DELTA STATE UNIVERSITY, ABRAKA

DEPARTMENT OF SCIENCE EDUCATION (CURRICULUM STUDIES)

FACULTY OF EDUCATION

ASSIGNMENT

BY

OKAGBARE DEBORAH OJIYOVWI

PG/19/20/258426
800 LEVEL

COURSE CODE: SCE 823

COURSE TITLE: PRINCIPLE OF CURRICULUM DEVELOPMENT.

ASSIGNMENT QUESTION
ISOLATE ALL THE PARTICIPANTS INVOLVED IN CURRICULUM
IMPLEMENTATION AND DISCUSS THEIR RESPECTIVE ROLE IN THE PROCESS.

JANUARY , 2020.
Introduction

Curriculum implementation is generally acknowledged to be one of the

problematic areas of institutionalized education. This is because it involves

translating a complex curriculum plan into new patterns of action ( Okoye, 2018) .

This process involve helping the learner acquire learning experience. It is

important to note that curriculum implementation cannot take place without the

learner. Implementation take place as the learner acquires the planned or intended

experiences, skills, attitudes, knowledge and ideas that are aimed at enabling the

learner function effectively in a society.

Putting the curriculum in operation requires an implementation agent; the

following are major participants in curriculum implementation:

1.Teacher

2. Learner
3.Curriculum Managers and Administrators

4. Educational supervisors

5.Stakeholders

6. Voluntary Agencies

7. Parents

8. Community

9.Culture and ideology

10. Infrastructures/facilities

Teacher : A teacher is a person who help people to learn. He helps students to

acquire knowledge, competence or virtue.

Teachers/educators are the major pillars in the teaching and learning process.

Without doubt, the most important person in the practice curriculum is the teacher.

With their knowledge , experience and competencies teachers are central to any

curriculum improvement effort, they are responsible for introducing the curriculum

in the classroom and outside the classroom as well. Handal and Herrington (2003)
also stress the central role of the teachers in implementing the curriculum and call

on policy makers to take teachers attitudes and perceptions into account.

A teacher does more than just implement curriculum. While curriculum specialists,

administrators and other education companies spend countless hours developing

curriculum it is the teachers who know best what the curriculum should look like.

After all, they work directly with the students who are meant to benefit from the

curriculum. In order to create strong curriculum teachers must play an integral role

in every step of the process.

When teachers deliver both the curriculum contents and instructional strategies in

the way and manner they were designed to be delivered, curriculum

implementation is said to have occurred (Gana 2006, Akanbi 2008, Ajemole 2011)

in Aneke (2015). From all the above definitions, it could be deduced that teachers’

role in curriculum implementation is invaluable.

However, the ability and effectiveness of the teacher to carry out curriculum

implementation depends to large extent on some variables like

knowledge/experience qualification, availability of resources and motivational

issues among others. This depend on the extent to which they can participate in

curriculum decision which they implement. Nwankwo (2006) in agreement with

the above statement, asserted that poor involvement of teachers in matters relating
to curriculum either in planning or reform makes good performances impossible,

no matter the teachers methodological competence; unfortunately teachers are not

involved at this stage of curriculum process.

Ibrahim (2003) in Nwanze (2015) stated that the involvement of teachers in

curriculum planning induces good quality into the curriculum, enriches the

activities and makes them more worthwhile. He further maintained that, the

conditions under which education can be made to serve the expressed aspirations

of any nation revolve around the quality of the teachers. This quality will be

optimally enhanced if the teachers are fully involved in the curriculum planning

and other curriculum processes not only in the classroom implementation. The

teacher takes the final decision as regards the actual learning experiences to be

provided and so not involving or incorporating him in the planning and

development process is like separating the curriculum from instruction. (Mkpa and

Izuagba (2009) in Obilo and Sangoleye (2015). The implication of the above is that

in as much as the design and how its objectives should be achieved cannot be

separated, teachers cannot be separated from curriculum planning and development

if effective implementation is to be achieved. It further implies that the teacher is

not just a receiver of the curriculum but a modifier and transmitter; and for him not

to derail from the objectives, goals and aims of planned curriculum, he must be

part of the planning and development processes (Obilo and Sangoleye 2005). A
casual reflection of what happened with the inclusion of intro tech in the

curriculum of junior secondary school during the 6-3-3-4 system of education will

prove this point better. It could be noted that the teacher in the old 6-5-4 system of

were charged with the responsibility of implementing the curriculum contents of

the 6-3-3-4 system including the intro-tech being used as example here, the

consequences is that government huge investment in that subject was almost a

waste.

