts on your own career development -- and set aside time to reflect on the following questions:

• What stands out to you from your experience, and why is that important for your career clarity?
• What benefits did you gain (values engaged, skills acquired, knowledge learned) as a result of this experience?
• What do you see as your next step(s)?

Even better, I’d encourage you to process these questions together with a graduate career counselor, a professional mentor or a trusted peer to integrate the experience into your broader career development.

Immersives are an excellent way to get a taste of a career area that intrigues you. If you apply these four best practices, you will set yourself up to get the most out of the experience and make progress in your career exploration process.

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DepEd Guidelines for Senior High School Work Immersion

Table of Contents

What is Work Immersion?

• Work Immersion refers to the subject of the Senior High School Curriculum, which involves hands-on experience or work simulation in which learners can apply their competencies and acquired knowledge relevant to their track.

June 5, 2017

DepEd Order No. 30, s. 2017

Undersecretaries Assistant Secretaries Bureau and Service Directors Regional Directors Schools Division Superintendents Public and Private Elementary and Secondary Schools Heads All Others Concerned

• The Department of Education (DepEd) issues the enclosed Guidelines for Work Immersion as basis for the implementation of work immersion in all Senior High Schools (SHSs).
• Work Immersion is a key feature of your SHS Curriculum. It can be conducted in different ways depending on the purposes and needs of learners. Enclosed are the documents pertinent to its implementation.
• These guidelines will take effect starting School Year 2017-2018 for all SHSs.
• These guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. All existing Orders and memoranda that are inconsistent with this Order are hereby rescinded.
• Immediate dissemination of and strict compliance with this Order is directed.

LEONOR MAGTOLIS BRIONES Secretary

Enclosure to DepEd Order No. 30, s. 2017

One of the goals of the K to 12 Basic Education Program is to develop in learners the competencies, work ethic, and values relevant to pursuing further education and/or joining the world of work. To achieve greater congruence between basic education and the nation’s development targets, Work Immersion, a required subject (See attached curriculum guide in Annex A), has been incorporated into the curriculum. This subject will provide learners with opportunities:

• to become familiar with the work place;
• for employment simulation; and
• to apply their competencies in areas of specialization/applied subjects in authentic work environments.

To achieve the above objectives, Work Immersion is thus a requirement for graduation from secondary education. Learners are immersed in actual work environments such as workshops offices and laboratories in which their prior training is relevant. Other possible venues for work immersion are listed in Annex B.

These guidelines were formulated based on the rich experiences of modeling schools, tech-voc schools, partnership focal persons, industry partners, and youth development advocates. These guidelines can provide process support to field offices of the Department of Education (DepEd) in fostering relationships and strengthening partnerships so that learners will have access to suitable work immersion venues and other related resources.

These guidelines shall apply to all Senior High School learners in the following institutions:

• DepEd Senior High Schools
• Private Senior High Schools
• Senior High Schools run by state colleges and universities, and local universities and colleges
• Technical-Vocational Institutions

Definition of Terms

These Guidelines for Work Immersion will use the following terms and their corresponding definition as spelled out below:

• Partner Institutions are public or private institutions or organizations that are able and willing to lend their expertise and resources; and enter into agreement with any of the DepEd or Non-DepEd offices and/or schools. This enables DepEd to strengthen its capability to offer Senior High School, without monetary requirements from both.
• Memorandum of Agreement is a legally binding document, which spells out the specific terms and conditions between and among parties entering into a partnership to implement a program, project, or any other similar undertaking. It can be entered into at the central, regional, division, or school level. The scope and limitations of the Memorandum of Agreement shall not be contrary to laws, public customs, and moral compasses.
• Partnership refers to the relationship between the partner institution and the school, or any office of DepEd (Central Regional or Division) that responds to the needs of the K to 12 program in general, and Senior High School in particular, which is formalized through a Memorandum of Agreement.
• School Partnership Focal Person is the person authorized to seek partnerships between DepEd and Institutions (Deped Order 40, s. 2015).
• Work Immersion Partner Institution Supervisor serves as the counterpart of the Work Immersion Teacher and may also be the representative of the partner institution in forging partnership with DepEd schools. This person shall be identified in the MOA.
• Work Immersion Teacher is the school personnel who is assigned to supervise the learners at the Work Immersion Venue in coordination with the Work Immersion Partner Institution Supervisor.
• Workplace Immersion Venue is the place where work immersion is conducted. It shall conform with the law and the rules and regulations on safety, appropriateness for learning, and availability of facilities and equipment, which are issued by the DepEd (DO No. 40 s. 2015), Technical Education and Skills Development Authority (TESDA), Department of Labor and Employment (DOLE), Commission on Higher Education (CHED), and other relevant government agencies. Examples of work immersion venues include offices, factories, shops, and project sites.

Objectives of Work Immersion

Work immersion will help develop among the learners life and career skills, and will prepare them to make decisions on post-secondary education or employment. Through partnership building, DepEd hopes that the Partner Institutions will provide learners with work immersion opportunities, workplace or hands-on experience, and additional learning resources. It aims to make the learners:

• appreciate the importance and application of the principles and theories learned in school;
• enhance their technical knowledge and skills;
• enrich their skills in communications and human relations; and
• develop good work habits, attitudes, appreciation and respect for work.

