WORK_IMMERSION_PORTFOLIO_LHS_SHS.docx

Schools Division Office LAGRO HIGH SCHOOL SENIOR HIGH SCHOOL District V, Quezon City, Metro Manila

A DOCUMENTARY REPORT OF WORK IMMERSION UNDERTAKEN AT DEPARTMENT OF AGRARIAN REFORM

Presented to Mr. Dennis M. Angeles

In Partial Fulfillment of the Requirements for the Science, Technology, Engineering and Mathematics

DAN RAFAEL SERRADO SEBASTIAN SEPTEMBER 2017

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Title Page……………………………………………………………………………….……1 Recommendation Letter …………………………………………………………...………4 Waiver………………………………………………………………………………………..5 Clearance Sheet………….………………………………………………………………….6 Approval Sheet………………………………………………………………………………7 Acknowledgement…………………………………………………………………………...8 Dedication…………………………………………………………………………………….9 PART1: IMPORTANT POINTS IN WORK IMMERSION ……………………………....9 Introduction…………………………………………………………………………..9 Objectives of the Work Immersion…………………………………...…………..10 Values and Attributes of a Student in a Work Immersion…………………...…11 PART 2: THE WORKPLACE…………………………………………………...………..12 Company Profile……………………………………………………………………12 Company History………………………………………………………..…………12 Company Mission and Vision……………………………………….……………13 Company Organizational Chart……………………………………..……………14 Company Core Values………………………………………………….…………15 Product Services Description………………………………..……………………16 Logo and Its Meaning………………………………………………...……………17 Company Partner………………………………………………...……..…………18 Company Target Clientele…………………………………………..……………19 Location of Company………………………………………………...……………20 Company Thrusts and Policy Directions………………………………...………21 Company Rules and Regulations……………………………………...…………21 PART 3: MEMORANDUM OF AGREEMENT (MOA)…………………………...…….22

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PART 4: ACTIVITY REPORT………………………………………………….…………23 Training Plan Outline………………………………………………………………24 Daily Accomplishment Report…………………………………………………….25 Weekly Activity Report……………………………………………………….……26 Work Immersion Highlights……………………………………………………….27 Performance Appraisal Report…………………………………………………...28 PART 5: REFLECTION…………………………………………………………………...29 Problems Encountered…………………………………………………………....30 Suggestions and Recommendations……………………………………………31 APPENDICES……………………………………….……………………………………..32 A. SUMMARY OF WORK IMMERSION DUTY………………………………..33 B. DAILY TIME RECORD………………………………………………………..34 C. CERTIFICATE OF COMPLETION…………………...………………….…..35 D. GALLERY OF PICTURES WITH CAPTIONS…..………………………….36 E. APPLICATION LETTER………………………...…………………………….37 F. UPDATED RESUME/CURRICULUM VITAE…………...…………..………38

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I highly appreciate and deeply acknowledge the following that have selflessly shared their time and attention in making this Work Immersion Portfolio. To Dr. Dennis M. Angeles, Work Immersion Teacher, for his love and assistance in the station assignment in Work Immersion To Dr. Carina Ortiz Luis, Lagro Senior High School Focal Person, for her encouragement to have a Work Immersion To Dr Maria Noemi M. Moncada, Lagro High School principal, for her never ending support. To my family and friends, for the unwavering support that really boosted my morale. To all Lagro High School teachers, parents, and relatives, my deepest

and

purest

token

of

gratitude

for

your

consideration,

understanding, support and being my inspiration To one that I admired because he gives me acceptable reason why should I need to excel And most of all, to our God Almighty who has always there to guide, look after me, and give hope and wisdom in doing this thesis. I offer Him all my strength and efforts in my everyday work immersion

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Work Immersion is one of the course requirements for graduation. A Senior High School student has to undergo work immersion in a business organization/establishment whose work requirements are related to the specialization. Through this work immersion, the students are exposed to and become familiarized with work-related environment related to their field of specialization.“Work immersion is a key feature in the senior high school curriculum. It can be conducted in different ways depending on the purposes and needs of the learners,” Education Secretary Leonor Briones said. The guidelines said work immersion – which can range from 80 to 320 hours – will enable students to become familiar with the workplace, experience workplace simulation and apply their competencies in areas of specialization. “Work immersion will help develop among learners life and career skills, and will prepare them to make decisions on postsecondary education or employment,” the guidelines read.“Through partnership building, DepEd hopes that partner institutions will provide learners with work immersion opportunities, workplace or hands-on experience, and additional learning resources,” it added. The agency said schools may partner with recognized institutions or organizations to come up with agreements on work immersion for students. As the students are still minors, DepEd said work immersion requires parental consent. President Aquino, the different government institutions involved in education, and Congress have since made K to 12 a reality rather than a mere ideal. 10

As I looked over the paradigm created by the steering committee of the K to 12 reform program, however, I suddenly realized that we had overlooked a major gap in the system. The curriculum has been reengineered from pre-school to tertiary general education. It is now seamless, without disruptions caused previously by trifocalization and bureaucratic structures. We have firmly agreed on what students should know and be able to do after 12 years of basic education or more (if they go to college). What is missing is a clear idea of what the term “Immersion” implies. In the approved latest draft of the Senior High School (SHS) curriculum, students that choose to take the Technical-Vocational-Livelihood and the Arts and Sports tracks are expected to spend 1,404 hours outside campus, doing “Immersion.” Our country has had a lot of experience with on-the-job training (OJT) programs on the collegiate level. Unfortunately, many (if not most) college OJT students are assigned only to insignificant jobs in a company (answering the phone, making photocopies, making coffee – that sort of thing). Rarely are OJT students expected to produce the same products that regular employees produce. There are sterling exceptions, of course, one of which is the journalism college that I head, where OJT students, like our own students, write news items in a newspaper just like regular reporters. (Excuse me for mentioning that, but then, why not?) Immersion in SHS will be useless if it is patterned after most of the OJT experiences currently being undertaken by college students. In order to make Immersion meaningful and useful, we need to get the companies – and not just the schools – aware of the educational objectives and processes of K to 12. The human resources departments of companies have to know what it means to handle inexperienced adolescents (still with no work ethic but with raging hormones), how to make them do without pay what adult employees are doing for pay, what the design of the curriculum is (Understanding By Design, remember?), what the role of Immersion is in the whole process of lifelong learning, and so on. That means training for staff in companies. That means expertise and funds. “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 safety of learners is primary,” it added. “Consequently, the maximum number of hours spent in the work immersion venue is 40 hours per week and no more than eight hours per day as provided by law,” the agency said. DepEd stressed that work immersion should not be reduced as a mere recruitment tool for a partner institution, saying that the students should also gain skills that will enable them to qualify for other job options. 11

“Schools and students should not be asked to pay the senior high school partner institution for any work immersion activity conducted. Fees for work immersion must only be set after consultation with parents,” added the guidelines.