 REFLECTION BY THE TEAHCER: • Reflection on a curriculum allows

teachers and others involved in the process to find any weaknesses in the

curriculum, and attempt to make it better. Teachers may reflect on curriculum in

multiple ways such as keeping a journal as they implement the curriculum giving

student reviews and surveys, analyzing results and assessments, data about

student’s individual performance. Not only can reflection serve to improve a

specific curriculum, it may guide the creation of a new curriculum.

The teacher addresses the needs, interests of learners by creating experiences

where they can learn from. It is the teacher’s role to formulate lesson objectives

which are derived from the syllabus and subject content and ensure that the

objectives are achieved through mastering the content by the learners. The teacher

should labor to motivate learners in order to create interest and desire for learning.
It is the teacher’s role to emphasize good discipline during the implementation

process through employing class management techniques and more so the teacher

should be a role model in exhibiting good discipline in class and outside class. This

is important for creating a good atmosphere for teaching and learning.

The teacher assesses the learners in the process of curriculum implementation. This

is to measure whether the intended curriculum objectives and aims have been

achieved by the learners and see whether there are some gaps that require remedial

action. The assessment can be at the end of every lesson or in form of assignment

that may be periodical.

The teacher supervises the learners’ activities in and outside the classroom

environment. This is done to find out whether there is normal progress in academic

and non- academic achievement. The supervision is done basing on the work plan

drawn at the school or classroom level. The teacher’s planning role is very

important and aids in supervision.

Learners

“ Learners or students are the very reason why schools

exists. It is the schools’ responsibility to further develop the

learners knowledge, skills, talents and attitude to face the

different situations in life.

•The learner is the center of curriculum.

• 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.

The learner plays the role of exhibiting desirable discipline both in and outside the

classroom through maximum obedience to the school rules and regulation and

attending to the classwork and the entire school program. For example doing all

assignments, tests and examinations yield into some level of desirable

learning .For the implementation of curriculum to be effectively done, the learner

should be physically, mentally and emotionally available to the teacher for

instruction so that the planned program in implemented.

Curriculum Managers and Administrators: School leaders are

expected to play a very important part in the implementation of curriculum in their

schools. UNESCO (2004) stated that curriculum and its implementation require an

effective management. The administrators will usually, call for a quick meeting to

disseminate the new curriculum and hand out the hard copies. Then after, from

time to time, they usually gauge the implementation through interviews with

teachers and students plus discussions. The Principal needs to make sure that all of

the teachers involved are in on the process and adoption of what changes are being

made and afforded any and all training to make the transition as painless as

possible .Curriculum Leadership provides the opportunity for improved

alignment .Glatthorn (1987) wrote, “One of the tasks of curriculum leadership is to

use the right methods to bring the written, the taught, the supported, and the tested

curriculums into closer alignment, so that the learned curriculum is maximized” (p.

4). An additional Responsibility of principals is to motivate and provide on-going

support to their instructional teams. Teachers and paraprofessionals should feel

valued. Teaching can be frustrating and lonely… all teachers need the advice of

other experienced professionals in order to overcome the daily challenges they face

(Keefe et al., 2004). Motivated teachers support student achievement and seek out

additional learning opportunities to improve their teaching skills.

Principals are responsible for the overall management of schools. They maximise

opportunities for teachers and students to be successful. They advocate for the

school and deliver local education solutions to the aspirations and demands of

parents and the wider school community.

Supportive Personnel and Services

Educational supervisors: This is a very important element in the implementation

process. This part of the process is provided by experts in the field of educational

supervision. These supervisors can arrange for workshops for teachers to help them

discuss issues emerging from the project and also provide suggestions for

production of localized materials for teachers’ use in teaching. Some of the roles

supervisors address themselves to are:

i. Identification of problem areas in the materials

ii. Suggestions as to the necessary modification

iii. Advice on the programme of work to be done in the schools

iv. Preparation for the workshops, seminars and courses

v. encouragement of display in schools

vi. Encouragement of regular visits to the centres by teachers and guidance and

help to teachers with regard to source of information and other materials.

Stakeholders

•These are Professional Organization that have shown great

influences in school curriculum like teachers organization,

lawyers organization, and many others.

•The government has a great stake in curriculum

implementation

The role of central government;

- Provides infrastructure for secondary and primary schools such as classrooms,

libraries, laboratories, and sanitation facilities.

- Provides guidelines for utilization of resources such as capitation grants and any

other resources meant for the development of schools.

- Pays wages to staff that include teaching and non- teaching staff.

