Lesson 4 - Stakeholders in Curriculum Implementation

Desired Learning Outcomes

> Identified stakeholders of the curriculum
> Enumerate the role of each stakeholder

Take Off

Who are involved in curriculum and curriculum development)

These are the persons who we call the stakeholders. Stakeholders are individuals or institutions that are
interested in the curriculum.
They get involved in many different ways. You must be one of them.
Together with the teachers, school managers, parents and even the whole community have interest in
the curriculum. We will all meet them in this lesson.

Content Focus

Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old view that students are
mere recipients of the curriculum, is now changing. Learners have more dynamic participation from the
planning, designing, implementing and evaluating. However, the degree of their involvement is
dependent on their maturity. The older they are in high school or college, the more they participate.
From another angle, whether learners are in the elementary or college level, they can make or break
curriculum implementation by their active or non-involvement. After all, learners together with the
teachers, put action to the curriculum.

At the end of the curriculum development process, the fundamental question asked is: Have the
students learned?

When some college students were asked about their role in curriculum development, here are their
answers.

Student 1: I never realize 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 pass the board examination, it means that the teacher education curriculum is a success.

Student 2: In high school our teachers would always look into what we are learning. The whole year
round, we have varied curricular and co-curricular activities inside the class. I think, we as students,
should be considered in writing the curriculum.

Student 3: When we were in the elementary level, our lessons were

very simple. But now that we are in college, the content we learn has become complicated. I learned
that actually, our curriculum is spiral, and that the difficulty of the subject matter is also adjusted to our
maturity level.
Why do curricularists place of lot of premium on the students? It is because, the learners make the
curriculum alive. A written curriculum that does not consider the students, will have a little chance to
succeed.

2. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum. No doubt,
the most important person in curriculum implementation is the teacher. Teachers' influence upon
learners cannot be measured. Better teachers foster better learning. But teachers need to continue with
their professional development to contribute to the success of curriculum implementation. Teachers
should have full knowledge of the program philosophy, content and components of curriculum and ways
of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learners' characteristics. As
curriculum developers, teachers are part of textbook committees, teacher selection, school evaluation
committee or textbooks and module writers themselves.

When a curriculum has already been written, the teacher's role is to implement like a technician,
however, teachers are reflective persons. They put their hearts into what they do. They are very mindful
that in the center of everything they do, is the learner.

Some of the roles that the teachers do in curriculum implementation are:

1. guiding, facilitating 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 a decision whether to continue, modify or terminate the curriculum.

All these roles are very crucial to achieve success in the implementation. Unsuccessful implementation
may even lead to educational failure.

Let us read how the teachers are viewed as curriculum implementer.

Student: I believe my teachers know very well our curriculum. She knows what to teach and how to
teach it well. I do not miss my class everyday because she guides us in all our lesson activities. Without
our teacher; I am not sure if we can learn more than what we are achieving now.

Teacher: As a classroom teacher, it is my responsibility to make my students learn. I have to give action
to the written curriculum. I have to see to it that my students are provided experiences to learn from. I
keep in my mind, how I can sustain the interest of my students by using teaching strategies that are
ejective. At the end of the day, I am very happy to know that my students have achieved the intended
learning outcomes. I do this because as a teacher, I am a curriculum implementer.

Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing and implementing
are in the hands of a good teacher. In the educational setting, it is clear that the teacher has a very
significant role in curriculum development.
3. School leaders are curriculum managers.
Principals and school heads, too, have important roles in curriculum implementation process in schools.
They should understand fully the need for change and the implementation process. They should be
ready to assist the teachers and the students in the implementation. Communication line should be
open to all concerned should the school leaders lead in curriculum teamwork.

Convincing the parents on the merits of the new curriculum is the job of the school heads. They should
be committed to change and should employ strategies to meet the needs of the teachers, and learners
like buildings, books, library, and other needed resources.

Let us listen to the two school heads on how, they understand their stakes on the curriculum.

