The roles of stakeholders in

curriculum implementation

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.

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?

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 learners 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.

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 schools purpose rests on
the shoulders of school administrators. In the
academic institution, school administrators have a

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 childs education.
Parents voices are very loud and clear. In our
country, it is a general fact that even in college the
parents are responsible for their childs education.
The power of parents 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?

 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 parents involvement extends from
the confine of the school to the homes.
iii.In most schools the Parents Association
is organized

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.

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,

 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).

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, assessment and
evaluation on how objectives have been achieved.
In the choice of instructional media, technology comes
into play.

Figure 4- A systematic planning process

Identify
instructional
goals
Identify
objectives

Analyze
learners

Plan
instructio
nal
activities

Revise
instruction

Identify
and assess
instruction
al media
maintains
technology

Assess
instruction

Choose
an
instructio
nal
media

Implement
instruction

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 nonprojected and projected media from
which the teacher can choose,
depending on what he sees fit with the
intended instructional setting.

Table1. Types of instructional selection

Non-projected
Projected media
media
Real objects
Models
Field trips
Kits
Printed
materials(books,
worksheets)
Visuals( drawing,
photographs, graphs,
charts, posters
Visual boards
(chalkboard,

Overhead
transparencies
Opaque projection
Slides
Filmstrips
Films
Video,VCD,DVD
Computer/multimedia
presentations

Factors for technology selection

1.Practicality
2.Appropriateness in relation to the
learners
3.Activity/suitability
4.Objective-matching

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.

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 studentcentered 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.

For now, the primary roles of educational technology in

delivering the school curriculums 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.

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.

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.

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.

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.

 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.

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?

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.

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.

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.

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.