absorbing or hiring the students who finished their internship program. In terms of evaluation, one employer not only evaluates their interns but also allows them to evaluate the company. 87. Besides internship programs, one employer also launched a series of webinars and a career lab to empower placement or career advisors in state universities. 88. Employers also work with the private sector to lend and share their knowhow in the industry. A partnership between one employer’s company and the university has led to upgrading the university’s curricula in Civil Engineering and Architecture based on industry trends so that graduates of the said courses can make a better transition into the construction industry. Another employer works with a non-profit organization that helps improve access to opportunities for persons with disabilities. 89. Employers generally do not discriminate against applicants in terms of age, religion, or disability. In fact, one employer that connects candidate job seekers to employers and hiring companies encourages their partners to accept people with disabilities. Teachers, School Administrators, and Principals 90. Programs for school-to-work transition are already embedded in the course program of the universities, wherein the internship program happens after the course work. In the internship program, a strong interface can be seen with the labor market. 91. Universities offer placement support groups through the alumni network industry linkages and companies. From the discussion with the participants, it is highly evident that universities have a strong partnership not only with their alumni but also with the industry and different companies. 92. Universities generally have career placement offices to support graduates and alumni so that the graduates can be employed immediately after graduation, and the universities can determine the demand and conduct graduate tracer studies. 93. Parent orientations held by schools consistently draw their attention to what they can do to help transition their children to distance learning. 94. Capstone projects are done virtually instead of immersion programs so senior high school students can still convene with their classmates. 95. In order to assist in remote learning during the pandemic, self-learning modules (SLMs) and transistor radio units with Universal Serial Bus (USB) slots were provided. Plug-play-and-learn scheme (saving the lessons in a USB flash drive, which is then plugged into a transistor radio) was also used to help learners, especially IP learners, who had many questions or had no one to guide them in following the modules. 41