One of the goals of the K to 12 Basic Education Program is to develop in learners the competencies, work ofethic, values relevant to pursuingbetween further education and/or joining the world work.and To achieve greater congruence basic education and the nation’s development targets, Work Immersion, a required subject, has been incorporated into the curriculum. This subject will provide learners with opportunities: 1. To become familiar with the work place; 2. For employment simulation; and 3. 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. Work immersion will help develop among the learner’s life and career skills, and will prepare them to make decisions on postsecondary 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: 1. Appreciate the importance and application of the principles and theories learned in school; 2. Enhance their technical knowledge and skills; 3. Enrich their skills in communications and human relations; and 4. 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: 1. Creating flexible work immersion arrangements for their learners; 2. Providing options for work immersion that are relevant to learners’ purposes and needs; 12

3. Organizing work immersion opportunities for learners that are consistent with the diverse human resource requirements of partner institutions for work immersion; and 4. Articulating the scope and limits of work immersion in the context of basic education when building relationships with work immersion partners.

In the approved latest draft of the Senior High School (SHS) curriculum, students that choose to take the Technical-Vocational-Livelihood and the Arts and Sports tracks are expected to spend 1,404 hours outside campus, doing “Immersion.” This total is divided into four. In the first half or semester of Grade 11, the student will spend 270 hours in a company, field, organization, or other workplace. In the second half or semester of Grade 11, s/he will spend another 270 hours. In the first half or semester of Grade 12, s/he will do 324 hours. In the final half or semester of Grade 12, the student will spend practically all the time (or 540 hours) outside campus (except for a few monitoring or processing sessions on campus). In effect, for much of three-fourths of his or her time and for a whole fourth of his or her time in SHS, the student becomes a de facto full-time employee or worker in a workplace. Our country has had a lot of experience with on-the-job training (OJT) programs on the collegiate level. Unfortunately, many (if not most) college OJT students are assigned only to insignificant jobs in a company (answering the phone, making photocopies, making coffee – that sort of thing). Rarely are OJT students expected to produce the same products that regular employees produce. CAREER GUIDANCE AND COUNSELLING IMMERSION can be used as a facilitative tool for career counselling for students, especially those in professional courses. By placing them in a real-world work scenario, it gives them an opportunity to explore the kind of tasks and activities they would like to do. IMMERSION also matches the candidate’s profile with a list of occupations, which can be used as a reference point for exploring opportunities. CAREER DEVELOPMENT AND INTERNAL MOBILITY IMMERSION highlights individuals’ self -awareness and provides a deeper understanding of their interests and strengths in a work environment. It guides an individual's career choices by matching their interests and personality with various job profiles. From an internal mobility perspective, IMMERSION can facilitate people’s development within a company and encourage those who are looking for growth and change. 13

Pre-Spanish Period “This land is Ours God gave this land to us” , Before the Spaniards came to the Philippines, Filipinos lived in villages or barangays ruled by chiefs or datus. The datus comprised the nobility. Then came the maharlikas (freemen), followed by the aliping mamamahay (serfs) and aliping saguiguilid (slaves). However, despite the existence of different classes in the social structure, practically everyone had access to the fruits of the soil. Money was unknown, and rice served as the medium of exchange. Spanish Period “United we stand, divided we fall”, When the Spaniards came to the Philippines; the concept of encomienda (Royal Land Grants) was introduced. This system grants that Encomienderos must defend his encomienda from external attack, maintain peace and order within, and support the missionaries. In turn, the encomiendero acquired the right to collect tribute from the indios (native). The system, however, degenerated into abuse of power by the encomienderos. The tribute soon became land rents to a few powerful landlords. And the natives who once cultivated the lands in freedom were transformed into mere share tenants. 1st Philippine Republic “The yoke has finally broken” , When the First Philippine Republic was established in 1899, Gen. Emilio Aguinaldo declared in the Malolos Constitution his intention to confiscate large estates, especially the so-called Friar lands. However, as the Republic was short-lived, Aguinaldo’s plan was never implemented. 14

American Period “Long live America”, significant legislation enacted during the American Period: Philippine Bill of 1902 – Set the ceilings on the hectare of private individuals and corporations may acquire: 16 have. For private individuals and 1,024 has. For corporations. Land Registration Act of 1902 (Act No. 496) – Provided for a comprehensive registration of land titles under the Torrens system. Public Land Act of 1903 – introduced the homestead system in the Philippines. 

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Tenancy Act ofof1933 (Act No. 4054 and – regulated landowners and tenants rice (50-50 sharing) and 4113) sugar cane lands. relationships between The Torrens system, which the Americans instituted for the registration of lands, did not solve the problem completely. Either they were not aware of the law or if they did, they could not pay the survey cost and other fees required in applying for a Torrens title. Commonwealth Period “Government for the Filipinos”, President Manuel L. Quezon espoused the "Social Justice" program to arrest the increasing social unrest in Central Luzon. Significant legislation enacted during Commonwealth Period: 1935 Constitution – "The promotion of social justice to ensure the well-being and economic security of all people should be the concern of the State" Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act No. 4045), Nov. 13, 1936 – Provided for certain controls in the landlord-tenant relationships National Rice and Corn Corporation (NARIC), 1936 – Established the price of rice and corn thereby help the poor tenants as well as consumers. Commonwealth Act. No. 461, 1937 – Specified reasons for the dismissal of tenants and only with the approval of the Tenancy Division of the Department of Justice. Rural Program Administration, created March 2, 1939 – Provided the purchase and lease of haciendas and their sale and lease to the tenants. Commonwealth Act No. 441 enacted on June 3, 1939 – Created the National Settlement Administration with a capital stock of P20, 000, 000. 

