Presented by:
Elizabeth M. Mejorada
Master in Public Administration
What is CURRICULUM
IMPLEMENTATION?
focuses on the actual implementation of the curriculum from the
national level to the local school context
It describes the dynamics of how various curriculum workers strives
to do their function
CURRICULUM
WORKERS
Teachers create lesson plans, unit plans, yearly plans, and
syllabi for each subject, prepare instructional materials,
select methods, and assess student progress. Their
educational background, philosophy, teaching styles, and
personality influence curriculum implementation, affecting
daily teaching loads.
CURRICULUM
WORKERS
The principal is the school's chief academic and administrative
officer, providing leadership and supervision to teachers, planning
activities, ensuring educational goals are met, checking lesson plans,
preparing calendars, supervising instruction, and collaborating with
parents and community leaders.
CURRICULUM
WORKERS
individuals with a rich experience on doing curriculum projects
related to curriculum planning, curriculum development, and
curriculum evaluation.
CURRICULUM
WORKERS
responsible for supervising the implementation of the curriculum in the
district level. They help public school principals in ensuring that the
programs of the Department of Education are implemented in their
respective schools. They also implement policies and programs of the
Department of Education in private schools.
CURRICULUM
WORKERS
assigned to specific subject areas in basic education. They help
the district office of the Department of Education in
supervising the implementation of projects and programs
specific for each subject areas.
CURRICULUM
WORKERS
chief academic officer of each division. They supervise the
implementation of the DepEd curriculum, programs, and projects in the
division level for both public and private schools. Usually, each
province or a city is considered a division for DepEd.
CURRICULUM
WORKERS
manage the programs and projects of the
Department of education in the regional level.
CURRICULUM
WORKERS
work at the national level or at the central offices of the Commission on
Higher Education and the Department of Education. They assist the two
government agencies in the development of curriculum policies that will
help teachers and other curriculum leaders in the implementation of the
curriculum
CURRICULUM
WORKERS
professors and individual experts from different disciplines and fields that
assist the Commission on Higher Education in developing curriculum,
formulating curricular policies, and evaluating the compliance of higher
education institutions to CHED program standards
Levels of Curriculum Implementation
NATIONAL
LEVEL
division
Level
Regional
Level district
Level
Local
school Level
NATIONAL
Formulating national education policies
LEVEL Undertaking national educational research and
studies
Formulating basic national education plan
Enhancing the employment status, professional
Formulating national education standards
competence, welfare and working conditions of all
Monitoring & assessing national learning outcomes personnel of the department
regional learning outcomes; enhancing the total development of learners through
local and national programs ad or/projects
Undertaking national educational research and studies
regional
LEVEL
defining a regional educational policy framework undertaking research projects and developing and
which reflects the values, needs, and expectations managing region-wide projects which may be
of the communities they serve; funded through official development assistance and
other funding agencies;
developing a regional basic education plan;
ensuring strict compliance with prescribed national
developing regional educational standards with a criteria for the recruitment, selection, and training of
view toward benchmarking for international all staff in the region and divisions
competitiveness;
formulating, in coordination with the regional
monitoring, evaluating, and assessing regional development council, the budget to support the
learning outcomes; regional educational plan which shall take into
account the educational plans of the divisions and
districts;
regional
determining the organizational component of theLEVEL Planning and managing the effective and efficient use
divisions and districts and approving the proposed of all personnel, physical and fiscal resources of the
staffing pattern of all employees in the divisions and regional office, including the professional staff
districts; development;
hiring, placing, and evaluating all employees in the Managing the database and management information
regional office except for the position of assistant system of a region, and
director; Approving the establishment of public and private
evaluating all school division superintendents and elementary and high school and learning centers
assistant division superintendents in the region;
