EDITORIAL · 2 min read · April 24, 2025

The claw descends and picks up a prize, lifting it out of the pile— suddenly, it’s no longer buried in the familiar. For a student stepping into the real world, the experience is much the same: a mix of curiosity and trepidation as they leave their comfort zone for a space of growth, opportunity, and discovery. The Department of Education’s (DepEd) Work Immersion Program (WIP), established in 2017 under DepEd Order No. 30, serves as a pivotal bridge between academic learning and real-world application for Senior High School students. By providing hands-on work experience, the program aims to equip students with essential life and career skills, preparing them for informed career decisions and enhancing their employability.

The pandemic temporarily halted in-person immersion, some shifting it to virtual platforms. Years later, with the return of face-to-face classes, on-site work immersion was also reinstated. Now, discussions are underway to extend the required hours from 80 to 620. But is this truly a beneficial move? 

This recent proposal to extend the required immersion hours is a commendable initiative that aligns with the program’s foundational goals. This extension offers students a more comprehensive exposure to workplace environments, allowing them to delve deeper into industry practices, workplace dynamics, and professional expectations. The students gain firsthand experience through the program, bridging the gap between classroom learning and the workforce. True learning happens through doing. It’s one thing to study a concept in a textbook; it’s another to apply it when faced with real tasks, real challenges, and real expectations. Therefore, extending WIP hours may become the gateway that effectively transitions students from being observers to active participants in the workplace. With the current time limitations set for learners to settle into this experience, work immersion risks becoming just another school requirement instead of the valuable training ground that it could be. 

Additionally, such immersive experiences are instrumental in refining technical skills specific to learners’ chosen strand, be it mastering industry-relevant software, understanding organizational protocols, or participating in professional engagements. Extended immersion means these essential skills ar honed to their full potential, building confidence and competence that makes students job and college-ready. Without adequate practical exposure, students may find themselves underprepared for the demands of real employment, leading to a skills mismatch in the labor market. 

Moreover, an extended immersion period facilitates a more accurate assessment of career alignment with personal interests and passions. Experiencing the realities of a chosen field firsthand enables students to make informed decisions, reducing the likelihood of committing to unsuitable career paths. This proactive approach not only benefits individual career satisfaction but also contributes to a more efficient and motivated workforce. In the end, it is difficult to force a claw to hold onto a prize it wasn’t meant to pick up—just like you can’t force a  student into a course or  career they weren’t meant to pursue.

Success isn’t just about grabbing hold of the prize and letting it drop through the flap—it takes skill, attention to detail, strategic moves, and sometimes, a bit of luck. With hands-on experience, students reduce the risk of entering careers that aren’t the right fit. Extending WIP hours underscores the essence of the Senior High School program—to cultivate a generation of Filipinos ready to excel and innovate in their respective fields, thereby uplifting national progress and pride. Increasing work immersion hours is just one step—but a crucial one—toward making this goal a reality.