REPORT IN MASTERAND 2019

1. Implementing the
Curriculum
•Prepared by:
• Glenda F. Magtrayo
Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
San Francisco Campus
Northern Poblacion, San Francisco, Cebu
Website: http://www.sanfran.ctu.edu.ph
Email: ctusanfran@gmail.com Email: info-sanfran@ctu.edu.ph
Contact No: (032) 318-8163 Contact No: (032) 318-8164

2. The Roles of Stakeholders in Curriculum
Implementation
Individual or institution that are interested in the
school curriculum.
Who put into action and give life to the curriculum.
Shape the school curriculum implementation.

3. 1. Learners at the Center of the Curriculum
 The primary stakeholders in the curriculum.
 The very reason a curriculum is developed.
 Everything in the curriculum should revolve around
his/her interests, needs, abilities, and capacities.
 Curriculum makers and
implementers need to know what
differences there are in the
cultural background, mental
system and problem solving of
the learners.

4. 1. Learners at the Center of the Curriculum
 The students make the curriculum alive
 The different activities can only be made meaningful
by the learners themselves, with the guidance of the
teacher.
 The success of the curriculum can only be measured by the
extent of learning that the learners have achieved.
 Therefore, a fit between the planned
or written curriculum and the
characteristics of the learner will
guarantee success in education.

5. 2. Teachers as Curriculum Developers and
Implementers
 Planning and writing the curriculum are the primary
roles of teacher. A teacher is a curriculum maker.
 The teacher addresses the goals, needs, interests of the learners by
creating experiences from where the students can learn.
 Teachers are empowered to develop their own school curricula
taking into consideration their own expertise, the context of the
school and the abilities of the learners.
 The choice of the activities, the methods to be utilized, the materials
to be used are some of the considerations that the teachers should
have in curricular implementation.

6. 2. Teachers as Curriculum Developers and
Implementers
 Teachers shape the curriculum by sharing the
experiences that they have and the resources they
are capable of giving or imparting to the learners.
 The complexity of teaching requires tremendous maturity,
decision making in the implementation of any curricular plan
as in the choice of materials, methods or strategy of teaching
and modes of evaluation.

7. 3. Curriculum Managers and Administrators
o They supervise curriculum implementation, select and recruit
new teachers, admits students, procure equipment and
materials needed for effective learning.
o They plan for the improvement of school facilities and
physical plants.
o The school administrators play an important role in shaping
the school curriculum because they are the people who are
responsible in the formulation of the schools’ vision,
philosophy, mission and objectives.
o They provide necessary leadership in evaluating teaching
personnel and school program.

8. 3. Curriculum Managers and Administrators
• The school administrators have the responsibility of
running the entire school effectively.
• They have to oversee the smooth transition of the child
from grade level to another and they should see to it that
the curriculum is implemented vertically or horizontally
with the minimal overlaps.
• The principle of command responsibility and institutional
leadership rests on the shoulders of the school
administrators.

9. 4. Parents as Supporters to the Curriculum
 The parents are the best supporters of the school
 Parents would be willing to pay the cost of educating their
child for as long as their children get the best learning or
schooling experiences.
 It is a well known fact that where you find an involved
parent, you find better communication between home and
school.

10. 4. Parents as Supporters to the Curriculum
 Parents follow up the lesson of their children
especially in basic education.
 Parents provide curriculum materials that are not
provided in schools.
 They provide permission for their children to
participate in various activities outside the school
campus.

11. 4. Parents as Supporters to the Curriculum
 In most schools the Parent Association is organized.
They have strengthened the school curriculum by
giving support to various activities and assisting in
the accomplishment of the schools curriculum.
 The organizations includes the teachers, so it called
Parent Teachers Association (PTA) or other community
members are also included, thus it is called Parent
Teacher Community Association (PTCA).

12. 5. Community Members as Curriculum Resources
 The community members and materials in the
existing local community can very well substitute
for what are needed to implement the curriculum.
 Some can become resource speakers.
 The whole community can serve as a curriculum
resource thus, each member has a great stake in
the curriculum implementation.

13. 6. Others Stakeholders in Curriculum Implementations.
 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.
 Professional organizations have a better view of the
industry where the graduates of the curriculum go.
(Teachers’ org. , lawyers’ org. , medical doctors’ association,
engineers org. and many others.)

14. 6. Others Stakeholders in Curriculum Implementations.
 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.
 Department of Education (DepEd) for basic education
curricula.
 Commission on Higher Education (CHED) for the tertiary and
graduate education curricula.
 Professional Regulation Commission (PRC) through the
Professional Regulatory boards, conducts examinations for
some degree programs.