Principal: I am a principal of a big central elementary school. It is part of my function to lead my school in
any curriculum innovation. First of all, I make sure that my teachers understand the restructuring or
alteration of our school curriculum that is forthcoming. I also call on the parents to participate in the
change that will happen by keeping them informed. I have to make sure that materials needed are
available for the teachers and students to use. I always keep in mind my role as an instructional leader.

Head Teacher: Leading a small school in a far flung barrio has

its pros and cons. First, there are few teachers to supervise and fewer students to support. As a
proactive school head, I always see to it that we keep pace with the changes in the school curriculum.
While preparing for the implementation of K to 12, I realize that change process is inevitable. My
teachers have to be retrained, and their attitudes should be changed. I am responsible in seeing to it
that the curriculum is implemented as it should be and at the end of the year; our school can show
evidence that learning has taken place as designed by the K to 12 recommended curriculum.

4. Parents

Parents are significant school partners. Besides the students, teachers and school administrators, play
an important role in curriculum implementation. When children bring home a homework from school,
some parents are unable to help. Schools need to listen to parents' concerns about school curriculum
like textbooks, school activities, grading systems, and others. Schools have one way of engaging parents’
cooperation through Brigada Eskwela. In this event, parents will be able to know the situation in the
school. Most often parents volunteer to help. They can also be tapped in various co-curricular activities
as chaperones to children in Boy and Girl Scouting, Science Camping and the like. Parents may not
directly be involved in curriculum implementation, but they are formidable partners for the success of
any curriculum development endeavor.

Here are two examples of how parents think of their stake in

curriculum development.

Parent: I am proud that my child goes to this school. The leachers are hardworking and the school head
is very supportive. On my part, I always cooperate with the school's concern that will make my child
learn. I volunteer for work where I am needed. We, parents, support the Brigada Eskwela and other
school activities. If they call on us parents, we always answer their request. We also make suggestions
on how, the parents at home can assist in the learning of the children.
Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I know that as a parent,
I should not leave entirely to the school the responsibility of educating the child Although, I do not really
know much of new curriculum, I welcome the changes that the school is making. I am always ready to
give support to school concerns of my wards.

How do parents help shape the curriculum in schools? Here are some observations.
• The school composed of parents who are positively involved 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.
• The home is the extended school environment. In lifelong learning, the achieved
learning in schools are transferred at home. Thus, the home becomes the laboratory of learning.Parents
see to it that what children learn in school are practised at home. They follow up lessons, they make
available materials for learning and they give permission for the participation of their children.
• In most schools, parent associations are organized. This is being encouraged in School
Based Management. In some cases, this organization also includes teachers to expand the school
learning community. Many school projects and activities are supported by this organization. This is
considered as the best practice in most performing schools.

5. Community as the Curriculum Resources and a Learning

Environment
"It takes the whole village to educate the child" goes the statement of former First Lady Hillary Clinton.
What do you
think of this statement?
Yes, it is true that the school is in the community, hence
the community is the extended school ground, a learning
environment. All the barangay leaders, the elders, others 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.

6. Other Stakeholders in Curriculum Implementation and

Development
Some stakeholders may not have direct influence on the school curriculum. These are agencies and
organizations that are involved in the planning, design, implementation and evaluation of the school
curriculum. To name a few, the list follows.
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 Units (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 teachers and provide school
supplies and books. They are the big supporters in the implementation of a school curriculum
6.2 Non-Government Agencies
Non-government agencies are organizations and foundations that have the main function to support
education. To name a few, this includes the following:
⁃ Gawad Kalinga (GK) - to build communities means to include education. The full
support of GK in early childhood education is very significant. In each village, a school for preschool
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 (MAP and many more.
⁃ A school curriculum, whether big or small is influenced by many stakeholders. Each one
has a contribution and influence in what should replace, modify and substitute the current curriculum.
Each one has a significant mark in specific development and change process of curriculum development.