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Japanese Occupation “The Era of Hukbalahap”, The Second World War II started in Europe in 1939 and in the Pacific in 1941. Hukbalahap controlled whole areas of Central Luzon; landlords who supported the Japanese lost their lands to peasants while those who supported the Huks earned fixed rentals in favor of the tenants. Unfortunately, the end of war also signaled the end of gains acquired by the peasants. Upon the arrival of the Japanese in the Philippines in 1942, peasants and workers organizations grew strength. Many peasants took up arms and identified themselves with the anti-Japanese group, the HUKBALAHAP (Hukbo ng Bayan Laban sa Hapon).

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Philippine Republic “The New Republic”, after the establishment of the Philippine Independence in 1946, the problems of land tenure remained. These became worst in certain areas. Thus the Congress of the Philippines revised the tenancy law.

MANUEL ROXAS (1946-1948) enacted the following laws: Republic Act No. 34 -- Established the 70-30 arrangements and regulating share-tenancy contracts. 

sharing

Republic Act No. 55 -- Provided for a more effective safeguard against arbitrary ejectment of tenants. 

ELPIDIO QUIRINO (1948-1953) enacted the following law: Executive Order No. 355 issued on October 23, 1950 -Replaced the National Land Settlement Administration with Land Settlement Development Corporation (LASEDECO) which takes over the responsibilities of the Agricultural Machinery Equipment Corporation and the Rice and Corn Production Administration. RAMON MAGSAYSAY (1953-1957) enacted the following laws: Republic Act No. 1160 of 1954 -- Abolished the LASEDECO and established the National Resettlement and Rehabilitation Administration (NARRA) to resettle dissidents and landless farmers. 

Republic Act No. 1199 (Agricultural Tenancy Act of 1954) -governed the relationship between landowners and tenant farmers by organizing share-tenancy and leasehold system. 

Republic Act No. 1400 (Land Reform Act of 1955) -- Created the Land Tenure Administration (LTA) which was responsible for the acquisition and distribution of large tenanted rice and corn lands over 200 hectares for individuals and 600 hectares for corporations. 

Republic Act No. 821 (Creation of Agricultural Credit Cooperative Financing Administration) -- Provided small farmers and share tenants loans with low interest rates of six to eight percent. 

CARLOS P. GARCIA (1957-1961) He continued the program of President Ramon Magsaysay. No new legislation passed.

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DIOSDADO MACAPAGAL (1961-1965) enacted the following law: Republic Act No. 3844 of August 8, 1963 (Agricultural Land Reform Code) -- Abolished share tenancy, institutionalized leasehold, set retention limit at 75 hectares, invested rights of preemption and redemption for tenant farmers, provided for an administrative machinery for implementation, institutionalized a judicial system of agrarian cases, incorporated extension, marketing and supervised credit system of services of farmer beneficiaries. The RA was hailed as one that would emancipate Filipino farmers from the bondage of tenancy.

FERDINAND MARCOS (1965-1986). Proclamation No. 1081 on September 21, 1972 ushered the Period of the New Society. Five days after the proclamation of Martial Law, the entire country was proclaimed a land reform area and simultaneously the Agrarian Reform Program was decreed. President Marcos enacted the following laws: Republic Act No. 6389, (Code of Agrarian Reform) and RA No. 6390 of 1971 -- Created the Department of Agrarian Reform and the Agrarian Reform Special Account Fund. It strengthens the position of farmers and 

expanded the scope of agrarian reform. Presidential Decree No. 2, September 26, 1972 -- Declared the country under land reform program. It enjoined all agencies and offices of the government to extend full cooperation and assistance to the DAR. It also activated the Agrarian Reform Coordinating Council. 

Presidential Decree No. 27, October 21, 1972 -- Restricted land reform scope to tenanted rice and corn lands and set the retention limit at 7 hectares. 

CORAZON C. AQUINO (1986-1992) The Constitution ratified by the Filipino people during the administration of President Corazon C. Aquino provides under Section 21 under Article II that “The State shall promote comprehensive rural development and agrarian reform.” On June 10, 1988, former President Corazon C. Aquino signed into law Republic Act No. 6657 or otherwise known as the Comprehensive Agrarian Reform Law (CARL). The law became effective on June 15, 1988. Subsequently, four Presidential issuances were released in July 1987 after 48 nationwide consultations before the actual law was enacted. 17

President Corazon C. Aquino enacted the following laws: Executive Order No. 228, July 16, 1987 – Declared full ownership to qualified farmerbeneficiaries covered by PD 27. It also determined the value remaining unvalued rice and corn lands subject of PD 27 and provided for the manner of payment by the FBs and mode of compensation to landowners. 

Executive Order No. 229, July 22, 1987 – Provided mechanism for the implementation of the Comprehensive Agrarian Reform Program (CARP). 

Proclamation No. 131, July 22, 1987 – Instituted the CARP as a major program of the government. It provided for a special fund known as the Agrarian Reform Fund (ARF), with an initial amount of Php50 billion to cover the estimated cost of the program from 1987-1992. 

Executive Order No. 129-A, July 26, 1987 – streamlined and expanded the power and operations of the DAR. 

Republic Act No. 6657, June 10, 1988 (Comprehensive Agrarian Reform Law) – An act which became effective June 15, 1988 and instituted a comprehensive agrarian reform program to promote social justice and industrialization providing the mechanism for its implementation and for other purposes. This law is still the one being implemented at present. 

Executive Order No. 405, June 14, 1990 – Vested in the Land Bank of the Philippines the responsibility to determine land valuation and compensation for all lands covered by CARP. 

