STAKEHOLDERS IN CURRICULUM

IMPLEMENTATION

What is STAKEHOLDERS?

-Individuals/ insti tuti ons that are interested in the school curriculum

- T h e y g e t i n v o l v e d i n m a n y d i ff e r e n t w a y s
- C u r r i c u l u m a ff e c t s t h e m e i t h e r directly/indirectly

Learners at the Core

of the Curriculum
Learners at the core of the  Curriculum
-OLD VIEW: Learners are mere recipients of the curriculum this idea has changed-
Learners are the very reason a curriculum is developed: they are the ones who are
Directly influenced by it
- T h e y n o w h a v e a m o r e d y n a m i c p a r ti c ip a ti o n from the planning, designing,
implementing and evaluating the curriculum

Learners at the core of the  Curriculum

-However, the degree of involvement depends on their maturity
-They either make or unmake the curriculum by their active and direct involvement
regardless on what age they are
-Learners, together with teachers, place acti on to the curriculum.

Learners at the core of the  Curriculum

- A t t h e e n d o f t h e i m p l e m e n t a ti o n , t h e concluding question will always be:
Have the students learned?

Learners at the core of the  Curriculum

-From the learners’ point of view:

 “I never realized that as a student, I have a participation in curriculum development.  It is  true
that as students, our learning is the basis of the success or failure of the curriculum. For example, if
all of us will pass the board examination, it will mean that the teacher education curriculum is a
success.”

Learners at the core of the  Curriculum

-From the learners’ point of view:
 “…The course of the study must be organized around the changing nature and development needs
within the cultural context of the learners…Curriculum makers and implementers need to know
what
Differences there are in the cultural background, mental systems, and approaches to problem solving
of the learners…”

Learners at the core of the  Curriculum

- L e a r n e r s   a r e   t h e primary stakeholders of the curriculum
-They make the curriculum ALIVE
- S u c c e s s o f c u r r i c u l u m i s m e a s u r e d b y t h e extent of learning the learners have
achieved
Learners at the core of the  Curriculum
PLANNED OR WRITTEN CURRICULUM CHARACTERISTICS OFTHE LEARNER SUCCESS IN
EDUCATION

Teacher as Curricularists

Teachers as Curricularists
-Planning and Writing 
-Primary roles of teacher 
-Curriculum maker/writer
Teachers as Curricularists
-Designer or Developer
-Designs, enriches, and modifi es the curriculum to suit the learner’s characteristics
-Teachers are part of textbook committ ees, teacher selection boards, school evaluation
committee, or textbook/module writers themselves

Teachers as Curricularists
-Implementer -Teacher becomes decision-maker -Gives life to the writt en curriculum
-Roles: -Guiding, facilitati ng, and directing the acti viti es of the learners

Teachers as Curricularists
-Implementer -Teacher becomes decision-maker -Gives life to the writt en curriculum
- R o l e s : - C h o o s i n g t h e a c ti v i ti e s a n d m e t h o d s t o b e utilized

Teachers as Curricularists
-Implementer -Teacher becomes decision-maker -Gives life to the writt en curriculum-
R o l e s : -Choosing the materials that are necessary for the activity

Teachers as Curricularists
-Implementer -Teacher becomes decision-maker -Gives life to the writt en curriculum-
R o l e s : -Evaluati ng the whole implementati on process
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Teachers as Curricularists
-Implementer -Teacher becomes decision-maker -Gives life to the writt en curriculum-
R o l e s : -Making a decision whether to conti nue, modify or terminate the
curriculum

Teachers as Curricularists
-From the learners’ point of view:
 “I believe my teachers know very well our curriculum. She knows what to teach and how to teach it
 Well…without our teacher, I am not sure if we can learn more than what we are achieving now.”

Teachers as Curricularists
-From the learners’ point of view:
 “Teachers shape the curriculum by sharing the experiences that they have and the resources they
are capable of giving...”