By the time learners reach Senior High School, they would have already acquired almost all the competencies and skills that would prepare them for the curriculum exits (higher education, employment, middle-skills development, and entrepreneurship). Work immersion provides them with an avenue to test themselves and apply what they have learned in a non-school scenario. In work immersion, learners are not only able to apply their previous training but are also able to experience the social interactions in a work environment. Their experiences during work immersion will develop many skills and values that would help them as they transition from high school to real life.

To assure the achievement of the above objectives of Work Immersion, this policy serves to guide schools in:

• creating flexible work immersion arrangements for their learners;
• providing options for work immersion that are relevant to learners’ purposes and needs;
• organizing work immersion opportunities for learners that are consistent with the diverse human resource requirements of partner institutions for work immersion; and
• articulating the scope and limits of work immersion in the context of basic education when building relationships with work immersion partners.

READ: DepEd Updates on Senior High School Work Immersion

Principles and Policy Statements

Partnership with Institutions shall be governed and guided by the following principles and policies:

Work Immersion requires parental consent.

Partner Institutions and Work Immersion Venues shall be selected only after thorough study, screening and preparation to ensure that each venue is a safe, secure, and suitable place for learning. All applicable safety guidelines of TESDA, DOLE, and the work immersion venue relevant to basic education shall apply.

Schools may partner with any institution or organization duly registered/recognized by any accrediting government agency. These may include cooperatives, local government units (LGUs), duly registered companies, and non-government organizations (NGOs). Annex B provides suggested institutions for corresponding specializations.

All Work Immersion agreements at the school level must be covered by a Memorandum of Agreement (MOA) for the security of all parties involved. All MOAs must specify that all parties will conform to these guidelines. All learner activities shall be reflected in the MOA as stipulated in the Prescribed Template for the List of Tasks/Activities to be done during Work Immersion which can be found in Annex C.

The Memorandum of Agreement (MOA) for Work Immersion must have provisions for the following:

a. creation of a Joint Working Group (JWG), the JWG’s functions and responsibilities, and the responsibilities of each of the partners

b. access to and use of partner institution’s facilities by learners and teachers;

c. provision of supervisors/mentors from the partner institution

d. assurance that the workplace is a conducive and safe learning environment;

e. list of learner activities as stipulated in the prescribed template in Annex C

f. for the Partner Institution to orient the school on the work learners will engage in based on the activities listed in the Prescribed Template for the Immersion Program of Activities

g. insurance for learners in DepEd schools, charged to MOOE (For private high schools, colleges and universities, local universities and colleges, state universities and colleges, and technical and vocational schools, the insurance fee paid by the learners during enrolment shall be utilized for work immersion. Insurance fees may also be included in the voucher.)

h. Work Immersion – related expenses like insurance and transportation allowance may be treated as a donation under DepEd’s Adopt-A-School Program

i. See attached Annex D of this guidelines for sample of MOAs. This does not preclude the parties from adding other provisions which are beneficial to the learners.

DepEd, in collaboration with its partners and stakeholders, shall ensure that all schools and venues for learning are conducive to the education and safety of the learners. The safely of the learners is primary. Consequently, the maximum number of hours spent in the work immersion venue is 40 hours per week and no more than eight (8) hours per day as provided for by law, for a child below 18 but older than 15.

School Partnerships Focal Persons must be capacitated with networking skills and cultivating connections with possible partner institutions.

Although one of the objectives of the Work Immersion is to develop skills that are relevant to the needs of the job market in the area, Work Immersion should not be reduced to a mere recruitment tool of a Partner Institution. While the graduates’ future employment in the industry may be one of the desired outcomes of the partnership, the latter should be designed in such a way that graduates will also acquire other skills and competencies and will qualify for other job options and not be limited to those offered by one Partner Institution.

Expenses in securing partnerships, such as the travel expense of the School Partnerships Focal Person and the Immersion Teacher, shall be charged to the school’s local funds or MOOE. Subject to availability of funds, travel expenses of learners to Work Immersion venue will also be charged to MOOE and other funds, the details of which shall be provided in a separate set of Guidelines. Expenses for Immersion Venue rental, utilities, and/or other direct or incidental expenses of the Partner Institution shall not be allowed.

Schools and students shall not be asked to pay the SHS Partner Institution for any Work Immersion activity conducted. Fees for Work Immersion must only be set after consultation with parents.

The partnerships shall be governed by existing laws and DepEd issuances such as, but not limited to the following:

a. DepEd Order No. 39, s. 2009 on the commercialization of schools, which expressly prohibits the appearance of any form of institutional endorsement by the DepEd for any commercial product or service within the school premises in exchange for any SHS-industiy partnership

b. DepEd Order No. 6, s. 2012, which expressly prohibits all forms and manner of cooperation or partnership with the tobacco industry in all areas of the country

c. DepEd Order No. 40, s. 2012 entitled “Child Protection Policy” (Policy and Guidelines on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying and other forms of Abuse)

d. DepEd Order No. 80, s. 2012 entitled “Strengthening the integration of breastfeeding education in the curriculum, setting up and sustaining the operation of lactation stations in compliance with Executive Order No. 51”. School officials are similarly discouraged from partnering with companies manufacturing milk and infant formula products.

