1. The roles of stakeholders in
curriculum implementation

2. Stakeholders are individuals or institutions
that are interested in the school
curriculum. Their interests vary in degree
and complexity. They get involved in
many ways in the
implementation, because the curriculum
affects them directly or indirectly. These
stakeholders shape the school curriculum
implementation.

3. Learners at the Center of the curriculum
For a particular curriculum design mentioned
earlier, the learner is placed at the center. The
learners are the very reason a curriculum is
developed. They are the ones who are directly
influenced by it. Learners in all levels make or
unmake the curriculum by their active and direct
involvement. How each individual learner
contributes to the realization of a planned
curriculum would depend on the interactions and
internalization of the different learning experiences
provided. After all, in curriculum
implementation, the concluding question will always
be: has the learner learned?

4. Teachers as curriculum developers and
implementers
In the teaching and learning process, the other side of
the coin is the teacher. Most curricula start to gain
life from the time it is conceived and written.
Planning and writing the curriculum are the
primary roles of the teacher. A teacher is a
curriculum maker. He/ she writes a curriculum daily
through a lesson plan, a unit plan or a yearly plan.
The teacher designs, enriches, and modifies the
curriculum to suit the learner’s characteristics.
Teachers are empowered to develop their own
curricula taking into consideration their own
expertise, the context of the school and the abilities
of the learners. By so doing, teachers become
architects of school curriculum.

5. Curriculum managers and administrators
In school organization, there is always a curriculum manager or
school administrator. In fact, for school principals, one of their
functions is being a curriculum manager. They supervise
curriculum implementation, select and recruit new
teachers, admit students, procure equipment and materials
needed for effective learning. They also plan for the
improvement of school facilities and physical plants.
The role of the administrators can never be ignored. The principle
of command responsibility and institutional leadership rests on
the shoulders of the school administrators. The final decision
making in terms of the school’s purpose rests on the shoulders
of school administrators. In the academic institution, school
administrators have a great stake or concern about what kind of
curriculum their schools offer and how these are implemented.

6. Parents as supporters to the curriculum
“my child and my money go to this school”. Reads a
car sticker. What is the implication of this statement
to the school curriculum? It simply means that the
parents are the best supporters of the
school, especially because they are the ones paying
for the child’s education.
Parent’s voices are very loud and clear. In our
country, it is a general fact that even in college the
parents are responsible for their child’s education.
The power of parent’s to influence curricula to
include instructional materials and school activities
is great, such that success of curricula would
somehow depend on their support.
How do parents shape the curriculum and why are
they considered as stakeholders?

7. • Here are some observations:
i. Effective parental involvement in school affairs
may be linked to parent educational programs
which is central to high quality educational
experiences of the children.
ii. The parent’s involvement extends from the
confine of the school to the homes.
iii.In most schools the Parents Association is
organized

8. Community Members as curriculum resources
• The success in the implementation of the
curriculum requires resources. However, most
often teachers complain that resources are very
scarce. There are no books, materials nor
facilities available. These are usual complaints of
teachers. The community members and
materials in the existing local community can
very well substitute for what are needed to
implement the curriculum. Respected
community members may be included in school
boards as in some schools.

9. Other stakeholders in curriculum implementation
There are other important stakeholders in
curriculum implementation. Professional
organizations have shown great influence in
school curriculum. They are being asked by
curriculum specialists to contribute in curriculum
review because they have a voice in licensure
examinations, curriculum enhancement and many
more. Often, professional organizations are those
of each profession, like teachers’
organization, lawyers’ organizations, medical
doctors’ association, engineers’ organizations and
many others.

10. • On the other hand, since all schools in the
country, are under the regulation of the national
government as provided for in the Phil.
Constitution, then the government has a great
stake in curriculum implementation. The
government is represented by the DepEd for
basic education curricula and the CHED for the
tertiary and graduate education curricula. These
two government agencies have mandatory and
regulatory powers over the implementation of
any curricula. The third government agency that
has high stake in the schools’ curricula is the
professional regulation commission (PRC).

11. The role of technology in delivering
the curriculum
The role of technology finds its place at the onset of
curriculum implementation, namely at the stage of
instructional planning. In a teaching-learning
situation, there is the critical need to provide the
learners information that forms a coherent whole.
Otherwise, learning may end up haphazard and in the
end ineffective. A systematic approach to instructional
planning is, therefore, necessary. And in instructional
planning, each lesson should have an idea of general
specific goals, instructional
objectives, content, activities, media, materials, assess
ment and evaluation on how objectives have been
achieved.
In the choice of instructional media, technology comes
into play.

12. Figure 4- A systematic planning
process
Identify
instructional goals
Plan Identify and Choose an
instructional assess instruction
activities instructional al media
media
maintains
technology
Revise instruction Assess Implement
Analyze learners instruction instruction

13. Instructional media may also be referred to as
media technology or learning in technology, or
simply technology. Technology plays a crucial
role in delivering instruction to learners.
Technology offers various tools of learning and
these range from non-projected and projected
media from which the teacher can
choose, depending on what he sees fit with
the intended instructional setting.

