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These guidelines were formulated based on the rich experiences of modeling schools,tech-voc schools, partnership focal persons, industry partners, and youth development advocates.This guideline can provide process support to field offices of the Department of Education(DepEd) in fostering relationships and strengthening partnerships so that learners will haveaccess to suitable work immersion venues and other related resources.Hence, on-the-job training programs, vital as it is, should be dynamic and skill centeredfor the students to effectively grasp the practical learning in the workplace. On-the-job training(OJT) also is a training program for students designed to immerse them in a work environment2
relevant to their courses in the attempts to learn productivity in, knowledge on, and respect forthe workplace. As discussed, on-the-job training programs are course requirements providing anopportunity to not only apply the theories, principles and ideas learned in the academe but alsoenhance the technical knowledge, skills and attitudes of students towards work necessary forsatisfactory job performance. On-the-job training programs also serve as a venue where students earn experience incareer positions relevant to their choice of academic degrees as well as open up other futurecareer choices towards gainful employment.Relative to this, a great number of universities and colleges utilize national governmentagencies and private institutions as venues for their on-the-job training programs. Because of theimportance of on-the-job training programs, there is a need to ensure that students undertakingtheir training in these private and public institutions are given skill-specific tasks and mentoring. Despite this knowledge, there is an apparent lack of clear guidelines between theacademe, the government and participating industry partners in regards to specific learningobjectives and training needs of students endorsed to them (NGAs) for training. Moreover,malpractices in the government where students are tasked to do menial, unstructured tasksdowngrade the value and learning output of OJT programs. As a result, companies and employment agencies find the new entrants lacking of thenecessary skills during the hiring process. This is true as well in the case of private corporations.In view thereof, it’s vital that strategic agreements between the academe and the government aswell as the academe and private companies should be undertaken, focusing on the creation of3
clear objectives, clear expectations, establish methods of learning verification and effectivemonitoring and implementation specific to the on-the-job training programs.In addition, there are Ojt Manual General Objectives to measure the goals of everystudent. First, provide students with actual workplace experience, exposure to variousmanagement styles, industrial and procedures of various occupations in relation to theirrespective fields of learning. Second, provide standards and guidelines for conducting OJTs such