The Role of the Stakeholders in Implementing the Curriculum (02_K12_HOTS Generic)

MODULE III: LESSON 01
IMPLEMENTING THE CURRICULUM
The Role of the Stakeholders in Implementing
the Curriculum
Reported by:
SERVANES, Sylvester
TALOSIG, Myron Gil
ARANAS, Cyril
GUBALANE, Domingo
VILLALOBOS, Ricardo
GOLDEN HERITAGE POLYTECHNIC COLLEGE
PROFESSIONAL EDUCATION
CURRICULUM DEVELOPMENT + FS 03 and FS 04

MAJOR SECTIONS FOR MODULE 03:
I. The Role of the Stakeholders in Implementing the
Curriculum.
II. The Role of ICT in Implementing the Curriculum.
III. Pilot Testing, Monitoring, and Evaluating the
Implementation of the Curriculum.

OUTLINE OF THE REPORT:
I. Stakeholders Definition, Roles, and Contributions to the
Curriculum.
II. Group Activity and Class Interaction.
III. Questions and Clarifications.
IV. Formative Assessment.

OBJECTIVES:
I. Determine the different parties having direct and indirect interests in
the curriculum.
II. Value and appreciate the roles and contributions of the stakeholders
of the curriculum.
III. Demonstrate through a small group discussion followed by a quick
presentation how stakeholders are contributing to the creation and
development of the curriculum.
IV. Master the content of the subject matter by meeting the desirable
outcome of the formative assessment herein.

INTRODUCTION:
Guiding Questions: (By now, we know what a curriculum is and
why it is created….)
1. Who writes and makes the curriculum?
2. What factors influence and contribute to the creation and
implementation of a curriculum?

STAKEHOLDERS DEFINED:
Google Dictionary:
(01) A person with an interest or concern in something,
especially a business.

STAKEHOLDERS DEFINED (continued...):
Google Dictionary:
(02) Denoting a type of organization or system in which all the
members or participants are seen as having an interest in its
success.
modifier noun: stakeholder
Use: "The client is an important stakeholder of the company".

STAKEHOLDERS DEFINED (continued...):
Defining in the Context of the Subject Matter:
“Stakeholders are individuals or institutions that are
interested in the school curriculum”.
The Stakeholders in the Curriculum Development:
Learners Teachers School Managers and Administrators
Parents Community Members Other Stake Holders:
Professional Organizations and the Government.

THE LEARNER:
The pupils or the students.
“The Nature of the Learner- The learner is an embodied spirit.
He is the union of sentient body and a rational soul. His body
experiences sensations and feels pleasure and pain. His soul
is the principle of spiritual acts, the source of intellectual
abstraction, self-reflection, and free rational volition.”

PROFESSIONAL EDUCATION:
THE LEARNER (continued...):
Learners at the Center of the Curriculum:
For any curriculum design, the learner is placed at the center.
The learner is the very reason why curriculum is developed.

The learner is the one directly influenced by the curriculum.
After all, in curriculum implementation, the concluding
question will always be:
HAS THE LEARNER LEARNED?

Remember: The NCBTS defines EFFECTIVE
TEACHING AS:
“The ability of the teacher to enable learners of ALL
TYPES understand the curriculum”.

THE LEARNER (continued….):
Sample Student's Outtake on the Matter:
“...the learner as at the center of the education process.”
“...Everything in the curriculum should revolve around his/her
interest, needs, abilities, and capabilities...”
~ Josefa….
(student respondent)

“...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...”
“...the course of study must be organized around the
changing nature and development needs within the cultural
context of the learners...”
~ Venus….

“...Organizing the curriculum to meet individual differences is
compatible with democratic principles...makers and implementers
need to know what differences there are in the cultural
background, mental systems, and approaches to problem solving
of The learners...”
“...All these considerations will enable the learner to achieve the
richness of experiences in a particular curriculum...”
~ Venus….

“Learners or students are the very reason why schools exist.
It is the school’s responsibility to further develop the learners’
knowledge, skills, talents and attitude to face the different
situations in life...”
~ Monique….

“...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 experience to their lives.”
~ Monique….

Illustration:
Universal Individual
Characteristics of the
Student
Gender
Interests
Aspirations and
Personal Goals
Age
Emotional
Development
Physical
Fitness
Cultural
Background
Mental
Maturity

Conclusions:
The success of the curriculum can only be measured by the
extent of learning that he learners have achieved.
The planned or written curriculum and the characteristics of
the learner will guarantee success in education.

Conclusions:
It can be the gleaned [therefore] that the learners are the
primary stakeholders in the curriculum.
The students make the curriculum alive.
FIT IN CURRICULUM + CHARACTERISTICS OF LEARNER
= SUCCESS OF EDUCATION.