division
developing and implementing division
LEVEL
resources of the division, including professional
education development plans; staff development;
planning and managing the effective and hiring, placing, and evaluating all division
efficient use of all personnel, physical, and supervisors and school district supervisors as well as
fiscal resources of the division, including all employees in the division, both teaching and
professional staff development non-teaching personnel, including school heads,
except for the assistant division superintendent
hiring, placing, and evaluating all division
supervisors and school district supervisors as monitoring the utilization of funds provided by the
well as all employees in the division, both national government and the local government unit
teaching and non-teaching personnel, including to the school and the learning centers
school heads, except for the assistant division
superintendent
division
LEVEL
ensuring compliance of quality standards for standards for education programs and for
this purpose strengthening the role of division supervisors as subject areas specialists;
promoting awareness of and adherence by all schools and learning centers to accreditation
standards prescribe by the Secondary of Education; and
supervising the operations of all public and private elementary, secondary and integrated
schools, and centers
School District
LEVEL
Providing professional and instructional advice and support to the school heads and
teachers /facilitators of schools and learning centers in the district or cluster there of;
an
Curricula supervision
school Level
Setting the mission, vision, goals, and objectives of the introducing new and innovative modes of
school; instruction to achieve higher learning outcomes;
Creating an environment within the school that is administering and managing all personnel,
conductive to teaching and learning;• Implementing the physical, and fiscal resources of the school;
school curriculum and being accountable for higher
recommending the staffing complement of the
learning outcomes;
school based on its needs;
Developing the school education program and school
Encouraging staff development
improvement plan;
Offering educational programs, projects, and services
which provide equitable opportunities for all learners in
the community
school Level
establishing school and community networks and encouraging the active participation of teachers
organization, non-academic personnel of public schools, and parent-teachers-community
associations; and
accepting donations, gifts, bequests, and grants for the purpose of upgrading teacher’s learning
facilitators' competencies, improving and expanding school facilities , and providing instructional
materials and equipment
REPUBLIC ACT NO. 10533
Enhanced Basic Education Act
of 2013
was established under the mandates of
Department of Education to ensure our basic
education is on par with international standards
REPUBLIC ACT NO. 7722
Higher Education Act of 1994
Commission on Higher Education (CHED)
was established under the Higher Education Act of
1994, it has two levels central office and regional
offices
CHED Office for Program Standards (OPS) is
responsible for curricula matters
CHED issues a memorandum order (CMO) per program to serve as a guide to HEIs
on the courses that should be offered per program, admission and retention policies, administrative
requirements, faculty, library and lab requirements, and others
Technical Panels and Technical Committees invited
to help in the development of these CMOs per program.
All curricular changes are reviewed and
recommended for approval by the OPS
to the Commission en banc
Regional Offices of CHED is responsible for monitoring and implementation of the
policies. The monitoring work done by Regional Quality Assurance Team (RQuAT)
State colleges and universities must seek the approval of their academic councils and
their corresponding board of regents for any curriculum changes and curriculum
proposals before these curriculum proposals are sent to CHED for approval
Private HEIs may add more subjects as institutional requirements per program based on its
mission, vision and philosophy
In state universities and colleges, their individual charters guide their program offerings
Levels of Curriculum Implementation
at the Higher Educational Level
Commission on Higher
Education
(National Level)
CHED Regional Offices
Higher Education Institutions
(Colleges, Professional
Institutes, Universities)
The academic freedom of individual HEI and faculty member also influences curriculum
development in higher education
State University & Colleges- approved by the university council
Private HEI’s- approved by the curriculum committee and the council of
deans presided by the Vice-President for Academic Affairs
For vocational and technical courses, Technical Education Skills
Development Authority (TESDA) prescribes the curriculum.
