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Stakeholders-in-Curriculum-Implementation.pdf
- 2. OBJECTIVES To identify the stakeholders of the curriculum To enumerate the role of each stakeholder
- 3. Do you consider yourself a stakeholder in Curriculum implementation?
- 4. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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.
- 6. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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?
- 7. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION CURRICULUM STAKEHOLDERS 1. LEARNERS They are directly influenced by the Curriculum Learners in all levels make or unmake the Curriculum by their active and direct involvement They are the PRIMARY Stakeholders in the Curriculum
- 8. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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. - Planning and writing the Curriculum are their primary roles - As Curriculum makers, they write Curriculum daily through a lesson plan - As Architects of Curriculum, they are empowered to develop their own school Curricula based on expertise, context of the school and abilities of the learners
- 9. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 2. TEACHERS - As decision makers, they decide which of the plans should be put into action and how should be done - As implementer, they guide, facilitate and direct activities to be done by the students - The choice of activities, the methods to be utilized and the materials to be used are considered in curricular implementation
- 10. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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.
- 11. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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.
- 12. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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.
- 13. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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 child’s 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.
- 14. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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.
- 15. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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.
- 16. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION 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.