e. DepEd Order No. 55, s. 2013, Implementing Rules and Regulations (IRR) of Republic Act No. 10627 Otherwise Known as the Anti-Bullying Act of 2013

f. DepEd Order No. 40, s. 2015 entitled “Guidelines on K to 12 Partnerships” (Policy and Guidelines on Building Partnerships for the K to 12 Program)

g. Republic Act 7877, an Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training Environment, and for Other Purposes

h. The Adopt-A-School Act of 1998 (Republic Act No. 8525) and related DepEd issuances for corporate donations

i. Article 218 and 219 of the Family Code on the special parental authority and responsibility of schools, administrators and teachers

j. The Civil Code, including but not limited to, provisions on Obligations and Contracts and Quasi-Delicts. Article 2176 provides: “Whoever by act or omission causes damage to another, there being fault or negligence, is obliged to pay for the damage done. Such fault or negligence, if there is no pre-existing contractual relation between the parties, is called a quasidelict and is governed by the provisions of this Chapter.” Article 2180 provides in part: “The obligation imposed by article 2176 is demandable not only for one’s own acts or omissions, but also for those persons for whom one is responsible.”)

k. Department of Labor and Employment (DOLE) and Technical Education and Skills Development Authority (TESDA) issuances, whenever applicable

The duties and responsibilities of SHS personnel shall be reflected in their Office Performance Commitment Review Form (OPCRF) or Individual Performance Commitment Review Form (IPCRF) for DepEd Schools only.

Private Schools and non-DepEd schools may devise a scheme on how to remunerate teachers assigned as School Partnerships Focal Person/Immersion Teacher.

Work Immersion Delivery Models

Table 1 shows different Work Immersion delivery models that schools may choose from based on their needs and resources. All these models take into consideration the number of Work Immersion hours, learner’s purpose and needs, school capabilities and compliance to the TESDA, DOLE, and DepEd Work Immersion venue guidelines.

However, if these models do not fit a specific situation or concern, regions may design their own delivery model. Novel/unique deliveiy modes should be approved by the Regional Office. Proposals describing the unique delivery model should include in their justifications the work immersion hours, the learners’ purposes and needs, and the school’s partnership arrangements.

For all models, the Work Immersion Curriculum Guide (CG) in Annex A shall be followed. The number of hours allotted for Work Immersion Proper, which is Part II of the CG, may vary based on the model to be chosen by the learners and the school.

Below is a summary of the Work Immersion delivery models and their description. For more details, Annex E provides descriptions of the models, the learners’ purposes and needs, the school’s partnership arrangements, and Work Immersion delivery options.

Duties and Responsibilities of Personnel

The successful implementation of Work Immersion will depend on the strong collaboration, support, and commitment of the school personnel and Partner Institution. These personnel shall always exercise due care and diligence in the performance of their duties. Below are additional duties and responsibilities to DepEd Order No. 40, series of 2015 (Guidelines on K to 12 Partnerships).

The School Head

S/He shall:

a. be the authorized person to sign the MOA with Partner Institution on behalf of the school and ensure that all provisions in the MOA are adhered to by both parties;

b. assign a personnel/teacher to be the School Partnerships Focal Person if the school offers more than one (1) program;

c. determine the number of teaching loads of the School Partnerships Focal Person and the Work Immersion Teacher subject to the nature of the track/strand for immersion, provided that provisions in the Magna Carta for Teachers are followed;

d. sign the Travel Authority (TA) of the School Partnerships Focal Person/Work Immersion Teacher if work immersion tasks are conducted within the division. The Schools Division Superintendent will sign if these are conducted outside the division;

e. report to the Division Office the activities in the Work Immersion Venue, including but not limited to the duration, provisions, and issues and concerns as applicable; and

f. supervise the work of School Partnerships Focal Person, Immersion Teacher and Learners.

The School Partnerships Focal Person

S/He is the authorized person to seek partnerships between DepEd and Partner Institutions following the processes mentioned in the guidelines. S/He may be assigned from the school or division office. S/He may also be the school Senior High School Coordinator. S/He shall:

a. manage the conduct of Work Immersion;

b. establish/pursue and maintain the Work Immersion partnership between the DepEd and Partners Institutions;

c. use evaluation and monitoring results to recommend decisions on partnerships;

d. coordinate with the Work Immersion Teachers regarding the placement of students in partner institutions;

e. consolidate reports from work immersion teachers (If s/he is the Division SHS Partnership Focal Person, receives reports from schools); and

f. conduct regular ocular inspections with the Work Immersion Teacher to ensure that the work immersion venue is safe, secure, and suitable for learning.

The Work Immersion Teacher

S/He is the school personnel/teacher assigned to supervise the learners at the Work Immersion Venue. S/He shall:

a. exercise supervision on learners doing Work Immersion in coordination with Work Immersion Partner Institution Supervisor;

b. participate in the Joint Working Group of Work Immersion;

c. coordinate with the School Partnerships Focal Person learners’ activities and class and venue schedules;

d. conduct the Pre-immersion and Post-immersion activities;

e. conduct regular visits to the venue to ensure that learners’ activities are properly implemented; and

f. submit report regularly to the Schools Partnership Focal Person on the completion and performance of learners, performance of the Partner Institution, and issues and concerns.

The Work Immersion Partner Institution Supervisor

S/He shall be identified in the MOA and shall serve as the counterpart of the Work Immersion Teacher. S/he shall:

a. exercise supervision over learners during the Work Immersion;

b. participate in the Joint Working Group;

c. coordinate with the School Partnership Focal Person and Work Immersion Teacher on Work Immersion venue schedules and capacities;

d. provide input in the Pre-immersion and Post-immersion activities;

e. schedule the learners’ activities in the Work Immersion venue together with the Work Immersion Teacher; and

f. inform the Work Immersion Teacher on capacities, Work Immersion completion performance of learners, and issues and concerns.