14. Table1. Types of instructional selection
Non-projected media Projected media
Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials(books, Films
worksheets) Video,VCD,DVD
Visuals( drawing, Computer/multimedia
photographs, graphs, charts, presentations
posters
Visual boards (chalkboard,
whiteboard, flannel board.
Etc.)
Audio materials

15. • Factors for technology selection
1.Practicality
2.Appropriateness in relation to the learners
3.Activity/suitability
4.Objective-matching

16. The role of technology in curriculum
delivery
• It can easily observed that technological
innovation in the multifarious fields of
commerce, science and education, is fast
developing such that it is difficult to foresee
the technological revolution in the millennium
,inclusive of educational changes.

17. Presently we can identify three current trends that
could carry on the nature of education in the
future. The first trend is the paradigm shift from
teacher-centered to student-centered approach
to learning. The second is the broadening
realization that education is not simply a delivery
of facts and information, nut an educative
process of cultivating cognitive
, affective, psychomotor and much more the
contemplative intelligence of the learners of a
new age.nut the third and possibly the more
explosive trend is the increase in the use of new
information and communication technology or
ICT.

18. For now, the primary roles of educational technology
in delivering the school curriculum’s instructional
program have been identified:
• Upgrading the quality of teaching-and-learning in schools.
• Increasing the capability of the teacher to effectively
inculcate learning, and for students to gain mastery of
lessons and courses.
• Broadening the delivery of education outside school
through non-n traditional approaches to formal and
informal learning, such as Open Universities and lifelong
learning to adult courses
• Revolutionizing the use of technology to boost educational
paradigm shifts that give importance to student-centered
and holistic learning.

19. Pilot testing, monitoring and
evaluating the implementation of
curriculum
Pilot testing or field try-out
Whenever a curriculum is written as in
books, course manuals, modules or the whole
curricular program, there is a need to have a
try-out or field testing. This process will gather
empirical data to support whether the
material or curriculum is
useful, relevant, reliable and valid.

20. Most of the field testing or try-out follows some
form of researched designs. Usually it follows an
experimental method, however an initial process
can be done without any comparison group. In
this case only one group of students will be used
as a try out for the curriculum.
Using the principles of curriculum writing and
backed up by the content specialization of the
writers and the consultants, the modules were
written. The printed modules were reviewed by
the consultants and peers, however, there was a
need to try out or pilot test the activities and the
field practicals by the users who are the students
themselves.

21. The try-out or pilot testing assures the teachers
and the schools that indeed the curriculum
materials are ready for use.
Modification and revisions are inherent
characteristics of a curriculum. The pilot test
or try-out is a developmental process that
gives the signal as to whether the particular
curriculum can already be implemented with
confidence.

22. • However, as the curriculum is being
implemented, there is a need to continuously
monitor the process.
Curriculum monitoring
Curriculum evaluation
1. School-based evaluation is an approach to
curriculum evaluation which places the
content, design, operation, and maintenance of
evaluation procedure in the hands of the school
personnel.

23. • Some of the disadvantages of the school
based-evaluation include the following:
i. Accountability is shared by all; hence bias and
conflict are minimized.
ii. School personnel develop evaluation skills.
iii.The real concerns of the school and community
are addressed by the evaluation
iv.Broad participation of school personnel provide
opportunities for building school cohesiveness.
v. Provides reliable and valid information on
curriculum, resources , and general school
functioning.

24. 1.Accreditation- this is a voluntary process of
submitting a curricular program to an external
accrediting body for review in any level of
education: tertiary or graduate school to
assure standard. Accreditation studies the
statement of the educational intentions of the
school and affirms a standard of excellence.
• What are the areas for accreditation under
Curriculum and instruction?

25. 1. Curriculum and program of studies
• Program of studies includes the clusters of knowledge, skills,
attitudes, values and experiences that will provide the
students at any level with necessary competencies for
effective learning. A List of subjects or courses to be taken
and arranged in a logical order compose the program of
studies.
1. Classroom management
• The teacher who implements the curriculum sees to it that
management of teaching and learning in the classroom
follows procedure and guidelines to enhance and create an
environment conducive to learning considers the physical
factors such as classroom physical arrangements,
ventilation, lighting, cleanliness while the human factors
include the teachers’ attitude, students’ responses, teacher-
students relationships, student-student relationships and
interactions.

26. 1. Instructional processes or methodologies
How to translate action into the written and planned
curriculum is a concern of instruction. The decision
of choosing and using the method of teaching is a
crucial factor in curriculum and instruction. There
are varied teaching methodologies that are
compatible with the different learning styles of the
students. These emerging strategies of teaching
follow principles and theories that enhance
learning outcomes. As teachers, there is a need to
know not only the steps or strategies of teaching
but understand the pedagogical content
knowledge of each strategy.

27. 1. Graduation requirements
Graduation means successful accomplishment
of the curricular program of studies. A
student has to accomplish its academic
program as prescribed in the program of
studies mentioned earlier. Aside from the
academic subjects required, some curricula
provide activities that are necessary and
should be accomplished as a graduation
requirement.
Some call these comprehensive
examinations, or exit examinations.

28. 1. Administrative support for effective instruction
• The required physical facilities like good
classrooms, libraries, playground, laboratory, study
areas are the primary responsibilities of the school
administrators. A school administrator which can
provide high and quality support to instruction
assures effective curricular outcomes.
1. Evaluation of academic performance of students
• The evaluation of students’ performance should make
use of valid and reliable tools which are periodically
reviewed and revised. Students should receive
information about their school performance promptly
and regularly. Likewise recognition like
scholarships, certificates and merits should be given.
• Success of the school curriculum is shown in the
results of the evaluation of the students’
performance.