______________________________________________________________________________

WORK IMMERSION PORTFOLIO

_______________________________

A Documentary Report
and Compilation of the Activities and Outputs
During the 80-Hour Work Immersion in
________________________
________________________

_______________________________

Presented to
the Administration and Faculty of the Senior High Department
AVM Foundation Inc., Pagsanjan, Laguna

________________________________

In Partial Fulfillment
of the Requirements for the Subject
Work Immersion

Submitted to:
Mrs. Ofel E. Pantaleon
Work Immersion Teacher

Submitted by:
JHAMILLE F. MACARAEG
.Net Programming
March 20, 2018
TABLE OF CONTENTS
1
Title Page……………………………………………………………………………….……1
Recommendation Letter …………………………………………………………...………4
Waiver………………………………………………………………………………………..5
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 Mission and Vision……………………………………….……………13
Company Organizational Chart……………………………………..……………14
Company Partner………………………………………………...……..…………18
Location of Company………………………………………………...……………20
Company Rules and Regulations……………………………………...…………21
PART 3: MEMORANDUM OF AGREEMENT (MOA)…………………………...…….22
PART 4: ACTIVITY REPORT………………………………………………….…………23
Training Plan Outline………………………………………………………………24
Daily Accomplishment Report…………………………………………………….25
Work Immersion Highlights……………………………………………………….27
Work Immersion Appraisal…..…………………………………………………...28
PART 5: REFLECTION…………………………………………………………………...29
Problems Encountered…………………………………………………………....30
Suggestions and Recommendations……………………………………………31

2
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

3
RECOMMENDATION LETTER

4
WAIVER

5
 APPROVAL SHEET
This narrative report attached hereinto entitled; “A NARRATIVE REPORT on ON-THE-JOB TRAINING FRSS

TECHNOLOGY AND CONSULTANCY CORP. [Link] Ave., Sta Cruz Laguna,” prepared and submitted by

JHAMILLE F. MACARAEG in partial fulfillment of the requirements for the subject: WORK IMMERSION under the

TVL Track and .Net Programming Specialization in the Senior High School is hereby endorsed for approval.

MRS. OFEL E. PANTELEON

OJT Coordinator

____________________
Date

Accepted and approved in partial fulfillment of the requirements for Work Immersion

of .Net Programming in Senior High School.

MISS JHONELYN ROSE M. MOGUEIS, LPT

Senior High School Coordinator

____________________
Date

MRS. IMELDA GRACE A. SANTOS, MAED

Senior High School Principal

____________________
Date

6
 ACKNOWLEDGEMENT
I highly appreciate and deeply acknowledge the following that have selflessly shared their time
and attention in making this Work Immersion Portfolio:

To Mrs. Ofel E. Panteleon, Work Immersion Teacher, for her love and assistance in the station
assignment in Work Immersion;

To Mrs. Imelda Grace A. Santos, School Dean, for her never ending support;

To my family and friends, for the unwavering support that really boosted my morale;

To all AVM Foundation Inc., 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.

7
 DEDICATION
The trainee would like to dedicate all her success to the Almighty God, who has been her constant source
of strength and perseverance;
To her parents, who are embodiments of unconditional love, patience, and care;

To her classmates and friends who are always there to support her;

This is also dedicated to the Faculty and staff of AVM Foundation Inc., to the admin staff and

finally to the employees of TRAINING FRSS TECHNOLOGY AND CONSULTANCY CORP. for giving
helpful advice to bring out the best in her.

8
 PART1: IMPORTANT POINTS IN
WORK IMMERSION
INTRODUCTION
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 [Link] agency said schools
may partner with recognized institutions or organizations to come up with agreements on work immersion
for [Link] the students are still minors, DepEd said work immersion requires parental consent.
President Aquino, the different government institutions involved in education, and Congress has
since made K to 12 a reality rather than a mere ideal.

As I looked over the paradigm created by the steering committee of the K to 12 reform programs,
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
9
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 [Link] 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.
“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.

OBJECTIVES OF THE WORK IMMERSION

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
10
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 [Link] 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;
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.

VALUES AND ATTRIBUTES OF A STUDENT

IN A WORK IMMERSION
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.”