The Learner

a. attend Pre and Post Immersion Activities;

b. report to the Work Immersion Partner Institution Supervisor during actual immersion;

c. perform the duties and tasks as indicated in the prescribed template for work immersion list of tasks/activities (template found in Annex C); and

d. prepare the documentations and reports required in the curriculum and by the Partner Institution.

The Work Immersion Teacher and the Work Immersion Partner Institution Supervisor will jointly assess the learners’ performance following the DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program).

The Work Immersion Teacher shall then issue the Final Grade.

Monitoring and Evaluation

The following are the offices and units, which will implement, monitor, and/or will be affected by the policy:

Central Office

a. Bureau of Curriculum Development ensures correct articulation of the curriculum content of Work Immersion.

b. Bureau of Learning Delivery ensures proper implementation of policies in delivering the Work Immersion as a subject in the field.

c. Bureau of Educational Assessment ensures valid assessment of learners performance in the field.

d. Bureau of Learning Resources provides the needed learning materials in the field.

Regional Office

Curriculum and Learning Management Division through the Regional Senior High School Supervisor-in-Charge ensures that the Division Offices properly implement and articulate Work Immersion as a subject in coordination with the relevant Regional Supervisor handling the learning area (e.g. TVL, Arts and Design, STEM).

Division Office

Curriculum and Instruction Division through the Division Senior High School Supervisor-in-Charge ensures that all senior high schools in their respective areas properly implement and articulate the Work Immersion as a subject in coordination with the relevant Division Supervisor handling the learning area (e.g., TVL, Arts and Design, STEM).

Section 7 describes in detail the duties and responsibilities of the different DepEd offices.

Annex F shows the monitoring and evaluation tool to be used.

DepEd Order No. 30, s. 2017 on Work Immersion

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Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

7 thoughts on “DepEd Guidelines for Senior High School Work Immersion”

ask ko lang po sna yung rubrics for grading the immersion,thanks po

Mayron na po ba tayong work immersion guidelines para sa online study…or online work immersion program?

What if po ma pull out tung students because of their bad attitude

Thanks .. Malapit na work immersion ????????

Hehehee 🙂 Good luck Imie!

Nasaan po yung full deped order? Ayaw din po sa website nila.

Post ko today, nahirapan akong mag download 😀

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“Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of 60 hours of hands-on experience or work simulation which the Grades 11 and 12 students will undergo to expose them to the actual workplace setting and to enrich the competencies provided by the school under the supervision of the School Head and the designated personnel of the Partner.”

Reflections and Insights after the Work Immersion at the Laboratory of ManilaMed

          I realized that the real world of employment is a big challenge. I always aim not to be late even though I slept late at night because of school works, I encountered different persons with different characters, I did risky tasks that may affect the patient and the department, cellphone is not allowed in the lab and most of all, always be careful. I even sacrificed some of what I am used to do because of this immersion and it made me a better person. I learned that discipline is very important in any aspects of our lives, especially in ourselves and in the workplace.

It is also important to make sure that all things are clear, accurate, correct, and right because one wrong data will affect all the people involved specially the patient. It might kill the patient affected because of the wrong diagnosis of the disease and the disease might become worst. I also learned that it is much different in school than in the actual workplace. In school, I learn through books, power points, and performance tasks while in the workplace, I learn on the actual situation which is that I do absorb all the knowledge and information well because it is in actual and I know it will affect a lot.   Regarding to my chosen course, this immersion just made me realize what I really wanted and it is to become a Medical Technologist.

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WORK IMMERSION PERFORMANCE, ALIGNMENT, AND EMPLOYABILITY AMONG SENIOR HIGH SCHOOL GRADUATES

• International Journal of Advanced Research 8(5):552-564
• 8(5):552-564

• DepEd Calamba City

• Laguna State Polytechnic University

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Work Immersion Program – Philippines

Context: In the Philippines, youth unemployment continues to play a role in hampering meaningful economic development. In July 2020, the number unemployed Filipinos aged 15–24 was estimated at 4.6 million. This was 2.1 million higher than in July 2019, largely due to the impact of the COVID-19 pandemic on the education and employment sectors, and adverse effects on students’ transitions to enter the work force.

Implementation of programme/ initiative: Since 2017, the Work Immersion Program for senior high school students has been implemented by the Filipino Government’s Department of Education (DepEd) and supported by The Asia Foundation’s Coalitions for Change (CFC), working alongside national and local government agencies, private and public enterprises and nongovernmental organizations. The Program is offered as a pre-requisite to graduation to Grade 11 and 12 students, aged 15–18, of DepEd public schools, private schools, state colleges and universities, and technical-vocational institutions. Due to the lack of knowledge, skills, and work experience that puts students at a disadvantage, as part of the programme, DepEd has made it a requirement for them to attain hands-on experience through work simulation of their chosen track to give them greater opportunities to apply their knowledge and capabilities. Participating students are trained, having close mentorship in their work environment with industry supervisors for a period of 80–320 hours during their two years of study. Learners cannot exceed eight working hours per day, anytime between 06.00-18.00 hours. To prepare for Work Immersion, learners have to take four specialized subjects where they can gain experience in a work environment related to their field of specialization. This aims to better equip senior high school students for college, work or business; develop life and career skills; and have attitudes, appreciation and respect for work. It also allows them to have a smooth transition from school to work after they gain valuable experience.