Executive Order No. 407, June 14, 1990 – Accelerated the acquisition and distribution of agricultural lands, pasture lands, fishponds, agro-forestry lands and other lands of the public domain suitable for agriculture. 

FIDEL V. RAMOS (1992-1998) When President Fidel V. Ramos formally took over in 1992, his administration came face to face with publics who have lost confidence in the agrarian reform program. His administration committed to the vision “Fairer, faster and more meaningful implementation of the Agrarian Reform Program. President Fidel V. Ramos enacted the following laws: Republic Act No. 7881, 1995 – Amended certain provisions of RA 6657 and exempted fishponds and prawns from the coverage of CARP. 

Republic Act No. 7905, 1995 – Strengthened the implementation of the CARP. 

Executive Order No. 363, 1997 – Limits the type of lands that may be converted by setting conditions under which limits the type of lands that may be converted by setting conditions under which specific categories of agricultural land are either absolutely nonnegotiable for conversion or highly restricted for conversion. 

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Republic Act No. 8435, 1997 (Agriculture and Fisheries Modernization Act AFMA) – Plugged the legal loopholes in land use conversion. 

Republic Act 8532, 1998 (Agrarian Reform Fund Bill) – Provided an additional Php50 billion for CARP and extended its implementation for another 10 years. 

JOSEPH E. ESTRADA (1998-2000) “ERAP PARA SA MAHIRAP’. This was the battle cry that endeared President Joseph Estrada and made him very popular during the 1998 presidential election. President Joseph E. Estrada initiated the enactment of the following law: Executive Order N0. 151, September 1999 (Farmer’s Trust Fund) – Allowed the voluntary consolidation of small farm operation into medium and large scale integrated enterprise that can access long-term capital. 

During his administration, President Estrada launched the Magkabalikat Para sa Kaunlarang Agraryo or MAGKASAKA. The DAR forged into joint ventures with private investors into agrarian sector to make FBs competitive. However, the Estrada Administration was short lived. The masses who put him into office demanded for his ouster. GLORIA MACAPACAL-ARROYO (2000-2010) The agrarian reform program under the Arroyo administration is anchored on the vision “To make the countryside economically viable for the Filipino family by building partnership and promoting social equity and rural new development.” economic opportunities towards lasting peace and sustainable Land Tenure Improvement - DAR will remain vigorous in implementing land acquisition and distribution component of CARP. The DAR will improve land tenure system through land distribution and leasehold. Provision of Support Services - CARP not only involves the distribution of lands but also included package of support services which includes: credit assistance, extension services, irrigation facilities, roads and bridges, marketing facilities and training and technical support programs. Infrastrucre Projects - DAR will transform the agrarian reform communities (ARCs), an area focused and integrated delivery of support services, into rural economic zones that will help in the creation of job opportunities in the countryside. KALAHI ARZone - The KALAHI Agrarian Reform (KAR) Zones were also launched. These zones consist of one or more municipalities with concentration of ARC population to achieve greater agro-productivity. Agrarian Justice - To help clear the backlog of agrarian cases, DAR will hire more paralegal officers to support undermanned adjudicatory boards and introduce quota system to compel adjudicators to work faster on agrarian reform cases. DAR will respect the rights of both farmers and landowners.

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DAR is the lead government agency that upholds and implements comprehensive and genuine agrarian reform which actualizes equitable land distribution, ownership, agricultural productivity, and tenurial security for, of , and with the tillers of the land towards the improvement of their quality of life.

A just, safe, and equitable society that upholds the rights of tillers to own, control, secure, cultivate and enhance their agricultural lands, improve their quality of life towards rural development and national industrialization. 20

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Tenure Services is operationalized either through land acquisition and distribution (LAD) or leasehold operations. LAD involves the redistribution of government and private agricultural lands to landless farmers and farm workers.

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ne of the Major Final Outputs of DAR is the Agrarian Legal Services (ALS). This is complemented with two programs, namely: agrarian legal assistance (ALA) under the Bureau of Agrarian Legal Assistance (BALA) and adjudication of agrarian cases under the Department of Agrarian Reform Adjudication Board (DARAB).

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MFO on TASS constitutes development interventions from DAR and other government agencies through training programs and construction and rehabilitation of infrastructure facilities. Access of ARB households to basic social services is also included in this MFO to ensure holistic support for the beneficiaries.

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his MFO on Agrarian Policy Advisory Services (APAS) covers policy advisory formulation, updating and dissemination. For FY 2015, the Department of Agrarian Reform has signed and issued 5 Administrative Orders and 1 Memorandum Circular.

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The logo of the Department of Agrarian Reform shows the department’s acronym representing the institution and its role as the lead agency in the implementation of the Comprehensive Agrarian Reform Program (CARP). The sun radiates its lights into the field of green divided into twelve (12) segments representing the srcinal twelve regions covered by the program. Green stands for fertility and productivity while yellow represents hope and a golden harvest of agrarian reform beneficiaries who are the recipients of the services provided by the Department via CARP. Both colors imply that economic growth and sound rural development can be achieved through agrarian reform.

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DE PAR TME NT OF NT ANDS NATENVIR URA LONME R ES OURCE The Department is the primary agency responsible for the conservation, management, development, and proper use of the country’s environment and natural resources, specifically forest and grazing lands, mineral resources, including those in reservation and watershed areas, and lands of the public domain, as well as the licensing and regulation of all natural resources as may be provided for by law in order to ensure equitable sharing of the benefits derived therefrom for the welfare of the present and future generations of Filipinos.

PHILIPPINE AMU SE MENT AND GA MING CORPORATION The Corporate Social Responsibility programs of the Philippine Amusement and Gaming Corporation (PAGCOR) are primarily anchored on its mission as a partner of the Philippine government in nation-building. Apart from several projects for the youth and education, PAGCOR is also engaged in CSR programs that help calamity victims through its disaster relief operations.

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LANDBANK LANDBANK’s Corporate Social Responsibility embodies its commitment to the institution’s social mandate with programs and activities that contribute to a better, safer and more progressive society, redounding to an improved quality of life for people of the present and future generations.

