STAKEHOLDERS

IN CURRICULUM
IMPLEMENTATION
EDUC – 7 THE TEACHER AND THE SCHOOL CURRICULUM

PRESENTED BY:
GROUP 10
Learning Outcomes:

At the end of the discussion, students are expected to:

• identify the stakeholders of the curriculum;

• enumerate the role of each stakeholder; and

• reflect the importance of stakeholders in the curriculum.

WHO ARE INVOLVED
IN THE CURRICULUM
AND CURRICULUM
DEVELOPMENT?
STAKEHOLDERS
• individuals or institutions
that are interested in the
curriculum
• put action and give life to the
curriculum
• shape the school curriculum
implementation
1. LEARNERS ARE AT THE
CORE OF THE CURRICULUM
❑ The very reason a curriculum is
developed.
❑ The primary stakeholders in the
curriculum.
❑ They make and unmake the
curriculum by their active and direct
involvement.
2. TEACHERS ARE
CURRICULARISTS
❑ Planning and writing are the primary
role of a teacher.
❑ A teacher is a curriculum maker.
❑ He/she addresses the goals, needs,
interests of the learners.
❑ The architects of school curriculum.
Roles that the teachers do in
curriculum implementation:
1. Guiding, facilitation and directing the activities of the
learners;
2. Choosing the activities and the methods to be utilized;
3. Choosing the materials that are necessary for the activity;
4. Evaluating the whole implementation process; and
5. Making decisions whether to continue, modify or terminate
the curriculum.
3. SCHOOL LEADERS ARE
CURRICULUM MANAGERS
❑ Principals and school heads, too,
have important roles in curriculum
implementation process in schools.
❑ Plan for the improvement of school
facilities and physical plants.
❑ Command and lead the institution.
❑ Responsible for the final decision
making in terms with the school
purpose.

They should understand fully

the need for change in the
implementation process.
4. PARENTS
❑ Best supporters of the school,
especially because they are the
one’s paying for their child’s
education (significant school
partners/supporters to the
curriculum).
❑ Parents may not directly be
involved in curriculum
implementation, but they are
formidable partners for the success
of any curriculum development
endeavor.
 How do parents help shape the
curriculum in schools?
1. The school composed of parents who are positively involve in school
activities have better achievement than schools with uninvolved
parents. Disciplinary problems are minimal, and students are highly
motivated. When parents take interest in their child’s learning, they
become closer to the school.
2. The home is the extended school environment. In lifelong learning,
the achieved learning in schools is transferred at home. Thus, the
home becomes the laboratory of learning. Parents see to it that what
children learn in school are practiced at home. They follow up
lessons, they make available materials for learning and they give
permission for the participation of their children.
3. In most schools, parent association are organized.
5. COMMUNITY AS CURRICULUM
RESOURCES AND LEARNING
ENVIRONMENT
❑ All the barangay leaders, the elders,
other citizens and residents of the
community have a stake in the
curriculum. It is the bigger school
community that becomes the venue of
learning. The rich natural and human
resources of the community can assist
in educating the children.
❑ The community is the reflection of the
school’s influence and the school is a
reflection of the community support.
❑ Some can become resource speakers
that can provide local and indigenous
knowledge in the school curriculum.
“
It takes the whole village to
educate a child.
Hilary Clinton

”
6. OTHER STAKEHOLDERS IN
CURRICULUM IMPLEMENTATION
AND DEVELOPMENT
6.1 GOVERNMENT AGENCIES

DepEd, TESDA, CHED – trifocalized agencies that have regulatory and

mandatory authorities over the implementation of the curricula.
Professional Regulation Commission (PRC) and Civil Service Commission
(CSC) – the agency that certifies and issues teacher licenses to qualify one
to teach and affirms and confirms the appointment of teachers in the public
schools.
Local Government Unit (LGU) include the municipal government officials
and the barangay officials. Some of the teachers are paid through the
budget of the LGUs. They also construct school buildings, provide
equipment, support the professional development of teachers and provide
school supplies and books.
6. OTHER STAKEHOLDERS IN
CURRICULUM IMPLEMENTATION
AND DEVELOPMENT
6.2 NON-GOVERNMENT AGENCIES AND PROFESSIONAL
ORGANIZATIONS

Gawad Kalinga (GK) – to build communities means include education.

The full support of GK in early childhood education is very significant. In
each village, a school for pre-school children and out-of-school youth have
been established.
Synergia – an organization/foundation that supports basic education to
elevate education through Reading, Science, Mathematics and English.
Metrobank Foundation – supports continuing teacher development
programs.
Professional Organizations like Philippine Association for Teachers and
Educators (PAFTE), State Universities and Colleges Teacher Educators
Association (SUCTEA), National Organization of Science Teachers and
Educators (NOSTE), Mathematics Teachers Association of the Philippines
(MTAP) and many more.
IMPORTANCE OF THE
STAKEHOLDERS IN THE
CURRICULUM
✔ The role of stakeholders should not be ignored or set aside
because they make the curriculum implementation better
as a result of their planned efforts and contributions.
Effective curriculum implementation should always be a
collaborative effort so that we would be directed to our very
own goal. And the goal is always to improve the school’s
educational offerings and its instructional activities and
practices in order to increase student engagement in the
learning process and improve student achievement.
LET’S REVIEW!

1 2 3 4 5 6
Learners Teachers School leaders Parents Community Other
At the core of Are Curricularists Are Curriculum As Significant School As Curriculum Stakeholders
the curriculum Managers Partners/Supporters to Resources and Government
the Curriculum Learning Environment Agencies and
Non-government
Agencies and
Professional
Organizations
Group 10 Members:
Danica Fe Amad Jeralyn Castañeros
BEED GENERALIST BSED ENGLISH

Edgen Joyce
Jeylay Rabuyo Naquila
BSED ENGLISH BSED ENGLISH
Thank you!
 REFERENCES:
Lesson 4 : Stakeholders in curriculum implementation7. PPT. (n.d.).
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QASsUDWTedhmOBfA22mmNPPY

Module 13 - stakeholders in curriculum implementation - stakeholders in

curriculum implementationNJ. Studocu. (n.d.). Retrieved from:
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Ronahlayne, A. (2021, June 24). Importance of stakeholders in implementing

curriculum. Retrieved from:
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