Main challenges: The 2018 Program report outlined certain inconsistencies; in particular there were suggestions of variations in workplace effectiveness of the Program, including with regard to relationships between Work Immersion supervisors and learners. In different areas of work, the number of tasks assigned to students varied; for instance, learners in Accountancy, Business and Management learned a lot during their experience in a bank setting, as well as future employment opportunities, whereas those in the General Academic Strand reported that they were only given minimal duties. Therefore, more years, along with adjustments in the Program are likely to be needed to show more coherent effectiveness of the Program.

Results achieved: Since its operation in the school year 2017—2018, over 390,000 senior high school students have undergone the Work Immersion Program, with 60 per cent subsequently becoming employed. To date, the Program has been achieving good results, for instance, with a high passing rate in National Certification for tourism-related specializations and graduates joining the workforce right after graduation.

Moving Forward: Looking ahead, Work Immersion will help the DepEd Bureau of Curriculum Development recognize the need for a curriculum in more education institutions that responds to local government and industry priorities. DepEd is looking to identify more companies willing to provide immersion opportunities and venues for student learning at the local level, and find linkages with industry partners for greater support in enhancing skills and training.

Replicability: The Work Immersion initiative demonstrates how national and local governments and industries can better coordinate and learn from each other through close collaboration in designing curricula and learning materials that will help senior high school graduates compete in high-growth, high-value and high-employment sectors. DepEd intent to pay close attention to changing job markets and provide relevant training and work experience programmes shows the importance of adjusting to industry expectations and better preparing youth for the world of work. The Program thus provides useful lessons in showing how to help reduce youth unemployment by increasing the number of more-skilled young candidates that join the workforce and boost development in the economic sector and beyond.

Acknowledgement: 

This good practice was kindly prepared by Ms. Alysha Brahmantiara Putri.

References:

https://asiafoundation.org/publication/work-immersion-real-world-experience-at-senior-high/

https://www.pressreader.com/philippines/sunstar-pampanga/20190507/281603831898716

https://mb.com.ph/2020/02/08/work-immersion-for-shs-not-suspended-deped/

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Date: January 29, 2021

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Home » Colleges & Universities » Work Immersion for SHS Students: Sharing my story!

Work Immersion for SHS Students: Sharing my story!

Whether you like it or not, you will need to survive that SHS work immersion. For every student, it can be considered as the much-awaited activity before graduation.

It could be exciting YET frustrating at the same time. At least in my experience, that’s what happened. I’d like to share with you what exactly happened during this phase.

If you want to set your expectations, you’re on the right page!

What is work immersion?

Work Immersion is similar to what college students experience during their On-the-Job Training (OJT). In this experience, you will be hired as an actual employee with different tasks to accomplish.

You will not just discover new skills but most importantly, you will learn new social skills. You have to cooperate with your co-workers and adapt to  the new environment. In short, it will let you experience what a real job feels like.

Furthermore, this is a very crucial requirement for every graduating student of senior high. So, you are expected to experience a tiring and fun chapter of your life.

Explore Articles: Colleges and Universities

How did I start my work immersion?

I must admit that the first step, or finding a vacant position, could be the hardest stage of work immersion.

During the 1st week of March, I spent looking for companies that would accept SHS students. It was a mess! We didn’t know where to start, and HOW we would do it. Our professor came to the rescue and provided us options for the work immersion.

Our school offered us to handle everything for us. From documentation to hiring to finding the right company, they would do it. The second was to teach us independence by coordinating with everything. I wanted to challenge myself so I chose the latter.

So, I did team up with my other classmates who also chose the same option and started applying nonstop. It was very exhausting. We attended several interviews with the hopes of getting tired. Exhausted, hungry, and body fatigue, you name it!

As much as we wanted to continue with our choice, we then asked help for our school to find the best OJT place.

Shared File: Job Interview Course

Which organization accepted me for my work immersion?

My beloved alma mater! 🙂

Fast forward, I was able to enter Philippine School of Social Work (PSSW) and University Community Outreach Program (UNICORP) . The same group handled both departments so we served for the two organizations.

If you’re curious on what I did, here were the tasks:

• Date encoding. Lots of them!
• Sorting files. Get your organization skills keep going.
• Arranging exclusive books.
• Other admin tasks!

Yep! Obviously, your boss will not give your tasks involving technical work. You won’t need to solve problems or attend serious meetings.

Forget about big projects because you need to learn the foundation of working. During your work immersion, your tasks will start from what new hires do.

Here’s what I missed the most during this unforgettable experience…

The big bosses! 

I missed how they took care of us with love and care. During breaktime, they treated us with food. I didn’t feel like someone who just got hired for a short time.

They even advised us and shared a little secret about social work. Don’t you know social work profession really pays well? This is most applicable even when you work abroad. However, I’m not going to tell you how much their salary is.

If you’re a future social worker, you have to discover it yourself!

Unfortunately, the pandemic cut short our experience. It was supposed to be for the whole month, but lockdown happened. You see, I still feel VERY lucky to have experienced it.

I wonder how they do work immersion right now that work from home is prevalent. But, for sure, you will learn so much!

Watch these related videos on YouTube!

10 Tips for Work Immersion! (SHS)

Work Immersion

Melanie Alberto

I love writing articles as well as doing photography. As an aspiring journalist, I have a strong passion for these activities!

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Student’s work immersion: A journey through S&T

• BusinessMirror
• March 11, 2018
• 4 minute read

Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and mathematics (Stem) students were required to gain relevant learning experiences through actual work. We were assigned to specific partner institution, business organization or establishment parallel to our specializations in order to help us reinforce our knowledge from classrooms and enhance our skills.