DEPA R TMENT OF PU BLIC WORK S AND The Department of Public Works andHIGHWAYS Highways functions as the engineering and construction arm of the Government tasked to continuously develop its technology for the purpose of ensuring the safety of all infrastructure facilities and securing for all public works and highways the highest efficiency and quality in construction.

DEPA R TMENT O F LAB OR AND EMPLOYMENT The Department of Labor and Employment is mandated as the primary policy-making, programming, coordinating and administrative entity of the Executive Branch of the government in the field of labor and employment. I

NATIO NAL IRR IGA TION A DMINI S TR A TION National Irrigation Administration, one of the government agencies in the Philippines, is responsible for providing efficient irrigation services through maximizing the country’s water resources to produce good quality rice and diversified crops and giving advanced technical assistance to improve the welfare of the farmers, their families and the rural communities.

DEPA R TMENT OF T R ADE AND IN DUSTR Y The Department of Trade and industry is the executive department of the Philippine Government tasked as the main economic catalyst that enables innovative, competitive, job generating, inclusive business, and empowers consumers. It acts as catalyst for intensified private sector activity in order to accelerate and sustain economic growth through comprehensive industrial growth strategy, progressive and socially responsible trade liberalization. 27

The Department of Agrarian Reform (DAR) leads the implementation of the Comprehensive Agrarian Reform Program (CARP) through land tenure improvement, agrarian justice, and coordinated delivery of essential support services to client beneficiaries. Under RA 6657, DAR is vested with the primary jurisdiction to determine and adjudicate reform matters and to extend free legal assistance to farmer-beneficiaries affected by agrarian cases. The delivery of agrarian justice has two features: the Adjudication of Cases and Agrarian Legal Assistance. Agrarian legal assistance is comprised of resolution of agrarian law implementation (ALI) cases, ARB representation before judicial and quasi-judicial bodies, and mediation and conciliation. On the other hand, Adjudication of Cases involves the resolution of cases by the DAR Adjudication Board (DARAB) and any of its salas. There are three types of cases under this program namely: judicial or court cases, quasi-judicial, and cases related to agrarian law implementation (ALI). The first two types involve representation of farmers by DAR lawyers before the regular courts and DAR Adjudication Board, respectively. The third type involves the administrative rendering of decision on exemption, conversion and retention. The DAR at present utilizes more aggressive alternative dispute resolution techniques in mediation to reduce conflicts maturing into court cases. The general objective is to persuade the contending parties to settle their disputes amicably or out of court before the DAR. ALS is divided into two (2) components: Legal Advisory and Enforcement. Legal Advisory involves legal services provided to agrarian reform beneficiaries (ARB) and landowner clients such as mediation and representation in judicial and quasi judicial courts. 28

DEPARTMENT OF AGRARIAN REFORM

Elliptical Road, Diliman, Quezon City

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Rule I: PRELIMINARIES Section 1. Title This document shall be known as the “Implementing Rules and Regulations of the Environmental Management Program of the Department of Agrarian Reform”.

Section 2. Objectives By the end of 2008, DAR shall have fully sustained an efficient Environment Management, Program with well defined structures and mechanics which shall lead to a Department of Agrarian Reform with “zero-waste practices”. More specifically, the following shall have been attained, to wit: 1. Develop, operationalize and sustain an environment management system for the Department; 2. Generate income thru the sale of recyclable waste materials and other income generating or cost saving projects; 3. Develop the entire Central Office workforce as waste management practitioners; 4. Establish and maintain an eco-garden out of biodegradable waste of DAR; 5. Utilize environmentally-sound methods that shall maximize the utilization of the valuable resources and encourage resource conservation and recovery; 31

6. Set guidelines and targets for solid waste avoidance and volume reduction through source reduction and waste minimization measures, including composting, recycling, re-use, recovery, and others. 7. Promote research and development programs for improved solid waste management and resource conservation techniques. 8. Formulate a holistic approach in preparing the air pollution management that shall be implemented by the Department through the collective cooperation of all its officials and employees. 9. Encourage cooperation among officials and greater employees’ participation in solid waste management. 10. Focus primarily on the prevention of smoking and fire hazards and provide for a comprehensive environment management program. 11. Institutionalize employee participation in the development and implementation and resource conservation and recovery topics into trainings and seminars conducted by the department in order to promote environmental awareness and action among its employees. Section 3. Program Scope and coverage These rules shall lay down the functions of the Steering Committee, Technical Working Group, Working Committees, Point Persons, the DAR Management, and the responsibilities of the DAR employees with respect to the program implementation. All offices within the DAR Central Office shall be covered by this Rule. The Environment Management Program shall likewise be implemented at the DAR Field Offices as a matter of course. Section 4. Administration These Rules shall be administered by the Secretary or his daily duty authorized representatives both at the Central and Field Offices. Rule II: DECLARATION OF POLICIES 1. It is the policy of the Environment Management Program of the Department to implement the following: a. Mandates and objectives of Republic Act 8749 also known as the Air Act of 1999; b. Philippine Mandates Clean and objectives of Republic Act 9003 or the Ecological Solid Waste Management Act of 200; and c. Directives of Administrative Order No. 103 series of 1994 or the Austerity Measures of the Government. 2. It is the policy of the Environmental Management Program of the Department to support the Government’s policy of providing safe workplace environment as envisioned under Executive Order No. 307 through the creation of Occupational 32

Safety and Health Center, thereby ensuring the protection of its employees and their work environment; 3. It is the policy of the Environmental Management Program of the Department to implement and sustain the 5S Program; and 4. It is the policy of the DAR-EMP to advocate clean, neat, safe and conducive work environment that will reflect an attitude among the DAR personnel as government employees with the strong sense of values in caring for the environment.

Rule X. PROVISIONS FOR VIOLATIONS Any official, employee or individuals within the premises of the Department caught in violation of above-mentioned prohibited acts shall be meted with fines (as proposed by the Monitoring and Evaluation Committee and approved by TWG) or rendering of community service within the department for not less than one day depending on the gravity of violation.