11
 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.

12
PART 2: THE COMPANIY PROFILE

13
14
15
16
17
18
19
20
21
22
PART 3: MEMORANDUM OF AGREEMENT
(MOA)

23
 PART 4: ACTIVITY REPORT

TRAINING PLAN OUTLINE

PLACE OF TRAINING: FRSS TECHNOLOGY & CONSULTANCY

PROPOSED DURATION OF TRAINING: Dec. 21, 2018 – Feb. 15, 2019
DAY & TIME: Monday to Sunday to 10:00 am – 6:00 pm
NO. OF HOURS TO FINISH: 160 Hours
FIELD OF TRAINING: Administration Office
 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.

 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 their 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.

24
  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 will 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 HR Staff and IT staff namely, Divine Bacena
and Rommel Jainar. I am assigned to different tasks such as updating the files and schedule of the
production and also updating the CCTVs
 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.

25
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 3 - GOOD 1 – NEEDS IMPROVEMENT
4– VERY GOOD 2 – FAIR

26
 DAILY ACCOMPLISHMENT REPORT

STUDENT TRAINEE: JHAMILLE FELIPE MACARAEG

COMPANY: FRSS TECHNOLOGY AND CONSULTANCY CORP.
DEPARTMENT: ADMINISTRATION OFFICE
NO. OF ON-SITE
DATE DAILY WORK ACTIVITIES WORKING SUPERVISOR
HOURS SIGNATURE

DECEMBER  Assembling cellphone DAISY

21, 2018 unit 10 REYES
 Assisting the costumer
 Selling items

DAISY
DECEMBER  Repairing the printer 7 REYES
22, 2018  Selling items

 Assembling cellphone
DECEMBER unit 6 DAISY
23, 2018 REYES
 Assisting the costumer
 Selling items

 Installing the printer DAISY

DECEMBER  Assembling cellphone 7 REYES
26, 2018
unit
 Selling items

27
  Repairing the printer DAISY
DECEMBER  Selling items 9 REYES
27, 2018

 Making a cable DAISY

DECEMBER  Checking desktop 7 REYES
28, 2018

 Selling items DAISY

JANUARY  Repairing printer 7 REYES
02, 2019

JANUARY  Repairing the printer DAISY

03, 2019  Selling items 8 REYES

 Assembling cellphone DAISY

JANUARY unit 6 REYES
04, 2019
 Assisting the costumer
 Selling items

 Assembling cellphone DAISY

JANUARY unit 9 REYES
05, 2019
 Selling items
 Checking desktop

 Selling items 8 DAISY

 Assembling cellphone REYES
JANUARY
unit
06, 2019
 Checking desktop

JANUARY  Assembling the printer 8 DAISY

11, 2019  Selling items REYES

JANUARY DAISY

28
 12, 2019  Selling items 9 REYES
 Repairing the printer

JANUARY  Selling items DAISY

18, 2019 2 REYES

JANUARY  Assembling the printer 8 DAISY

25, 2019  Selling items REYES

JANUARY  Repairing the printer 9 DAISY

26, 2019  Selling items REYES

JANUARY  Selling items 8 DAISY

31, 2019  Checking laptop REYES

9 DAISY
FEBRUARY  Selling items REYES
01, 2019  Repairing printer
 Assisting costumer

 Selling items 8 DAISY

FEBRUARY  Repairing printer REYES
05, 2019
 Assisting costumer

FEBRUARY  Selling items 7 DAISY

08, 2019  Checking laptop REYES
 Assisting costumer
 Receiving item

FEBRUARY  Repairing the printer 5 DAISY

13, 2019 REYES
29
  Selling items

FEBRUARY \9 DAISY
15, 2019  Repairing the printer REYES
 Selling items

Weekly accomplishment

Week 1: December 21 - December 28, 2018

. This week I have learned how to assist the costumer and how to communicate to costumer. Sir
Roger teach me how to DR the item’s and also to encode the DR. This week, sir/ ma’am teach me how to
assemble the printer (cleaning, test-print, reset) and we try to disassemble and assemble the system unit.
We meet the President/ CEO, Mr. FRANCISCO R. SAMONTE.