For us, a group of six students, we were engaged with the Department of Science and Technology (DOST).

Foremost, we learned that the DOST is the premiere science and technology (S&T) body in the country, in charge with the mandate of providing central direction, leadership and coordination of all scientific and technological activities, and of formulating policies, programs and projects to support national development.

DOST Biliran, officially called Biliran Provincial Science and Technology Center (DOST Biliran-PSTC), is one of the six provincial centers of the DOST-Eastern Visayas located inside the campus of Naval State University.

As we commence the work immersion on February 6, little did we know that an exciting adventure was about to begin. A journey that would make us realize that science is not a mere concept taught inside a classroom and make us gaze in amazement how these scientific concepts are applied in the world.

Initially, we were oriented with the nature and mandate of the institution, as well as the staff who would function as our advisers and supervisors as we initiated our training.

Furthermore, our work environment had become comfortable with the friendly, approachable and cheerful nature of the staff which was essential for us to effectively absorb all the knowledge and acquaint ourselves with the work of DOST personnel.

As we progressed and became acquainted with the work and processes in the DOST, we were assigned to make a variety of reports, such as Technology Needs Assessment (TNA), Yolanda Recovery and Rehabilitation Program (YRRP) Monitoring and even a Small Enterprise Technology Upgrading Program (Setup) Project Proposal.

But the most exciting part of our work immersion was the “travels.”  Going to different towns and barangays around Biliran was a delightful experience for us not just because we saw the beauty of this island dubbed as “Undiscovered Paradise,” but also since we have learned new techniques on how to handle businesses and technologies that are being used to help local enterprises grow.

We were introduced to new experiences and tried new products from DOST -assisted projects.

We have also learned about the concept of Project Deployment of Early Warning System for Disaster-Prone Areas. The project is undertaken in cooperation with the Advanced Science and Technology Institute; the Philippine Atmospheric, Geophysical and Astronomical Services Administration; and the DOST regional offices, and its role in mitigating the impacts of disasters in the province.

We visited the different installation of hydro-meteorological devices, such as the automated rain gauge (ARG) in Barangay Talustusan, Naval, Biliran.

ARG is an instrument used by meteorologists to gather and measure the amount of liquid precipitation over a set period of time.

We have also visited the Water Level Monitoring System (WLMS) installed at Pitogohan Bridge in Almeria. The instrument is essential in monitoring the rate of change of water level of the river where it is installed.

Moreover, we have also visited the early warning device installed in Barangay Santo Niño in Naval, which functions as a receiver of data from the WLMS on Caraycaray Bridge. It issues a particular warning level to alert all nearby areas in cases of an impending flood.

In Barangay Villaconsuelo in Naval, we were introduced to a YRRP Project, the Coconut Sugar Processing Facility.

The primary raw material of making this coconut sugar is the collected coconut sap, which is heated and stirred continuously until it solidifies and powdered. This is considered a healthy sugar because it has low glycemic index and is preferable for persons with diabetes.

One of our most challenging travel was when we held a TNA of the Eces Compunix Center in Biliran town.

We were assigned to interview the supervisor of the business and gather the information to accomplish the specific task assigned to us: to contribute in formulating a Setup project proposal.  Setup is DOST’s program that helps micro, small and medium enterprises to adopt technology innovations to improve their business.

Another travel engagement brought us to Culaba town to visit another YRRP Project, the Fish Processing Facility.

We have found out that the area designated for the installation of the fish dryer that is part of the facility to be established must be cleared as soon as possible because the project is among those YRRP projects scheduled for assessment by the National Economic Development Authority regional inspection group.

Though the travels are sometimes exhausting, we really enjoyed them along with DOST personnel.

We have learned how technological and scientific concepts are applied in the real world—all for the convenience of humankind. As the quote says: “Experience is the best teacher”, and nothing compares to the knowledge that it gave us.

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The Impact of the Work Immersion Program to the Grade 12 Students of John J Russell Memorial High School

The Work Immersion program of the Department of Education, under the newly established educational curriculum – K to 12, is one of the key features of this educational innovation. The researcher of this study would like to evaluate the effectiveness and its impacts to the students of John J. Russell Memorial High School, Sibul Springs, San Miguel, Bulacan. The study used the semi-structured interviews with the help of the researcher-made instrument. The said instrument is merely made by open-ended questions; this type of questions will open a wider space for the students to express their feelings and to voice out their insights regarding the problem. Researcher-made instruments were given to the chosen respondents by means of random sampling under the probability or unbiased category. This kind of sampling procedure is one of the simplest form of collecting data. The researcher used thematic analysis as a means to gain insight and knowledge from data gathered. The method enables the researcher to develop a deeper appreciation for the group or situation he is researching. Thus, the conclusion made by means of this analysis offered a wider, specific, attainable and reasonable recommendations.

Related Papers

Journal of World Englishes and Educational Practices

Sean Catelo

The researcher proposed intervention plan that will provide specific program that will address the problems in Work Immersion Delivery Model and to improve and provide step by step procedure to fill the needs found on the assessment of the work immersion program. It is in this context, the researcher assessed the work immersion program with corresponding variables and proposed intervention program that aims to cater teacher, industry partners and students in the Division of Pasay City to enhanced the better implementation of the work immersion program.