Rule XII. EFFECTIVITY This Guideline shall take effect immediately. ____07____ March 2007, Diliman, Quezon City. Submitted by:

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PLACE OF TRAINING: DEPARTMENT OF AGRARIAN REFORM PROPOSED DURATION OF TRAINING: Sept. 18, 2017 – Oct. 10, 2017 DAYS & TIME: Mondays- Fridays from 8am to 5pm NO. OF HOURS TO FINISH: 120 Hours FIELD OF TRAINING: Undersecretary for Field Operation (USEC-FOO)

Overall Program Objective Work immersion will help develop among the learner’s life and career skills, and will prepare them to make decisions on postsecondary 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: 1. Appreciate the importance and application of the principles and theories learned in school; 2. Enhance their technical knowledge and skills; 3. Enrich their skills in communications and human relations; and 4. Develop good work habits, attitudes, appreciation and respect for work.

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Why immersion is necessary Work Immersion is one of the course requirements for graduation. A Senior High School student has to undergo work immersion in a business organization/establishment whose work requirements are related to the specialization. Through this work immersion, the students are exposed to and become familiarized with work-related environment related to their field of specialization.“Work immersion is a key feature in the senior high school curriculum. It can be conducted in different ways depending on the purposes and needs of the learners,” Education Secretary Leonor Briones said. The guidelines said work immersion – which can range from 80 to 320 hours – will enable students to become familiar with the workplace, experience workplace simulation and apply their competencies in areas of specialization. What specific skills and knowledge the trainee will acquire during the work immersion and how will they be taught The specific skills and knowledge the trainee will acquire during the work immersion are one of the goals of the K to 12 Basic Education Program which 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, has been incorporated into the curriculum. This subject will provide learners with opportunities: 1. To become familiar with the work place; 2. For employment simulation; and 3. 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. Work immersion will help develop among the learner’s life and career skills, and will prepare them to make decisions on postsecondary 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.and how will they be taught

The areas in which the trainee wi ll receive instruction in conjunction with the specific task and responsibility to be assigned to the trainee in each department. The areas in which the trainee will receive instruction in conjunction with the specific task and responsibility to be assigned to the trainee, comes from the on-site supervisors namely, Cornelia B. Bueno and Marlene S. Ancheta. We are assigned to receive documents to the different departments namely, Assistant Secretary For Field Operation (ASEC-FOO), Bureau of Land Tenure Implementation (BLTI)-Survey 36

and Mapping Division, Department of Agrarian Reform Adjudication Board, Bureau of Land Tenure Implementation (BLTI)-Survey and Mapping Division, and Bureau of Land Tenure Implementation (BLTI)-DCD Records.

Method of Evaluation and Certification

PURPOSE: Your evaluation is requested to guide the work immersion coordinator in determining a fair grade to be given to the student-trainee assigned in your company. It is also intended to make the student-trainee aware of his/her strengths and areas of improvement. TIMETABLE: To enable us to monitor the progress of the student-trainee, it is requested that an evaluation be done after the 120 hours of training and after the completion of his/her assignment in your company. PROCEDURE: 1. It is suggested that the student-trainee’s immediate superior evaluates his/her performance. 2. The evaluator should accomplish the evaluation form then rate the student as objectively as possible. 3. After filling in the form, the evaluator should discuss the results of his/her evaluation with the student-trainee. 4. The accomplishment evaluation form should then be awarded to the immersion coordinator. Using the scale below, write the number that corresponds to your trainee on the space provided on the right hand side: 5– OUTSTANDING VERY 4– GOOD

2

3 - GOOD – FAIR

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1

– NEEDS IMPROVEMENT

DAY 1 SEPTEMBER 18 2017 Today, John Vincent and I were assigned to the department of Undersecretary for Field Operation (USEC-FOO). We were guided by the admin boys, one of them is Mark Caneca, to the office of the USEC-FOO. And also, We were tasked

DAY 2 SEPTEMBER 19 2017 Today we were tasked by Ms. Cornelia B. Bueno to encode the date received and reference number of the documents. And I was asked by Ms. Nelly L. Aperacho to receive the documents to the Personnel Department for the correction of the documents.

DAY 3 SEPTEMBER 20 2017 Today, I photocopied the filled documents for the approval of payment of some officials of the Undersecretary for Field Operation (USEC-FOO). And I was tasked to receive it to the Office of the Finance. Ms. Caring was not around so the beautiful lady nearer to the door assisted I and she checked the documents and It was returned because of incomplete signature.

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Also, I was tasked to receive the documents for Director Caymo and Assistant Director Sumatra of the Bureau of Land Tenure Implementation. John Vincent and I were assigned to encode the date received and reference number of the documents and some of them are- 09.18.2017.017, 09.14.2017.017, 09.19.2017.037, 09.19.2017.036, and 09.19.2017.038. DAY 4 SEPTEMBER 22 2017

Today, I analyzed the pertinent documents of the Department of Agrarian Reform that I’d seen in the office. I realized that the Department is the Government Agency assigned to solve the problems or conflict between the Landowner and the farmers. As stated in the Memorandum Circular No. 84 series of 2017, Former DAR Secretary Rafael “Ka Paeng” Mariano signed on february 20, 2017 that they will be having a nationwide ARB Validation to check the current state of the qualified benefited farmers of the CLOA in Hacienda Luisita. Its means that the former administrator is very objective in solving the issues to the lands DAY 5 SEPTEMBER 25 2017

Today, the office of the Undersecretary For Field Operation is in processing for the new room assignment since the office is under maintenance and renovation.