Week 2: Jan 02 - Jan 11, 2019

This week, Ma’am Daisy teaches me and my classmates how to reset the printer. And Sir Noy ask
me to check all printer pending and one by one check the problem said in receiving form. Some printer I
can do to reset or test print or installing the printer. When someone ask me how much printer I give the
flyers because all item like laptop, desktop, printer their prize is there on paper.

Week 3: Jan 12 – Jan 31, 2019

This week, every morning we are cleaning all shelves, and also I help my co- OJT and classmate
when they do something. Sir Noy ask me if I can reset the printer and I say yes sir. When we have a
customer we are assist them, we ask them what they need then when we do not know we ask sir or Ma'am
Daisy then they will talk to the customer.

30
Week 3: Feb 01 – Feb 15, 2019
This week, we just type the DR, so many costumer and we are helping another OJT. Sometimes
we fix the printer check all the pending desktop, laptops. Sometimes we assemble some computer and
printer, when it's okay the printer or desktop we text them the owner to get item.

Immersion highlights

STUDENT TRAINEE: MYLYN CABANTOG PALUMBARET

COMPANY: FRSS TECHNOLOGY & CONSULTANCY CORP.
DEPARTMENT: ADMINISTRATION OFFICE

SUBJECT APPLICATION TASK

-Assembling the Personal Computer
-Using the MS Excel and MS Word
.NET PROGRAMMING -Updating the IP Address of the CCTVs

-Using MS Excel, MS Word

EMPOWERMENT TECHNOLOGIES -Scanned and photocopied documents

INQUIRIES, INVESTIGATION AND

-Updating the CPRs of every products of
IMMERSION the company

31
Work immersion appraisal

32
33
34
35
 PART 5: REFLECTION

A. PROBLEMS ENCOUNTERED
I didn’t encounter any problem during my On-the-Job training. My co-workers were very
helpful and approachable whenever I need something. My work experience in FRSS, is really fun
and I learned a lot of things during my work as an IT student. We were so blessed to be part of this
family it’s really a great opportunity to work here. Before we go, we want you to know how much we
have enjoyed our time working here.

B. SUGGESTIONS AND RECOMMENDATIONS

Potential of the Company as a Training Ground

FRSS has good facilities for the clients. The employees of the company treated the trainee as their
co-employees. The office can give the trainee good experience and additional knowledge and skills on how
to be an employee. The conflicts between their clients and employees are addressed properly.
a. Availability and Appropriateness of Training, Facilities, Equipment, Tools and
Machinery
The availability and appropriateness of equipment, tools and machinery are suitable for the work of
the student trainee. Expansion in the office is needed to have all facilities in their proper positions and to
have more space for the employees and trainees and students as needed.
b. Company Cooperation Personnel
All personnel, specifically the superiors, are very supportive and cooperative. They helped the
trainee in many ways, gain knowledge and become familiar with the actual work, and deal with the other
personnel. However, there were silent discussions about a misunderstanding involving that the trainee
encountered. The employees’ closeness can be seen through their ease for ability during meetings and
their approach to one another.
Assessment to the Duration of Training
The duration of the training was quite enough to enhance the trainee’s knowledge and skills
during the one hundred sixty (160) hours training at FRSS.

36
 APPENDICES
A. SUMMARY OF WORK IMMERSION DUTY
For almost 2 months of our OJT experience wasn’t bad as I thought it would be. Infact 160 hours
was a breeze, except, for those days when I had a hard time waking up early. Having to do an OJT with
friendly employees made a whole lot easier for me. It was also a great experience for me to have an OJT
at FRSS, because it gives me new learning experience that teach me on how to become a productive
person, productive in the sense that I can perform activities or works related to computer and perform other
activities like, encoding, instaling the printer, and also how to communicate on costumer which gives me
new experience that I can apply in real life situations.