THE TEACHER:
The School Mentor or Instructor:
“Teachers play important role in our life to become successful in
career and business. A good teacher helps us to become good
human beings in the society and good citizens of the country.
Teachers know that students are the future of any nation. So the
future development of any nation is in the hands of teachers.”

THE TEACHER (continued...):
Illustration:
Writing Planning
A teacher is a curriculum maker. He / she writes a curriculum
daily through a lesson plan, a unit plan, or a yearly plan.
Primary Role of the
Teacher

THE TEACHER (continued….):
Teachers as Curriculum Developers and
Implementers:
In teaching and learning process, the other side of the coin is
the teacher. Most curricula start to gain life from the time it is
conceived and written.

The teacher prepares activities for the students to do.
The teacher address the goals, needs interests of the
learners by creating experiences from where the students
can learn.
The teacher designs, enriches, and modifies the curriculum to
suit the learner’s characteristics.

Illustration:
Textbooks
Committee
Teacher
Faculty
Selection Board
School
Evaluation
Committee

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 so doing, teachers become architects of school
curriculum.

A developed curriculum remains enactive [learning by
observing], if it is not implemented.
Teachers' role shifts from a developer to an implementer.
Teachers' role shifts from a designer or technician to a
decision maker.

Curriculum implementation is now giving life to written
materials. To do this, there is a 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 teachers’ role as an implementer is very crucial.
Oftentimes, unsuccessful implementation of the curriculum
becomes the root of educational failure, thus some would say
that the root of the educational problem is the teacher.

“Teachers are the most crucial persons in the implementation of a
curriculum...the key in operationalizing what activities have been
planned...will be able to select, organize, carry out, and evaluate
learning experiences...His / her ability to translate what has been
written to actions 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...as the old saying goes: What can you
give if you have nothing to give? applies to the demand of teaches
in curriculum implementation.”
~ Marriana

Conclusions:
Although educational theorists and practitioners are giving
value [to] the (01) idea of independent learning and (02)
learning how to learn, the role of the teacher in curriculum
implementation has never diminished.
No technology can ever replace a teacher, it will only support
the multifaceted role of the teacher.

THE CURRICULUM MANAGERS AND
ADMINISTRATORS:
“The role of a principal is to provide strategic direction in the
school system. Principals develop standardized curricula,
assess teaching methods, monitor student achievement,
encourage parent involvement, revise policies and
procedures, administer the budget, hire and evaluate staff
and oversee facilities.”

ADMINISTRATORS (continued...):
Author of Vision, Mission, Philosophy and Objectives:
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 provide necessary leadership in evaluating teaching
personnel and school program.
They ensure that the curriculum is perused and implemented.

“...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. Keeping records of curriculum and reporting outcomes...”
~ Ceres

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

Conclusions:
The role of the administrators can never be ignored.
The principle of command responsibility and institutional
leadership rests on the shoulders of the school
administrators.

THE THE CURRICULUM MANAGERS AND
Conclusions:
The final decision making in terms of the school’s purpose
rests on the shoulders of school administrators.
In the academic institutions, school administrators have a
great stake or concern about what kind of curriculum their
school to offer and how these are implemented.

THE PARENTS:
“That is part of being a parent. It is futile and self-
defeating to try to be perfect or to raise perfect
children. ... Mothers and fathers tend to have good
intuition and knowledge of their own children. They
often know more than they think they do, and they
should not be afraid of making mistakes.”

THE PARENTS (continued...):
The First Teachers and Primary Supporters of
Curriculum Implementation:
‘‘ My child and my money go to this school.’’
It simply means that the parents are the best supporters of the school,
specially because they are the ones paying for their child’s education.
[Parents send their children to school so they will be educated.]

Key Questions:
How do parents shape the curriculum?
Why are they considered as stakeholders in the
implementation of the curriculum?

Generalizations and Conclusions:
Effective parental involvement in school affairs may be linked
to parent educational programs which is central to high
quality educational experiences of the children.
It is a well known fact that where you find an involved parent,
you find better communication between home and school.

The parents involvement extends from the confine of the
school to the homes.
The parents become part of the environment of learning at
home.

Parents follow up the lesson of their children especially in
basic education.
Parents provide curriculum materials that are not provided in
schools.
In most schools the Parents and Teachers Association is
organized: PTA and PTCA.

THE COMMUNITY MEMBERS:
“As such, a healthy community is one in which all residents
have access to a quality education, safe and healthy homes,
adequate employment, transportation, physical activity, and
nutrition, in addition to quality health care.”

THE COMMUNITY MEMBERS (continued...):
The Auxiliary Resource Provider on Implementing the
Curriculum:
The success in the implementation of the curriculum requires
resources.
More often than not, teachers complain that resources are
very scarce.