DAY 6 SEPTEMBER 26 2017

DAY 7 SEPTEMBER 27 2017

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DAY 8 SEPTEMBER 28 2017

DAY 9 OCTOBER 2 2017

DAY 10 OCTOBER 3 2017

DAY 11 OCTOBER 4 2017

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DAY 12 OCTOBER 5 2017

DAY 13 OCTOBER 6 2017

DAY 14 OCTOBER 9 2017

DAY 15 OCTOBER 10 2017

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STUDENT TRAINEE: DAN RAFAEL SERRADO SEBASTIAN COMPANY: DEPARTMENT OF AGRARIAN REFORM (DAR) DEPARTMENT: UNDERSECRETARY FOR FIELD OPERATION (USEC-FOO) DAY

MONDAY

DATE

DAILY WORK ACTIVITIES

SEPTEMBER 18, 2017

-Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents

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NO. OF ON-SITE WORKING SUPERVISOR HOURS SIGNATURE

8

CORNELIA B. BUENO

TUESDAY

SEPTEMBER 19, 2017

WEDNESDAY

SEPTEMBER 20, 2017

THURSDAY

SEPTEMBER 21, 2017

FRIDAY

SEPTEMBER 22, 2017

MONDAY

SEPTEMBER 25, 2017

-Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents -Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents

8

CORNELIA B. BUENO

8

CORNELIA B. BUENO

NATIONAL PROTEST DAY

-Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents -Assembling the Personal Computer -Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents

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8

CORNELIA B. BUENO

8

CORNELIA B. BUENO

TUESDAY

SEPTEMBER 26, 2017

WEDNESDAY

SEPTEMBER 27, 2017

THURSDAY

SEPTEMBER 28, 2017

FRIDAY

SEPTEMBER 29, 2017

-Assembling the Personal Computer -Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents -Assembling the Personal Computer -Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents -Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents

8

CORNELIA B. BUENO

8

CORNELIA B. BUENO

8

CORNELIA B. BUENO

ABSENT DUE TO DEMO TEACHING INSIDE THE SCHOOL

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MONDAY

OCTOBER 2, 2017

TUESDAY

OCTOBER 3, 2017

WEDNESDAY

OCTOBER 4, 2017

THURSDAY

OCTOBER 5, 2017

FRIDAY

OCTOBER 6, 2017

MONDAY

OCTOBER 9, 2017

-Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents

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TUESDAY

OCTOBER 10, 2017

WEDNESDAY

OCTOBER 11, 2017

THURSDAY

OCTOBER 12, 2017

FRIDAY

OCTOBER 13, 2017

TOTAL NUMBER OF HOURS:

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STUDENT TRAINEE: DAN RAFAEL SERRADO SEBASTIAN COMPANY: DEPARTMENT OF AGRARIAN REFORM (DAR) DEPARTMENT: Office of the Undersecretary for Field Operation (USECFOO)

WEEK NO.

1

DATE

SEPTEMBER 1822, 2017

SPECIFIC ACTIVITY/ASSIGNED TASK

-Assembling the Personal Computer -Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents

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LEARNINGS

I learned proper receiving of documents for different offices. And also, proper encoding of dates and reference numbers to documents.

2

SEPTEMBER 2529, 2017

3

OCTOBER 2- 6, 2017

4

OCTOBER 9- 13, 2017

-Lifting the office materials from GSD. -Photocopied documents -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents

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I learned that there are various ways on how to deal with the telephone callers. And one of this greets them first and states your department’s name and asks the caller the name, address, and state his/her intention.

SUBJECT COM PUT ER H AR DWARE AND FUNDAMENTALS ORA L C OMMUNICA TION UNDER STA NDING CULT URE , S OC IE TY A ND POL ITICS A C COUNTA NC Y A ND BUSIN ES S MANAGE MENT GE NERAL PHYSICS 1

R EA DIN G AND WRIT ING 21S T CENTU R Y LIT ER ATU R E FR OM THE PHILIPPINES A ND THE WO R LD

APPLICATION/TASK -Assembling the Personal Computer -Set-up the Local Area Network of the Office using LAN wire or chord -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Negotiating with the teammates of the OJT -Dealing with the officemate and high officials especially USEC. Atty. Karlo S. Bello -Assessing and solving the computer problem related to the use of excel and it’s formulas -Photocopied documents -Assembling the Personal Computer -Receiving of documents to BLTI, Records Div., Personnel Div., OSEC -Listing the date received and reference number of each documents - Reading the Memorandum Circulars of the Department - Understanding and Analyzing the selection 49

Today, I’d learned that I need to be equipped wherever I go because the world is full unexpected situations. Mr. Lord Ever Digan assists to our work place –Colegio De Sta. Teresa De Avila Foundation Inc. – for our work Immersion. Work Immersion is one of the course requirements for graduation. A Senior High School student has to undergo work immersion in a business organization/establishment whose work requirements are related to the specialization. Through this work immersion, the students are exposed to and become familiarized with work-related environment related to their field of specialization. I was assigned to Information and Technology Department, thought it is not related to my specialization I still warmly accept it for me to undergo work immersion. While, some of my schoolmates are still on school waiting for the assignment. I was also assigned as the Team Leader of STEM Students in this Institution.

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A. SUMMARY OF WORK IMMERSION DUTY

B. DAILY TIME RECORD

C. CERTIFICATE OF COMPLETION

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D. GALLERY OF PICTURES WITH CAPTIONS

@ Commiss ion On A udit Human R es ource Dat abas e Maintenance S ervices We are here for the second station of our Work Immersion. Ma’am Catherine Alvarez is with us to guide the team.

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@ Department of Agrarian ReformAdministrators’ Office We are here for the thrid station of our Work Immersion. Ma’am Catherine Alvarez, Dr. Carina Ortiz Luis and Mr. Tadeo are with us for the Work Orientation.

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@ Commiss ion On A udit Unders ecretary for Field Operation (USE C -FOO) I was assgined here by Admin….

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@ Commiss ion On A udit Unders ecretary for Field Operation (USE C -FOO) I was assgined here by Admin….

