Teacher Education Institute International Languages Campus

LEMBAH PANTAI, 59200, KUALA LUMPUR

COURSEWORK FEEDBACK FORM
Name : AMIRAH NAZIHAH BINTI
Index Number : 930504-10-5262
ZULKIPLI
Topic : COURSEWORK 1 WRITTEN ASSIGNMENT
Lecturer :MADAM ZURAIYAH BT Subject /Course : TSL 3143 CURRICULUM
MOHD YUNUS
STUDIES
Date Submission : 26TH AUGUST
Date Received(
)
2016
Students Justification:
I certify that this coursework is of my own effort except for the citations
which I have stated the sources.
Signature :____________________________
2016
(AMIRAH NAZIHAH BINTI ZULKIPLI)

Date :

Detailed Feedback on Coursework

Marker

Moderator

Strength :

Strength:

Aspects to be improved :

Aspects to be improved :

26TH AUGUST

Signature:
Signature:
Date:
Students acknowledgement on Feedback by Lecturer

I hereby confirmed that I have made references and understood the

feedback given by my lecturer.
Signature of Student :
Date :

Date:

INTERNATIONAL LANGUAGES CAMPUS, KUALA LUMPUR

PISMP TESL JANUARY INTAKE 2013

SEMESTER 8
CURRICULUM STUDIES
(TSL 3143)
TASK 1- WRITTEN ASSIGNMENT
THE ROLE OF THE STAKEHOLDERS IN CURRICULUM
DEVELOPMENT

NAME
IC NUMBER
GROUP

: AMIRAH NAZIHAH BT ZULKIPLI

: 930504-10-5262
: PISMP TESL 8.4

LECTURERS NAME
YUNUS

: MADAM ZURAIYAH BINTI MOHD

The role of the stakeholders in curriculum development.

The curriculum is to ensure the holistic development of the individuals
potential, mentally, spiritually, socially, emotionally and physically in line with
National Philosophy of Education. Curriculum development is defined as the
process of selecting, organizing, executing, and evaluating learning experiences
on the basis of the needs, abilities and interests of the learners and the nature of
the society or community (Parker, 2003). The Curriculum Development Centre
(CDC) is responsible for the design and development of the school curriculum
from preschool to upper secondary. However, all relevant groups of professionals
and stakeholders should be involved in the development of a curriculum that
meets the expectation of both the students and the community (Richards, 2004).
Therefore, this paper will further discuss about the input of four different
stakeholders, teachers, school heads and district administrators, parents
together with community, as well as students in the curriculum development.
First of all, stakeholder in general means the person (or group) that has an
interest in the activities of an institution or organisation. Meanwhile in terms of
education, stakeholders are those groups that have interests in the quality of
provision and standard of outcomes. These include government, employers,
students, academic and administrative staff, institutional managers, prospective
students and their parents, taxpayers (Campbell and Rozsnyai, 2002). The first
role that will be discussed is teachers as developers and implementers. It means
that the teachers are responsible to develop the curriculum as they are the one
that who will implement the teaching practice in the schools. It is because
teachers have more everyday interactions with students-teacher empowerment
takes the form of providing teachers with a significant role in decisions making,
control over their work environment and conditions, and opportunities to serve in
a range of professional roles (Short and Greer, 2002). It is clear that teacher as a
stakeholder is expected to possess the professional knowledge to lead the
students in instruction. In addition to serving in an instructional role the teacher
can be a mentor, supervisor, counselor, and community leader. It means that,
teachers who know their students better will analyze and addresses the goals

needs, interests of the learners by creating experiences from where the students
can learn. Then, teacher designs, enriches and modifies the curriculum to suit
the learner's characteristics. Teachers are the architects of school curriculum.
Teachers role is empirical by having first hand experiences with the target
audience for the curriculum developed. These roles are present in every aspect
of a teachers daily responsibilities (Kelly, 2009).
Secondly, school heads are involved to develop the curriculum in a way to
create quality education because they are the leaders of instructions. They also
act as the decision maker in managerial perspective. Moreover, school heads
together with the boards come from the district administrator. More or less, the
input given by these three are correlated with the aim to provide the best
curriculum

for

their

districts.

At

the

district

level,

the

planning

and

implementation activities are carried out by the District Curriculum Committee

(Clabaugh & Rozycki, 1999). This committee will plan, arrange and organize
courses to disseminate latest information to teachers as well as advice and guide
teachers in curriculum implementation at the district levels. Similarly, at the
school level, the School Curriculum Committee provides guidance and assistance
for implementing curriculum at the school and classroom level. Basically, the
school heads role is to supervise the implementation of curriculum, select and
recruit new teachers, admit students, procure equipment and materials needed
for effective learning.
Apart from that, everything must come from home which related to family
specifically parents. Coleman (2001) states that parents involvement in learning
activities has substantial emotional and intellectual benefits for children. Parents
may understand their own children better and can influence students
behaviours to bring a valuable quality to the educational experience in terms of
time management, study habits, eating practices, personal safety and general
welfare. Parents are considered shaping the curriculum because effective
parental involvement in school affairs may be linked to parent educational
program which lead to high quality educational experiences of the children. It
results to better communication between home and school. In this case there will
be

