DepEd-ATI Collaborative Industry Work Immersion Framework: The Case of Sindaton National High School

The work immersion program at Sindaton National High School lacked a structured framework with industry partners, resulting in weak coordination, misaligned training, and limited skill development. This study aimed to examine current immersion practices, identify implementation challenges, and develop a collaborative DepEd–ATI framework for agricultural training. The study involved four key informants from Sindaton National High School and its partner institution. Using a qualitative design, data were gathered through a validated interview guide and analyzed using thematic analysis. Findings revealed four key issues; lack of formal partnerships, inadequate pre-immersion preparation, weak stakeholder coordination, and limited ATI technical support. The study also found gaps in students’ soft skills, workplace readiness, task alignment, and monitoring mechanisms. These findings suggest that improving immersion requires not only a formal framework but also practical measures such as stronger coordination, pre-deployment preparation, continuous monitoring, and targeted skills training. The study contributes to practice by providing guidance for schools and partner institutions in enhancing immersion delivery and training relevance. It also has broader social value by promoting work-ready graduates and stronger school-industry collaboration in agricultural education. The study recommends institutionalizing the proposed DepEd–ATI framework and related support mechanisms.