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

The study aimed to evaluate the skills of grade 12 Technical-Vocational-Livelihood Students of Santa Cruz North Cluster in work immersion during pandemic. The performance of work immersion students was assessed in terms of technical skills, interpersonal skills, entrepreneurial skills, and behavioral skills. The study also determined problems encountered by the work immersion students regarding resources needed, workplace, and execution of skills. An investigation of the relationship between work immersion performance and problems faced by students during work immersion was also included. The TVL teachers and a team of specialists in the skills were among those who responded. In addition, there were fifty-four (54) Grade 12 work immersion students who acted as study participants. The study revealed that the work immersion program is effective, showing that students gained good performance ratings in technical, interpersonal, behavioral, and entrepreneurial skills. Hence, communication skills and entrepreneurial skills are the least mastered skills among students. The study also found that students encountered problems in the workplace, resource requirements, and skill execution. There was no significant association between skills and challenges in work immersion during the pandemic, according to data obtained by the computed p-value. As a result, the researcher did not reject the null hypothesis. Thus, there are still skills to be developed and challenges to be solved. The objective of education is to prepare graduates for the tasks they will perform on the job. These findings will eventually teach the curious minds of work immersion students what kind of workplace they expect after graduation.

PSU Multidisciplinary Research Journal

Dr. Liza L. Quimson PSU

This study analysed on Internal Stakeholders' Involvement in Senior High School Work Immersion Program of private secondary education institution. Specifically, the study focused on internal stakeholders' parental involvement as characterized by parenting, communicating, volunteering, learning at home, decision making and collaborating with the community; and internal stakeholders' involvement in the senior high school work immersion program. This study utilized the descriptive research design employing mixed methods of research. The descriptive model involves collection of data in order to test hypothesis. It includes survey approach and focus group discussion (FGD). Utilizing the data, the study revealed that teachers manifest high involvement in facilitating parental involvement in learning at home and school, parents are moderately involved in the practices while school administrators showed high involvement in facilitating parental involvement. The data collected also revealed that the school administrators, teachers, students and parents were adversely involved in the work immersion program. The school administrators work conscientiously in providing the much needed support during the pre-immersion, immersion and post-immersion stage.

East Asian Journal of Multidisciplinary Research

Zohail Ador

The implementation of the K–12 curriculum in the Philippines brought about changes to the education system. One of which is the implementation of Work Immersion in senior high school. This is a subject that immerses students in different work environments. This narrative research was conducted to explore the experiences of senior high school students from a local science-integrated high school before, during, and after their Work Immersion. A semi-structured interview was held to gather data. Interviews were recorded and transcribed. Thematic analysis was used to identify themes that emerged from the study. Results revealed that the students’ have little to no idea about Work Immersion. Nonetheless, students stated that their experience in Work Immersion helped them enhance and prepare themselves for their careers. Lastly, the learning process gained from Work Immersion helped students for personal growth. The schools may find more partner institutions aligned with students’ interes...

International Journal of Research Studies in Education

Philip Joseph Sarmiento , Richard Sanchez

This qualitative study is an assessment of the strengths and development needs of a Students' Immersion Program between two schools in a City Schools Division in Pampanga. The study conducted face-to-face interviews with four groups of participants: 24 student-participants who joined the immersion program, 2 parents of the said students, the teachers-in-charge of the program, and the school heads of the partner schools. General findings show that the program failed in so far as increase in academic performance or grades are concerned. Nevertheless, the program is successful in other significant areas like students' attitude towards learning, the improvement of their other development skills, their relationship with other people as students, as a member of the family, and as a member of the community. Since the program is the first initiative in the Division, there were concerns in some of its technical aspects and management. The study finds these concerns as room for improvements that have to be addressed in the implementation of same programs.

International Journal of Science and Research (IJSR) ISSN: 2319-7064 Impact Factor (2018): 7.426

Celso Alcantara

Work immersion program, provide students ahands-on training or work simulation, giving a set of skills that can help them make more informed about their career choices and improve their employment prospects. Zambales National High School is the only school in the province of Zambales that offers Sports Track. The purpose of the study was to analyze the perception of sports track students toward work immersion after they have experienced it for better understanding of its impact to their lives and their career choice. The study used a descriptive research with a qualitative approach using multiple-case study design. The findings were drawn from the open-ended questionnaires and the semi-structured interviews of Grade 12 sports track students. Work immersion was very effective in developing skills relevant to their respective sports and serves as training preparation for their career choice. It has a great impact to their lives because it improved their technical knowledge and skills relevant incoaching, officiating, training athletes and organizing sports event. Their work immersion was focused in training andfield activitiesappropriate and suitable to their age, gender and sports event.

Richard Sanchez , Philip Joseph Sarmiento

International Journal of Multidisciplinary: Applied Business and Education Research

Jestoni Alcobendas

Work immersion is a key subject under the Senior High School (SHS) curriculum that is conducted in different ways and time frame as needed by SHS learners. This study was conducted to find out the work immersion performance of the Grade 12 students at San Isidro High School and Subic National High School, Zambales, Philippines. The IV-DV model of this research involved the profile of the student respondents and their work immersion performances in the schools’ partner companies. This study utilized the descriptive method of research which adapted the DepEd Schools Division of Bulacan’s checklist for work immersion performance. Data revealed that student-trainees performed very satisfactorily on their work immersion showing good work ethics and personality suitable of a future employee in any company they want to apply in. Male and female ABM students have the same level in job skills which implied that the profile variables of the trainees have no influence on the work immersion per...