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DAN RAFAEL S. SEBASTIAN Blk. 10 Lot 3 Haccci Homes St., Brgy. 177, Zone 15 Calamansian, Camarin, Caloocan City, NCR, 1400 09216198553 [email protected] September 18, 2017 ATTY. KARLO S. BELLO Undersecretary for Field Operation (USEC-FOO) Department of Agrarian Reform Elliptical Road, Diliman, Quezon City, Philippines 1107

Sir: I am interested to be the Department’s Licensed Civil Engineer at Lagro Undersecretary for Field Operation (USEC-FOO) of the Department of Agrarian Reform, as advertised in the Philippines . I am currently studying Science, Technology, Engineering, and Mathematics at Lagro Senior High School. I believe that the skills and experiences I have gained from the school made me an ideal candidate for the job of Civil Engineer As Student, I had become officers of different Clubs since I was in Grade 10 which I have developed my strengths in computations and dealing with numbers. This duty requires meticulous intensive computation and use of mind, and an ability to convey complex computations clearly. I have prepared pieces of analysis, and received praise for the clarity of my work. I have also gained extensive experience in unique and intensive computation and use of mind – fields that you state the Civil Engineer must be familiar with. My experience in the Science, Technology, Engineering, and Mathematics at Lagro High School has afforded me the opportunity to become familiar with the consolidated and unconsolidated work of an engineer. In particular, through my study with STEM, I have become heavily involved in the Engineering and Mathematics. I am always eager to learn more about engineering, studying other lessons on my own time to become more knowledgeable. I would love to bring this passion for intensive computation and an ability to convey complex computations clearly to your company. I am confident that my experience in the STEM and my research and writing skills qualify me for consideration. If you would like, I can provide you with current samples of my work. I have also enclosed my resume. I look forward to meeting with you and discussing my qualifications in more detail. Sincerely, DAN RAFAEL S. SEBASTIAN 58

SEBASTIAN, DAN RAFAEL SERRADO Blk. 10 Lot 3 Haccci Homes Calamansian St., Brgy. 177, Zone 15 Calamansian, Camarin, Caloocan City +09291988554 Email add: [email protected] OBJECTIVE: To gain experience and contribute to the company based on my expertise that will enhance my capabilities as a future Industry expertise.

EDUCATIONAL BACKGROUND

Secondary

Graduating STEM Senior High School Grade 12 Lagro High School Lagro, Quezon City 2012-2016 Junior High School Completer Lagro High School Misa de Gallo, corner Ascension St., Greater Lagro, Q.C.

Primary

2006-2012 LagroElementary School Ascension Avenue, Greater Lagro, Quezon City

TRAINING/SEMINAR ATTENDED June 2017 -July 2017

UP College Admission Mastery Program Don Alejandro Roces Sr. Science-Technology High School Don A. Roces Avenue, Barangay Obrero 1103Quezon City

Sept. 2017 FOO)

OJT in Undersecretary for Field Operation (USEC-

–

Oct. 2017

Department of Agrarian Reform Elliptical Road, Diliman, Quezon City, Philippines 1107

SKILLS/TALENT - Higher Mathematics -Arranging and organizing documents -Attention to Detail -Creative Thinking -Encoding data 59

-Leadership SPECIAL AWARDS August 31, 2017

1ST Place in writing a TexTula Grade 12 Lagro Senior High School Quezon City

April 4, 2017

with Honors Grade 11 Lagro Senior Quezon City High School

March 28, 2016

with Honors Grade 10 Lagro Junior High School Quezon City

January 16, 2016

2nd Place in YMC Sport Fest on Scrabble Competition Grade 10 Lagro Junior High School Quezon City

PERSONAL BACKGROUND Name Age Birth date Civil Status Citizenship Religion Mother’s Name Contact number Father’s Name Contact Person

: : : : : : : : : :

Dan Rafael Serrado Sebastian 17 yrs. Old October 23, 1999 Single Filipino Roman Catholic Shirley S. Sebastian 09216198553 Gener R. Sebastian 09185923427

CHARACTER REFERENCES Dennis M. Angeles, Ed.D SHS Coordinator Lagro Senior High School 939-90-26 Mary Ann Pangalilinan General Physics 2 Teacher Lagro Senior High School 939-90-26 Carina A. Ortiz Luis, Ph.D ASTP/SHS Focal Person Lagro Senior High School 939-90-26 60

Dan Rafael Serrado Sebastian Blk. 10 Lot 3 Haccci Homes St., Brgy. 177, Zone 15 Calamansian, Camarin, Caloocan City, NCR, 1400 Mobile: 09216198553 Email: [email protected] PERSONAL PROFILE

VOLUNTARY EXPERIENCE School Based Management Team

A unique, disciplined, and well-organized

(HELPING HAND) SBM Adviser encourages some students to be the helping hands of the SBM Senior High School. Duties: Lay outing, Designing in the needed documents, Labeling documents, Fixing pertinent files, Arranging documents of the SBM, and Creative writing.

student who loves to share his knowledge and full potential in bringing others in the greatest it can be. Rafael has explored wide and different kinds of events that challenge the strength of his heart, as he keeps moving forward in an innovative and modern world.

ACADEMIC QUALIFICATIONS Secondary- Graduating STEM Senior High School Grade 12

PERSONAL SKILLS

-2012-2016 Junior High School Completer

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Primary- 2006-2012 Elementary Completer

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WORK EXPERIENCE

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Vice President Research Club A.Y. 2017-2018

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HEAD COMMITTEE Special Program and Projects Committee (Seniors) and Discipline Committee A.Y. 2017-2018

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ACTIVE MEMBER Foreign Language, Debate, Red Cross Youth, Wow math, and S.A.S. club. A.Y. 2017-2018

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Duties: Responsible to support fellow students to build an empire to achieve their dreams without having competencies to each other. Youth are helped to build unique leadership that reaches everyone with no inequality and discrimination. Assigned to submit and obe y the school’s rules and regulations. Never ends to help fellow students to increase the expertise and experience towards to leadership.

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Hardworking Responsible Passionate and Driven Well-organized Confident Flexible Sympathetic Critical Thinking Goal-oriented Attention to details Problem Solving Analyzing and interpreting data and graphs Higher Mathematics Open minded Punctual Enjoys in a competitive environment Leadership

REFERENCES Available upon request PERSONAL Driving license: Nationality: Languages:

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No Filipino Filipino and English

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