STAKEHOLDERS IN

CURRICULUM IMPLEMENTATION
REPORTERS:
CZARINA GIENAH A. RAGUINI
MAISIE PEARL G. SALAS
OBJECTIVES

To identify the stakeholders of the curriculum

To enumerate the role of each stakeholder

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WHAT ARE STAKEHOLDERS?

Definition of STAKEHOLDER
a person having an interest or share in a commercial undertaking.

Definition of STAKEHOLDER relating to Curriculum Implementation

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. These stakeholders shape the school curriculum implementation.
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CURRICULUM STAKEHOLDERS

1. LEARNERS
Role: They are the core of the curriculum.
-. The learners are the very reason a curriculum is developed. They
are the ones who are directly influenced by it.
-. At the end of the curriculum development process, the
fundamental question asked is: Have the students learned?
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2. TEACHERS
Role: They implement the developed curriculum.
- They are what we called the Curricularists, they are the ones
who plan, design, implement and evaluate the curriculum. In
implementing a certain curriculum, the teacher should have full
knowledge of the program philosophy, its contents, components
and the ways of teaching or applying it.
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SOME OF THE THINGS 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.
5. Making a decision whether to continue, modify, or terminate the curriculum.
These are the things which contribute to the success of the implementation of a
curriculum. An unsuccessful implementation may even lead to educational
failure.
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3. SCHOOL LEADERS
Role: They are the Curriculum Managers
- Principals and school heads have important roles in curriculum
implementation process in schools. They supervise in curriculum
implementation, select and recruit new teachers, admit students,
procure equipment and materials needed for effective learning.
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4. PARENTS
Role: They support the Curriculum
- My child and my money go to this school this statement simply
implies that parents best supports the school their children is
attending. They invest their money to a school which can provide a
quality education to their children. The money that they give as
school fees or donations, provides or upgrades instructional
materials, school activities and other facilities in the school which
motivates the learners to indulge themselves more in learning.
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HOW DO PARENTS HELP SHAPE THE CURRICULUM IN SCHOOLS? HERE ARE SOME
OBSERVATIONS:
1. The school composed of parents who are positively involved in activities have
better achievement than schools with uninvolved parents. Disciplinary problems are
minimal and students are highly motivated. When parents take interest in their
childs learning, they become closer to the school.
2. The home is the extended school environment. Parents see to it that what their
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 associations are organized. This is being encouraged in
School Based Management. In some cases, this organization also include teachers to
expand the school learning community. Many school projects and activities are
supported by this organization.
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5. COMMUNITY
Role: The Curriculum Resources and Learning Environment
- The success in the implementation of the curriculum requires
resources. However, most often teachers complain that resources
are very scarce. There are no books, materials nor facilities
available. These are usual complaints of teachers. The community
members and materials in the existing local community can very
well substitute for what are needed to implement the curriculum.
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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
first agency certifies and issues teacher licenses to qualify one to teach and the second,
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.
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6.2 Non-Government Agencies
- Are organizations and foundations that have the main function to support education. To name a
few, this will include 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 pre-school children and
out of school youth have been established.
Synergia an organization/foundation that support basic education to elevate education through
Reading, Science, Mathematics and English.
Metrobank Foundation supports continuing teacher development programs.
Professional Organizations like Philippine Association For Teacher Eduction (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 more.
These are just some of the Non-Government Agencies which contributes to the success of a
Curriculum.