Question:

Do you take interest in the curriculum you are in?

Have you wondered what contribution you as students
have done o enhance a written curriculum?

Lesson 1:
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 different ways in the
implementation, because the
curriculum affects them directly or
indirectly. These stakeholders
shape the school curriculum
implementation.

I. Learners at the Center of the Curriculum

For a particular curriculum design
mentioned earlier, the learner is placed at the
center. 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 interaction and internalization of the
different learning experiences provided. After all,
in curriculum implementation, the concluding
question will always be: Has the learner learned?

To further explain the important role of learners in the

curriculum, sample learners were asked about the
role of students as stakeholders in the curriculum.
Here are some of the answers:
"I consider the learners as the center of the educational
process. Everything in the curriculum should revolve
around his/ her interests, needs, abilities, and
capacities. The nature of the learner must be made the
science of learning. The experiences of the learners
must be the starting point in accomplishing the goals of
education, to let them grow in knowledge, skills,
abilities and attitudes."
- Josefa

"In the selection of the subject matter , the needs

of the individual learner should receive proper
emphasis. To do this, the course of study must be
organized around the changing nature and
development needs within the cultural context of the
learners. Organizing curriculum to meet individual
difference is compatible with democratic principles.
Curriculum makers and implementers need to know
what differences there are in the cultural background,
mental systems, and approaches to solve the problem
of the learners. All of these consideration will enable
the learners to achieve the richness of experiences in a
particular curriculum."
- Venus

"Learners or students are the very reason why

schools exist. It is the schools responsibility to
further develop the learners knowledge, skills ,
talents and attitude to face the different situations
in life. It is through a responsive curriculum that
these things can be achieved. A curriculum is
effective if it enables all learners to relate the
different school experiences to their lives.
- Monique

II. Teachers as Curriculum Developers and

Implementers
In the teaching and learning process, the other side of
the coin are the teachers. Planning and writing the curriculum are
the primary roles of teachers. They write a curriculum daily
through a lesson plan, a unit plan or a yearly plan. Teachers
prepare activities for the students to do. They address the goals,
needs, interests of the learners by creating experiences from
where the students can learn. Teachers design, enrich, and
modify the curriculum to suit the learners characteristics. As a
curriculum developer, teachers are parts of textbooks
committees, faculty selection boards, school evaluation
committee or textbook writers themselves. 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. By doing so, teachers become
architects of the school curriculum.

On the other hand, a developed curriculum becomes

inactive if it is not implemented. At this point, teachers role shifts
from a developer to an implementer. From a designer or
technician to a decision maker. Which of the plans should be put
into action and how should it be done are decisions which the
teachers should make. Curriculum implementation is now giving
life to the written material. To do this, there is the need of
another actor, the learners. No curriculum will succeed without
the learners. The teachers role now shifts from planning to
doing. Doing here implies guiding, facilitating and directing
activities which will be done by the students. 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 a
curricular implementation. The teachers role as an implementer
is very crucial. Often times, unsuccessful implementation of the
curriculum becomes the root of the educational failure, thus
some would say that the root of the educational problem is the
teacher. Although this statement can be argued, it points out to
the inability of the teacher to implement well a curriculum.

Here are some views of the students about

the teacher as a curriculum maker and
implementer.
Teachers are the most crucial persons in the
implementation of a curriculum. As an adult in the
teaching- learning process, he/ she holds the key in
operationalizing what activities have been planned. With
the full support of the principal, supervisor and the other
school administrators, the teachers who are empowered
will be able to select, organize, carry out and evaluate
learning experiences of a curriculum. His/ her ability to
translate what has been written to action is the key to
effective curriculum implementation.
- Fel

Teachers
shape
the
school
curriculum by sharing the experiences
that they have and the resources they
are capable of giving or imparting to
the learners. But as the old saying
goes, What you can give if you have
nothing to give? applies to this
demand of teaches in curriculum
implementation.
- Mariana

III. Curriculum Managers and

Administrators
In a 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 plans.

Why are school administrators and

curriculum managers important to
curriculum implementation?
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.
They
provide
necessary
leadership in evaluating teaching personnel
and school program. Keeping records of
curriculum and reporting learning outcomes
are also the managers responsibilities.
- Ceres

The school administrators have

the responsibility of running the
entire school effectively. They have to
oversee the smooth transition of the
child from one grade level to another
and they should see to it that the
curriculum is implemented vertically
or horizontally with very minimal
overlaps. Instead there should be
continuity, relevance, balance, so that
overall curriculum will produce a wellrounded person.
- Christine

IV. Parents as Supporters to the

Curriculum
My child and my money go to this
school
What is the implication of this
statement to the school
curriculum?

How do parents shape the curriculum and why

are they considered as stakeholders? Here are
some observations:
1. Effective parental involvement in school affairs may
be linked to parent educational programs which is
central to high quality educational experiences of the
children.
2. The parents involvement extends from the confine
of the school to the homes. The parents become part
of the environment of learning at home.
3. In most schools, the Parent Association is
organized. This organization is provided by law.

V. 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. The community
members and materials in the existing local
community can very well substitute for what
are needed to implement the curriculum.
The whole community can serve as a
curriculum resource thus, each member has
a great stake in the curriculum
implementation.

VI. 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 examination, curriculum
enhancement and many more. Often,
professional organizations have a better vie of
the industry where the graduates of the
curriculum go. Some of these organization are
those of each profession, like teachers
organizations, lawyers organizations, medical
doctors association, engineers organizations
and many others.

Lesson 2:
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 a clear idea of
general specific goals, instructional objectives,
content, activities, media, materials, assessment
and evaluation on how objectives have been
achieved.

A Systematic Planning Process

Identify
Instructional
Goals

Identify
Objectives

Plan
Instructio
nal
Activities

Identify
and
Assess
Instructio
nal Media
Technolog
y

Analyze
Learners
Revise
Instruction

Assess
Instruct
ion

Implem
ent
Instruct
ion

Choose
an
Instructio
nal Media

Types of Instructional Media/

Technology
Non- projected Material

Projected Material

Real Objects

Overhead Transparencies

Models

Opaque Projection

Field Trips

Slides

Kits

Filmstrips

Printed Materials

Films

Visuals

Video, VCD, DVD

Visual Boards

Computer/ Multimedia Presentations

Audio Materials

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 be 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.
For certain, however, technological changes in
education will make its impact on the delivery
of more effective, efficient and humanizing
teaching- and- learning.

For now, the primary roles of educational technology in

delivering the school curriculum's instructional programmed
have been identified:

1. Upgrading the quality of teaching- and- learning in

schools.
2. Increasing the capability of the teacher to effectively
inculcate learning, and for students to gain mastery of
lessons and courses.
3. Broadening the delivery of education outside schools
through non- traditional approaches to formal and
informal learning, such as Open Universities and
lifelong learning to adult learners.
4. Revolutionizing the use of technology to boost
educational paradigm shifts that give importance to
student- centered and holistic learning.

and 4

In the implementation of a
curriculum, there are processes
needed after it has been written and
before it is accepted for final
implementation. This lesson will
explain the different processes
independently as they apply to
curriculum
development
and
implementation.

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 tryout or field testing. This process will gather empirical data to support
whether the material or the curriculum is useful, relevant, reliable and
valid.
Most of the field testing or tryout follow some form of research
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 try out for the curriculum.
For example, a group of curriculum specialists was
commissioned to prepare instructional materials on mangroves. The
materials are educational modules for the elementary children in the
public schools who live along the coastal areas. The curricular materials
were written to better u8nderstand and advocate the preservation of
the mangroves in the country.

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.
For example, a group of curriculum specialists
was commissioned to prepare instructional materials
on mangroves. The materials are educational modules
for the elementary children in the public schools who
live along the coastal areas. The curricular materials
were written to better understand and advocate the
preservation of the mangroves in the country.

First Try- Out

It involved a small group of Grade V students. They did the
various activities according to the procedure in the module
and under the guidance of the module writers.

Second Try- Out

Using a complete set of written materials from the
advanced set readings to the field work. Each group again
worked on the materials with the guide of the module
writers. Longer time was spent for the secondary try- out
because the students had to work on the whole lesson not
merely on the practical.

The try- out or pilot testing assures the teachers and the schools
that indeed the curriculum materials are ready for use.

Do you remember the Basic Education Curriculum

or the BEC?

The DEPED implemented the BEC, the original

name of the curriculum to the whole nationwide system
in 2002. That year was labeled as the pilot year of
implementation. During the year, all basic education
schools simultaneously implemented the new
curriculum. After one year of implementation of the
BEC, several changes were made. The BEC was renamed
Revitalized Basic Education Curriculum (RBEC)

However, as the curriculum is being implemented,

there is a need to continuously monitor the process

1. Curriculum Monitoring- monitoring asks the

question: How are we doing? Is the curriculum
accomplishing its intended purposes?
2. Curriculum Evaluation- curriculum evaluation as
part of total educational evaluation refers to a
systematic process of judging the value,
effectiveness and adequacy of a curriculum: its
process, product and setting which will lead to
informed decision.

Two ways of curriculum evaluation

1. School- based Evaluation2. Accreditation

1. School- based Evaluation

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 advantages of the School- based Evaluation

include the following:
1. Accountability is shared by all, hence bias and conflict
are minimized.
2. School personnel develop evaluation skills.
3. The real concerns of the school and the community
are addressed in the evaluation.
4. Broad participation of school personnel provide
opportunities for building school cohesiveness.
5. Provides reliable and valid information on curriculum,
resources, and general school functioning.

2. Accreditation
a voluntary process of submitting
a curriculum program to an
external accrediting body for
review in any level of education:
basic, tertiary or graduate school
to assure standard.

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 the necessary
competencies for effective learning. A
list of subjects or courses to be taken
and arrange in a logical order compose
the program of studies.

2. Classroom Management
the teacher who implements the
curriculum see to it that
management of teaching and
learning in the classroom follows
procedure and guidelines to
enhance
and
create
an
environment conducive to learning.

3. Instructional Processes or Methodologies

how to translate action into the written
and planned curriculum is a concern of
instruction. How should a lesson be
taught? What teaching methodologies
should be used for a particular type of
learners? Is there a fit or match between
the lesson objectives and the methods
of teaching? Has teaching or methods of
delivery accomplished the objectives
set?

4. Graduation Requirements
a student has to accomplish its
academic program as prescribed
in the program of studies
mentioned earlier. All of these
graduation requirements are
written in the school's bulletin of
information.

5. Administrative Support for Effective

Instruction
a
curriculum
can
be
best
implemented if there is support of
the school administration. A school
administration must provide high
and quality support to instruction for
the assurance of effective curricular
outcomes.

6.Evaluation of Academic
Performance of Students
in curriculum, it is necessary that
learning outcomes be evaluated.
After all the best measure of a
curriculum is the learning outcome
of the students.