- Allocates funds meant for curriculum review to have a reliable, efficient and

effective curriculum.

- Provides the necessary human power that includes the teaching and non- teaching

staff.
- Administers schools through the instituted Board of governors and Management

committees.

- Takes the responsibility for quality assurance through monitoring and evaluation

policy.

Voluntary Agencies as Curriculum Implementers

Voluntary Agencies such as:

• the Church

• Women’s Organizations,

• Women’s Associations,

• Boy Scouts,

• Girl Guides and

• Entertainment

Groups of every description have a legitimate role to play in implementing some

aspects of the curriculum, particularly in the affective domain. voluntary agency

contribute positively to the advancement of their local community socially,

economically, culturally, and intellectually.

Parents as Curriculum Implementers

Parents have a crucial role is in the continuing process of value-orientation and

attitude formation. Being the natural and immediate “reference group” for their

children, the parents’ influence in cultural value is often unchallenged. It is in the

home that the children learn effectively such important social and cultural values

as personal relationships, hospitality, generosity, comparison, personal hygiene,

etiquette, love, thriftiness etc. Effective parental involvement in

school affairs may be linked to parent educational programs

which is central to high quality educational experiences of

the children.The parents involvement extends from the

confine of the school to the homes.That is why schools

Parent Association is organized.

The Community

• Curriculum implementation is most effectively implemented when the

community understands and supports it when facilities are available for desirable

school organization and learning activities. There is also need for appropriate

materials and supportive personnel to assist teachers. Two key factors are

necessary to the implementation of the curriculum.

i. Financial support and other physical facilities

ii. Community’s theoretical support for change.

• The financial aspect of curriculum implementation is dealt with as a priority of

the community. The community’s support creates a healthy climate of

understanding and encouragement prevailing in the community. Most important

here are the attitudes held by parents because such attitudes towards the

programme are easily transmitted to the child for whom the changes are

intended.

• School community communication needs to go beyond mere information which

includes the maintenance of a continuous dialogue that enables the community to

understand the rationale behind such a change; to understand the educational

problems and procedures involved, and in many instances to provide direct

assistance for curriculum implementation in the form of resource persons, school

volunteers, and any other personal forms of contributions to the effort of the

school.

• Preparation of parents and the community is therefore seen as an important

element even at the planning stage. Also during the needs assessment stage,

parents and the community or what may be referred to as the lay person will have

been involved extensively in assessing their needs as far as the school curriculum

is concerned. Whatever needs are identified and written in the form of objectives

for the new curriculum, should be discussed with lay people if for nothing else to
keep them in touch with what is happening. This exercise is refers to as

familiarization.

Infrastructures/ Facilities

These are also so central to curriculum implementation. These resources include

classrooms, libraries, and laboratories for both ICT (Computer laboratory) and

general science laboratory for Physics, Chemistry, Biology and Agriculture. Fine

Art rooms, kitchen, storerooms, dining hall, examination halls all fall under this

category. For the learner who is the primary consumer of the curriculum to display

positive result of the expected outcome, the learning environment has to be

conducive through the aforementioned facilities.

Conclusion

Where the instructional objectives are not achieved as result of short comings of

one or combination of any of the above mentioned major participants, curriculum

at that stage cannot be claimed to have been implemented.

Reference

Glatthorn, A. A. (1987). Curriculum Leadership. Virginia: Scott Foresman & co.

Handal, B., Herrington, A. (2003). Teachers’ Pedagogical Beliefs and Actual

Classroom. Retrieved from https://www.uop.edu.jo

(Keefe et al.( 2004). Challenges for School Systems in the 21st Century. Netherlands

:Springer.

Mkpa, M. A., Izuagba, A.C.(2009). Curriculum Studies and Innovations. Owerri:

Divine Mercy Publishers.

Okoye , N. S. (2018). Theory and Practice of Curriculum Development. Abraka:

Potola Technologies Co.

 Obilo, I. P., Sangoleye, S.A.( 2015). Curriculum Implementation and the Teacher:

A way Forward. Retrieved from https://www.academia.edu.

Quinn, D. M. (2002). The impact of principal leadership behaviours on

instructional practice and student engagement. Journal of

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University of Zimbabwe. (1995). Curriculum implementation, change and

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UNICEF. (2001, April 13). Parental involvement in high school management: Views

from the field. Retrieved from https://www.utas.edu.au.

UNICEF. (2009, November 18). Chapter 4: School and community

child friendly schools. Retrieved from http://www.unicef.org.

UNESCO. (2004, November 20). Changing Teaching Practices to Meet the Needs of

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