Other experiences which I cannot forget during my OJT is that, First, I learn how to assist the
costumer. Second, I also learn how to assemble /installing the printer, how to do follow ups and process the
tasks given to me, which also gives me an experience where I can practice and improve the way how I
interact and communicate with other people. Lastly, this On the Job Training program provides me the
opportunity on how to work with real life situation wherein I need to provide my expertise and skills in order
to perform duties and responsibilities that gives quality of work. We would also like to thank Ma’am Daisy,
Sir Noy, Sir Dex, Sir Jo, Sir Kenneth, Sir Ken, Sir Roger also Sir Francis for patiently teaching us what to do
and how to treat the client. We were sorry for the mistake we have done, but we assure you that we will
learn from it. We were so blessed to be part of this family it’s really a great opportunity to work here. Before
we go, we want you to know how much we have enjoyed our time working here.

37
 D. GALLERY OF PICTURES WITH
CAPTIONS

This is the place where Sir Kenneth, repair, install, and

assemble the cellphone unit. This is the place where Sir Dex, installing or repair the
CCTV camera.

rs the laptop.

38
This is the place where Ma'am Daisy, DR the items.
 Assembling and installing printer

Repairing the printer

E. APPLICATION LETTER
JHAMILLE FELIPE MACARAEG
Vonwelt Inc. Compound
Brgy. Sampaloc, Pagsanjan, Laguna
09752895209
macaraegj2001@[Link]

December 21, 2018

MR. Executive Assitant to The President/Chief Finance Officer & Corporate

Secretary
Vonwelt Inc.

Maam;
I am interested to part of the FRSS and IT staff on FRSS TECHNOLOGY AND CONSULTANCY CORP,.
. In my G11, I studied Computer Systems Servicing and currently studying .Net Programming at AVM Foundation Inc.
I believed that the skill and experiences that I have grained from the school can help me to adopt the workplace and
the tasks that will be assigned to me.
I am always eager to learn more about computer, studying other lessons on my own time to become more
knowledgeable. I would love to your company.

39
 I am confident that my experience in skill qualify me for consideration. If you would like, I can improve 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,
JHAMILLE MACARAEG F.

40
F. UPDATED RESUME/CURRICULUM VITAE
JHAMILLE FELIPE MACARAEG
Brgy. Sampaloc, Pagsanjan, Laguna
Mobile: 09455709303
Email: macaraegj2001@[Link]

PERSONAL DATA

Nickname : jhajha
Age : 17 years old
Sex : Female
Birthday : March 08, 2001
Birthplace : Pagsanjan, Laguna
Civil Status : Single
Citizenship : Filipino
Height : 5’5
Weight : 53lbs
Religion : Roman Catholic
Father : Jordan C. Macaraeg
Mother : Joy F. Macaraeg

EDUCATIONAL BACKGROUND

SECONDARY:
SENIOR HIGH SCHOOL GRADE 11-12:
AVM Foundation
(Information and Communication Technology NC ll)
Vonwelt Bldg.3521 Rizal St. Brgy. Poblacion 2
Pagsanjan, Laguna (2017-2018)

JUNIOR HIGH SCHOOL GRADE 7-10:

Pagsanjan National High School
Pagsanjan, Laguna (2016-2017)

PRIMARY:
Sampaloc Elementary School
Sampaloc, Laguna (2012-2013)

CURRICULUM VITAE
41
 JHAMILLE FELIPE MACARAEG
FRSS TECHNOLOGY AND CONSULTANCY CORP,
macaraegj2001@[Link]
Mobile: 09752895209 Email:

PERSONALPROFILE PERSONAL SKILLS

A Disciplined, patient and well organize student who loves to  Hardworking
explore and do that she thinks challenging. He loves to share her  Responsible
knowledge to others who is willing to learn other things.
 Confident
ACADEMIC QUALIFICATIONS  Sympathetic
Secondary- Graduating
 Goal-oriented
ICT
Senior High School Grade 12  Open minded
 Enjoys in a competitive environment
-2012-2016  Leadership
Junior High School REFERENCES
Completer Available upon request
Primary- 2006-2012 PERSONAL
Elementary Completer Nationality: Filipino
Languages: Filipino and English
WORK EXPERIENCE
Production Packer
Frss Technology & consultancy
April-May 2017
Printing Staff
Frss Technology & consultancy
April-May 2017

Duties:
Responsible for packing the products on a box and even
sorting the products. In printing, I am organizing the
product’s box and covering it in a paper for them to be
clean and ready when the production staffs need it.

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