In many cases, there are no books, materials nor facilities.
The community members and 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 as in some schools. They can provide local and
indigenous knowledge in school curriculum.

Illustration:

The community members can significantly contribute to the
schools' resources and fill the the lack of facilities.
The community members can significantly contribute to the
formation of the curriculum as they can help shape its general
applicability in terms of localized and cultural inputs.

OTHER STAKEHOLDERS IN THE
IMPLEMENTATION OF THE CURRICULUM:
“Stakeholders are individuals or institutions that are interested
in the school curriculum. Their interests vary in degree and
complexity. They get involved in many ways in the
implementation, because the curriculum affects them directly
or indirectly.”

IMPLEMENTATION OF THE CURRICULUM
(continued...):
The Unified Effort to Achieve the Collective Goal in
Implementing the Curriculum:
Professional organizations have shown great influence in
school curriculum.

(continued...):
They are asked by curriculum specialists to contribute in
curriculum review since they have a voice in the licensure
examinations, curriculum enhancement, and many more.

(continued...):
Oftentimes, professional organization have a better view of
the industry where the graduates of the curriculum go.
Professional organizations are those of each profession, like
teachers’ organization, lawyers’ organizations, medical
doctors’ association, engineers’ organizations and many
others.

(continued...):
On the other hand, since all schools in the country, are under
the regulation of the national government as provided for in
the Philippine Constitution, then the government has a great
stake in curriculum implementation.

(continued...):
Illustration:

(continued...):
Department of Education (DepEd): basic education
curricula.
Commission on Higher Education (CHED): tertiary and
graduate education curricula.
The DepEd and the CHED have mandatory and regulatory powers over
the implementation of any curricula.

(continued...):
Technical Skills and Development Authority (TESDA):
technical and vocational education curricula.
Professional Regulatory Commission (PRC): administers
the competency, eligibility, and licensure examinations,
granting licenses and certifying graduates as professionals.

(continued...):
PRC through the Professional Regulatory Boards, conducts
examinations for some degree programs like the licensure Examination
for Teachers, Accountants, Dentists, Engineers and Nurses among
others.
PRC has high stake in the school’s curricula because the graduates of
the different tertiary degrees must be certified as professionals.

(continued...):
Civil Service Commission (CSC): administers licensure
examinations to determine readiness and eligibility of
graduates for public service.
The Supreme Court (SC) has a professional bar exam to
certify lawyers.

(continued...):
The Philippine Medical Association (PMA) through its
Medical Board of Examiners conducts medical board exams
for the licensure examination for doctors.

(continued...):
Professional Organizations and Government have direct and indirect
interest in the formation and implementation of the curriculum.
Hand in hand, they determine the direction and success in the
professional life of the graduates of the curriculum.

GROUP ACTIVITY:
General Instructions:
01. The class shall be divided into five groups. Each group shall be
assigned a stakeholder to discuss: role and contribution to the
curriculum.
02. The group shall identify a leader.
03. The group through the leader shall write the output in a piece of
paper.
04. The group leader will discuss the output in front of the class for
sharing and interaction purposes.

Group Activity (continued….):
~ Sharing and Interaction Session. ~

REVIEW OF THE OBJECTIVES:
I. Determine the different parties having direct and indirect interests in
the curriculum.
II. Value and appreciate the roles and contributions of the stakeholders
of the curriculum.
III. Demonstrate through a small group discussion followed by a quick
presentation how stakeholders are contributing to the creation and
development of the curriculum.
IV. Master the content of the subject matter by meeting the desirable
outcome of the formative assessment herein.

REFFERENCES:

https://www.slideshare.net/alvincaibog/implementing-the-curriculum-38312944.

https://www.slideshare.net/PHILLMURP/implimenting-the-curriculum-the-roles-of-stakeholders-hazel-and-jeric.

https://www.slideshare.net/kcm.2805/principle-of-teaching-the-learner.

http://www.klientsolutech.com/why-teachers-are-important-in-our-life.

https://work.chron.com/duties-responsibilities-school-principals-7885.html.

https://www.slideshare.net/laralundang/the-roles-of-stakeholders-in-curriculum-implementation-16151513.

https://www.slideshare.net/alvincaibog/implementing-the-curriculum-38312944.

https://www.unlv.edu/sites/default/files/24/Health-Community-January2012.pdf.

https://etad.usask.ca/802papers/antifaiff/antifaiff.htm.

https://www.agendani.com/what-makes-a-good-community.

Bilbao, Purita Ed. D. et al., 2015, Curriculum Development, Quezon City, The Philippines, Lorimar Publishing.

QUESTIONS AND CLARRIFICATIONS:

~ End ~
Thank you!!

The Role of the Stakeholders in Implementing the Curriculum (02_K12_HOTS Generic)

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