International Journal of Research Publications

Ma. Ann Criselda Arceta

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I'm a boomer who couldn't afford to retire in the US. At 70 I moved to Spain and it was the best decision ever.

• I filed for bankruptcy at 63; all I had were my pensions.
• I got a job teaching English where I met people from all over the world.
• I visited Spain and realized I could afford to retire there, so I moved in 2017.

At the age of 63, I was bankrupt and in foreclosure. I had less than nothing because I owed money to a friend. All I had were my pensions. I knew I could never afford to retire in the US.

I felt like it wasn't my fault. I'd worked in Hollywood as an assistant director for 20 years. Then, I moved to Santa Fe, New Mexico, where I planned to grow my nest egg by investing in rental properties while selling real estate.

That worked until the housing market crash of 2008 . My properties went underwater to the tune of hundreds of thousands of dollars. My income from real estate sales dried up completely. My brokerage went out of business.

I took my Social Security pension early. Another pension from my work in Hollywood would kick in at 65.

I am a well-traveled person. I knew that countries with a more affordable cost of living existed. I just had to find one that worked for me.

I started teaching English

The month before I filed for bankruptcy, I signed up for a course to get a TESOL certificate to teach English to speakers of other languages . I put it on a credit card and put the credit card into bankruptcy. When I completed the certification, I was hired by Santa Fe University of Art and Design to teach summer English immersion programs to faculty and graduate students from affiliated universities in South America, Central America, Mexico, and Spain.

Related stories

During Santa Fe's frigid winters, I began to visit my former students to scout their home countries. I spent three months in Brazil. Salvador, Bahia enchanted me, but it was neither safe nor affordable. Argentina is culturally rich but unstable politically and financially. Valparaiso, Chile, was intriguingly shadowy and filled with steep stairs that challenged my aging knees. Honduras was not for me. Antigua, Guatemala, rose up my list despite safety issues and poor infrastructure. I spent idyllic time in Puerto Rico just before Hurricane Maria devastated it. I've spent a lot of time in Mexico. I know it well. It was always on my shortlist, but lack of safety remained a drawback.

I assumed that Europe would not be affordable, but in 2016, one of my former students invited me to visit him in Madrid. Alberto was a fine arts professor. He guided me through museums packed with Goya, El Greco, and Picasso. He led me through diverse neighborhoods, elegant parks, and grand boulevards. Alberto took me to Sevilla. I traveled to Granada, Cordoba, Cadiz, and Barcelona. Each one seduced me.

Spain fits my budget

I had been dead wrong about Spain's cost of living . It was cheaper than some of the South American countries. It fit my budget and then some. Even better, it had first-world infrastructure and such excellent public transportation that I wouldn't need a car.

The sunny weather and glorious flora reminded me of Southern California. Spain was filled with friendly people, world-class museums, amazing food, and exquisite wine. Best of all, Spain was safe. I could walk alone anywhere, any time of the day or night, without fear. That sealed the deal. I knew I'd found my place.

I returned to the US and researched the requirements for moving to Spain. My pensions just met the financial threshold. I had to buy Spanish health insurance — I needed a letter from a doctor saying I had no infectious diseases. Everything had to be translated into Spanish by a certified translator. I filled out forms in Spanish, paid fees online, and took passport photos. I made an appointment at the consulate in Houston and delivered everything in person. I picked up my residency visa six weeks later.

The Spanish bureaucracy was a formidable challenge, but downsizing my possessions proved more so. Having anything shipped was prohibitively expensive. I sold things, gave things to friends, and gave things to charity. I had 90 pounds of documents shredded, and I dumped sentimental treasures into the trash. Finally, my life fit into four suitcases.

In 2017, at 70, I moved to Madrid alone. I'm still there. It was one of the best decisions of my life.

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Study on the attack of concrete by external sulfate under electric fields.

1. Introduction

2. materials and methods, 2.1. experimental raw materials, 2.1.1. cement, 2.1.2. coarse aggregate, 2.1.3. fine aggregate, 2.1.4. chemical reagents, 2.1.5. concrete mix proportion, 2.2. experimental methods, 2.2.1. experimental equipment, 2.2.2. experimental procedures, 2.2.3. specimen molding, 2.2.4. evaluation criteria, 2.2.5. scanning electron microscopy (sem) test, 3.1. surface characteristics, 3.2. mass loss, 3.3. analysis of experimental results on sulfate attack on concrete under electric field, 4. discussion, 4.1. experimental results analysis, 4.1.1. influence of water–cement ratio on the experiment, 4.1.2. impact of the frequency of electric field on the experiment, 4.1.3. impact of age on the experiment, 4.1.4. impact of different immersion methods, 4.2. microscopic analysis of ordinary concrete specimens, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Liu, H.; Shi, N.; Han, K.; Fu, X.; Fang, Y. Study on the Attack of Concrete by External Sulfate under Electric Fields. Coatings 2024 , 14 , 1008. https://doi.org/10.3390/coatings14081008

Liu H, Shi N, Han K, Fu X, Fang Y. Study on the Attack of Concrete by External Sulfate under Electric Fields. Coatings . 2024; 14(8):1008. https://doi.org/10.3390/coatings14081008

Liu, Huanqin, Nuoqi Shi, Kaizhao Han, Xu Fu, and Yuexin Fang. 2024. "Study on the Attack of Concrete by External Sulfate under Electric Fields" Coatings 14, no. 8: 1008. https://doi.org/10.3390/coatings14081008

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