Each course is implemented through modules, designed and implemented
based on specific competencies prescribe. All the specific requirements and
facilities, including the required training and certification for each faculty are
prescribed by TESDA
Thing to consider in Implementing the Curriculum
Learning Environment-
School Philosophy, Vision and
Government Requirements
Mission, and Core Values includes the various school facilities required
for the implementation of each program. These
facilities include laboratories, classrooms,
include memoranda, policies, must be considered at the school level
libraries, sports facilities, instructional tech for
guidelines, and requirements from the especially when selecting the specific each program. technologies, and other facilities
Department of Education, Commission contents and learning experiences for prescribed by the government for each
on Higher Education, and the Technical all students enrolled in each program program. In some schools, colleges or
. universities, housing facilities for faculty and
Education Skills Development
students are also provided.
Authority. The competencies required
by the board exams are also considered
Thing to consider in Implementing the Curriculum
Needs and Demands of the Society Needs of the Students-
Faculty Expertise-
are the needs and demands of the society that
the curriculum must respond to. Curriculum including interests, are considered
can address these needs and demands in the
the faculty is considered as the most
when the school develops academic
macro level by adding subjects or contents, or important assets of each school,
policies and in the preparation of
in the local school level by integrating specific college or university. They also play an
course syllabi. At the least, the school,
competencies in the various syllabi for each important role in the implementation of
course. college or university should have an
. the curriculum.
idea of the general profile of students
including their needs and interests
when planning and implementing the
program
DISCUSSION
CURRICULU
EVALUATI
M
ON
What is EVALUATION?
Concerned with giving value or making judgements. Person acts as
evaluator when he or she attributes worth of judgement to an
object, a place, a process or a behavior. Evaluation is done using a
set of criteria for the evaluation process to be objective rather than
subjective.
DEFINITIONS
According to:
a. (Davis 1980)- it is the process of delineating, obtaining, and proving
information useful for making decisions and judgement about curricula.
b. (Marsh 2004)- it is the process of examining the goals, rationale and structure
of any curriculum
c. (Print 1993)- the process of assessing the merit and worth of a program of
studies, a course or a field of study
d. (Tuckman 1985)- the means of determining whether the program is meeting
its goals
DEFINITIONS
e. (Doll, 1992)- the broad and continuous effort to inquire into the effects of
utilizing content and processes to meet clearly defined goals
f. (Stufflebeam, 1971)- the process of delineating, obtaining, and proving useful
information for judging decision alternatives
In this book, curriculum evaluation is defined as the process of making objective
judgement to a curriculum, its philosophy, goals, and objectives, content,
learning experience and evaluation.
Purposes of Curriculum Evaluation
Print (1993) identified several important purposes and functions of evaluation
in school setting:
Essential in providing feedback to learners- provides useful information in
helping the students improve their performance and helps teachers identify
the strengths and weaknesses of the learners.
Helpful in determining how well learners have achieved the objectives
describes whether the students learned or mastered
the desired outcomes and objectives of the curriculum
To improve the curriculum- the result of evaluation serves as basis for
improving curriculum and for suggesting innovations to improve
learning
Curriculum evaluation is also useful to administrators and teachers in many
different ways such as:
Evaluation helps in making decisions about improving teaching and
learning processes.
It helps in shaping academic policies.
It guides in initiating curricular changes and innovations.
It ensures quality of any curricular program.
It helps school align their curriculum to different curriculum sources
and influences
It determines the level of success of the schools vision and mission
evaluation.
CURRICULUM EVALUATION IN THE
CLASSROOM
Doll (1997) asserted that the classroom in fact could be the firs site of gathering important data that will lead to
curriculum evaluation. Within the classroom, teachers and administrators can collect data using several
instruments like;
test results
personality
anecdotal records
inventories
checklist
rating scales
interview guide
IQ test and
observation guide
interest inventories
CURRICULUM EVALUATION AT THE
SCHOOL
Curriculum evaluation is mostly done mostly to school or school system level. This is done to evaluate how the
curriculum goals are attained in the macro-level. The following can be used:
Opinion polls Standard evaluation instruments
Surveys Results of district or national test
Focus group discussion
Follow up studies (Graduate racer
studies)
Reference:
