The Teacher and the School Curriculum │ Module 13.

Stakeholders in Curriculum Implementation │Page 1 of 5

Stakeholders in Curriculum Implementation

MODULE 13

OVERVIEW

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.

LEARNING OUTCOMES
At the end of this module, you are expected to:
1. Identify the stakeholders of the curriculum;
2. Enumerate the role of each stakeholder.

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

ABSTRACTION
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 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 out maturity level.

OSMEÑA COLLEGES Module prepared by: R.R. L. Fernandez, LPT, MAEd (CAR)
 The Teacher and the School Curriculum │ Module 13. Stakeholders in Curriculum Implementation │Page 2 of 5

Why do curricularists place a lot of premiums 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. Teacher’s 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 it 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, 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.
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 every day because she guides us in all our lesson activities. Without our
teacher, I am not sure if we can learn 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 see to it that my students are provided with experiences to learn
from. I keep in my mind, how I can sustain the interest of my students by using teaching strategies that
are effective. 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 in the implementation process. They should have 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.

OSMEÑA COLLEGES Module prepared by: R.R. L. Fernandez, LPT, MAEd (CAR)
 The Teacher and the School Curriculum │ Module 13. Stakeholders in Curriculum Implementation │Page 3 of 5

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

OSMEÑA COLLEGES Module prepared by: R.R. L. Fernandez, LPT, MAEd (CAR)
 The Teacher and the School Curriculum │ Module 13. Stakeholders in Curriculum Implementation │Page 4 of 5

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.
• In most schools, parent association 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 ad Curriculum Resources and Learning Environment
“It takes the whole village to educate the child.” is an African proverb as mentioned by former US first lady
Hilary Clinton. What do you understand about 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, 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.
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 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. They are
the big supporters in the implementation of a school curriculum.
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.
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.

OSMEÑA COLLEGES Module prepared by: R.R. L. Fernandez, LPT, MAEd (CAR)
 The Teacher and the School Curriculum │ Module 13. Stakeholders in Curriculum Implementation │Page 5 of 5

ACTIVITY
(13.1) Learn More, Make and Interview
With the use of the interview protocol on the activity sheet, ask two person (ex: 1 student and 1 teacher OR 1
teacher and 1 LGU) among the Stakeholders.

LOOKING AHEAD

Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If you
have not reached your desired level of competence, just keep going! Remember that an expert was once a beginner.
The next topic will be What, Why and How to Evaluate a Curriculum. Happy learning!

REFERENCES

Bilbao, Purita P. Ed.D., Dayagbil, Filomena, Ed.D., Corpuz, Brenda B. Ph.D., (2020). The Teacher and The School
Curriculum. Stakeholders in Curriculum Implementation, 103-110. Manila: Lorimar Publishing Inc.

END OF MODULE ASSESEMENT

(13.2) Stakeholders: Jow are they involved in curriculum implementation?

(13.3) Self-Reflect

OSMEÑA COLLEGES Module prepared by: R.R. L. Fernandez, LPT, MAEd (CAR)