lesser

disciplinary

problems,

greater

student

motivation

and

more

responsibility for learning. Thus results to greater academic achievement of

students. Not only that, in most schools the Parent Teacher Association is
organized and strengthened the school curriculum by giving support to various

activities and assisting on the accomplishment of the schools curriculum. As we

can see, although parents also have a say in developing the curriculum based on
their belief and values, they play lesser roles because they involve with their
childrens educational process through attending school functions to give view
about the curriculum and encourage their children to manage their personal and
academic time wisely (Cotton & Wikelund, 2001). Thus, parents involve in a way
that they assist and support students achievement in implementing the
curriculum by learning.
Furthermore, in a society, community members also play more or less like
the parents in a way that they play the role as curriculum resources. It means
that they may provide 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. Some can become
resource speakers that can provide local and indigenous knowledge in the school
curriculum (Watson & Reigeuth, 2008). For example, they can suggest and
contribute in providing books, material and facilities in the school. Maassen
(2000) suggests that stakeholders in higher education mean specific groups of
external factors that have a direct or indirect interest in higher education and
cannot always be covered by the consumer-provider analogy. This statement is
to support that community members can have indirect interest in the curriculum
as they might advocate for more rigorous academic courses, concerned about
poor students performance (Sadker & Sadker, 2003). Apart from that, religious
fundamentalists have a say to the book that use racial, ethnic or gender
stereotypes issues. Thus, this make them as one of the input of curriculum
development as to take into account of their concerns in societal context.
Last but not least, having students as one of the most important input in
developing a curriculum is because they make or unmake the curriculum by their
active and direct involvement. As stated by Josefa (2009) she considered the
learners as the centre of educational process which takes into account of
learners interests, needs, abilities and capabilities. It means that the background
of the students will influence the creation of educational goals. Student input into
the contents and experiences in curriculum is important (Ornstein & Hunkins,
2014).

In the first place also students are the reason why schools exist. The

success of the curriculum can only be measured by the extent of learning that

the learners have achieved. Thus, every decision-making must be referred to the
learners in order to develop them to be better.
As a conclusion, curriculum development involves many people as the
stakeholders to ensure the holistic development of the individuals potential,
mentally, spiritually, emotionally and physically. As careful planning is necessary
to ensure the implementation of the curriculum, the school plays an important
role in providing conducive environment that maximize learning. In this respect,
headmasters and teachers need to understand and internalize the National
Education Philosophy, the aims and objectives of the National Education Policy
and the integrated approach of the curriculum. Besides them, society also plays
an important role in supporting and assisting the school to develop pupils
personalities and to participate actively in matters relating to education. Hence,
cooperation from those stakeholders discussed above is crucial to have
successful curriculum.
(1010 words)

REFERENCES
Kelly, A.V. (2009) The curriculum theory and practice. (6th ed.) London: SAGE
Publications
Limited.
Campbell, C. & Rozsnyai, C., (2002). Quality Assurance and the Development of
Course
Programmes. Papers on Higher Education Regional University Network on
Governance and Management of Higher Education in South East Europe
Bucharest,
UNESCO.
Clabaugh, G. K., & Rozycki, E. G. (1999). The foundations of curriculum.
Retrieved

from

August

17,

2016

from

http://www.newfoundations.com/FdnsCurriculum.html
Cotton, K., & Wikelund, K. R. (2001). Parent involvement in education. Retrieved
August

16,

2016, from http://www.nwrel.orglcomm./resources.html

Ornstein, A.C., & Hunkins, F.P. (2014). Curriculum foundations, principles and
issues.

(6th

ed.) Edinburgh Gate: Pearson Education Limited.

Josefa (2009). The Educators Guide to Teaching Students with Autistic Spectrum
Disorders. Thousand Oaks, CA: Corwin Sage.
Maassen, P. (2000). Editorial. European Journal of Education, 4, 377- 83.
Parker, J. (2003). Reconceptualising the curriculum: From commodification to
transformation.Teaching in Higher Education, 8(4), 529-543.
Richards, I. (2004). Stakeholders versus shareholders: Journalism, business, and
ethics.
Journal of Mass Media Ethics, 19(2), 119-130.
Sadker, M.P. and Sadker, D.M. (2003) Teachers, schools and society. (6th ed.) New
York:
McGraw-Hill Companies.
Short, P. M. and Greer, J. T. (2002). Leadership in empowered schools? Themes
from
innovative efforts. Upper Saddle River, NJ: Pearson Education.
Watson, S. L., & Reigeuth, C. 7. (2008). Community members perception on
social,

cultural
changes and its implication for educational transformation in a small

school

district
community. Journal of Organizational Transformation and Social Changes,

5(1),

4565.