Teachers as Curricularists
-No technology can ever replace a teacher; but it can only support the role of the
teacher -Teaching requires tremendous maturity
School Leaders are Curriculum
Managers

School Leaders are Curriculum Managers

-They should understand fully the need for change and implementation process-Should be
ready to assist the teachers and the students-Communication line should be open to all
concerned
- S u p e r v i s e cu r r i c u l u m i m p l e m e n t a ti o n - S e l e c t an d r e c r u i t n e w t e a c h e r s
-Admit students
-Procure equipment and materials needed-Plan for the improvement of
s c h o o l f a c i l i ti e s and physical plant

School Leaders are Curriculum Managers

“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 school’s vision, philosophy,
 Mission and objectives. They provide necessary leadership in evaluating teaching personnel
and school program…”
Parents are Supporters
of the Curriculum

Parents as Supporters  to the  Curriculum

-Best supporters of the school, especially because they are the ones paying for their
child’s education
- A n y p a r e n t w o u ld l i k e t o g e t t h e b e s t o f his /her investment in education

Parents as Supporters  to the  Curriculum

-Schools have one way of engaging parents ‘cooperation through B r i g a d a E s k w e l a , co-
curricular activities such as Boy and Girls scouting, Science Camp, etc.- M a y n o t b e d ir e c t l y
i n v o l v e d i n implementation, but are important partners for the success of any curricular
endeavour
Parents as Supporters  to the  Curriculum
- H o w d o p a r e n t s h e lp s h a p e t h e c u r r i c u l u m ?
 - A school composed of positively involved parents have better achievement than schools
 With uninvolved parents. There is better communication between home and school
- Lesser disciplinary problems; higher motivation.

Parents as Supporters  to the  Curriculum

- H o w d o p a r e n t s h e lp s h a p e t h e c u r r i c u l u m ?
 -Parents can help see to it that what children learn in school are practiced at home
 -Follow up lessons, and are able to provide materials for learning that are not in school
 -They give permission for children to participate in activities outside the school campus

Parents as Supporters  to the  Curriculum

- H o w d o p a r e n t s h e lp s h a p e t h e c u r r i c u l u m ?
 -In most schools, parent associations are organized (provided by the law) many school
projects and activities are supported by this organization Considered as the best practice in
most performing schools.

Community Members as
Curriculum Resources

Community Members as Curriculum Resources

-Success of implementati on requires resources
 “It takes the whole village to educate the child.”
 -former first lady, Hillary Clinton- c o m m u n i t y   i s t h e e x t e n d e d s c h o o l g r o u n d -
Barangay leaders, elders, other citi zens and residents and others are a rich human
resources for the community.

Community  Membersas  Curriculum Resources

-Respected community members may be included in school boards (as in some schools),may
be resource speakers, may be interviewed, may provide indigenous knowledge in the school
curriculum-The community is the reflection of the school’s influence and the school is a
reflection of community support
 
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Other Stakeholders
May not have direct influence in the school curriculum. Agencies or organizations that are
involved in the planning, design, implementation and evaluation of the school curriculum.
 Government Agencies

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Government Agencies
Trifocalized agencies that have
Regulatory and mandatory
Authorities over the implementation of the curricula

Government Agencies
Government Agencies
-PRC certifies and issues teacher licenses to qualify one to teach
-CSC affirms and confirms the appointment of teachers in the public schools

-Local Government Units (LGU) include municipal and barangay officials

. Some teachers are paid through the LGU budget and some school buildings, equipment,
school supplies, books and support for professional development of teachers are also
provided.

Non-Government Agencies
GawadKalinga
To build communities means to include education. Full support of GK to early childhood
education is very significant. A school for pre-school and out-of-school youth have been
established in each village.

Non-Government Agencies
GawadKalinga

Non-Government Agencies
Synergeia- A foundation that supports basic education through Reading, Science, Mathematics
and English.

Non-Government Agencies- M e t r o b an k F o u n d a ti o n
Supports continuing teacher development programs.
Professional Organizations
-Philippine Associati on for Teacher Educati on (PAFTE)-State Universiti es and Colleges
Teacher Educators Association (SUCTEA)-Nati onal Organizati on of Science Teachers
and Educators (NOSTE)-Mathemati cs Teachers Associati on of the Philippines (MTAP)