The document discusses curriculum implementation from the national to local levels, identifying curriculum workers like teachers and principals and their functions at each level. It outlines the 5 levels of implementation in basic education - national, regional, division, district, and school - and the roles at each, and the 3 levels in higher education - Commission on Higher Education, regional offices, and institutions. It also lists factors to consider for effective curriculum implementation like government requirements, learning environment, and societal and student needs.

1. Curriculum
IMPLEMENTATION
PREPARED BY:
LOVELY SOTILLO
JEMMEL INTALIGANDO

2. CURRICULUM
IMPLEMENTATION
Focuses on the actual implementation of the
curriculum from the national level to the local
school context. It describes the dynamics of how
various curriculum workers strive to do their
functions in order to attain educational goals,
programs, and policies set by the country, region,
division, district, and down to the local school
level. Each of these levels has specific functions
to do.

3. CURRICULUM
WORKERS
The success or failure of any
curriculum depends on the
people working for its
implementation. Oliva (2005)
identified these people as
curriculum workers.

4. Teachers - the most visible among the curriculum
workers. Their roles as implementers of the curriculum
are very crucial. It is through their expertise, creativity,
and commitment that any curriculum success is
attributed.
Principals - the chief academic and administrative
officer of the school. They provide curricular and
instructional leadership and supervision to the
teachers and other school personnel in the local school
context.
CURRICULUM WORKERS

5. Curriculum Consultants - individuals with a rich
experience on doing curriculum projects related to
curriculum planning, curriculum development, and
curriculum evaluation.
District Supervisors - responsible for supervising the
implementation of the curriculum in the district level.
They help public school principals in ensuring that the
programs of the Department of Education are
implemented in their respective schools.
CURRICULUM WORKERS

6. Education Supervisors - assigned to specific subject areas in
basic education. They help the district office of the
Department of Education in supervising the implementation of
projects and programs specific for each subject area.
Division Superintendents - the chief academic officer of each
division. They supervise the implementation of the DepEd
curriculum, programs, and projects in the division level for both
public and private schools. Usually, each province or a city is
considered a division for DepEd.
Regional Directors - manage the programs and projects of the
Department of Education in the regional level.
CURRICULUM WORKERS

7. Education Program Specialists - work at the national
level or at the central offices of the Commission on
Higher Education and the Department of Education.
Technical Panels and Technical Committees -
professors and individual experts from different
disciplines and fields that assist the Commission on
Higher Education in developing curriculum,
formulating curriculum policies, and evaluating the
compliance of higher education institutions to CHED
program standards.
CURRICULUM WORKERS

8. LEVELS OF
CURRICULUM
IMPLEMENTATION

9. NATIONAL LEVEL
REGIONAL LEVEL
DIVISION LEVEL
DISTRICT LEVEL
LOCAL SCHOOL LEVEL
Five levels of Curriculum Implementation in Basic
Education

11. • Formulating national educational policies;
• Formulating a national basic education plan;
• Promulgating national educational standards;
• monitoring and assessing national learning outcomes;
• undertaking national educational research and studies;
• enhancing the employment status, professional
competence, welfare, and working conditions of all
personnel of the Department; and
• Enhancing the total development of learners through local
and national programs and/or projects.
A. NATIONAL LEVEL

13. • Defining a regional educational policy framework which reflects the
values, needs, and expectations of the communities they serve;
• Developing a regional basic education plan;
• Developing regional educational standards with a view toward
benchmarking for international competitiveness;
• monitoring, evaluating, and assessing regional learning outcomes;
• undertaking research projects and developing and managing region-
wide projects which may be funded through official development
assistance and/or or other funding agencies;
• Ensuring strict compliance with prescribed national criteria for the
recruitment, selection, and training of all staff in the region and
divisions;
B. REGIONAL LEVEL

14. • Formulating, in coordination with the regional development council, the
budget to support the regional educational plan which shall take into
account the educational plans of the divisions and districts;
• determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the divisions
and districts;
• hiring, placing, and evaluating all employees in the regional office, except
for the position of assistant director;
• Evaluating all school division superintendents and assistant division
superintendents in the region;
• planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the regional office, including professional
staff development;
• Managing the database and management information system of the
region;
• and approving the establishment of public and private elementary and
high schools and learning centers.
B. REGIONAL LEVEL

16. • developing and implementing division education development plans;
• planning and managing the effective and efficient use of all personnel, physical,
and fiscal resources of the division, including professional staff development;
• hiring, placing, and evaluating all division supervisors and school district
supervisors as well as all employees in the division, both teaching and non-
teaching personnel, including school heads, except for the assistant division
superintendent;
• monitoring the utilization of funds provided by the national government and the
local government units to the schools and learning centers;
• Ensuring compliance of quality standards for basic education programs and for
this purpose strengthening the role of division supervisors as subject area
specialists;
• promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education; and
• Supervising the operations of all public and private elementary, secondary, and
integrated schools, and learning centers.
C. DIVISION LEVEL

17. • providing professional and
instructional advice and
support to the school heads
and teachers/facilitators of
schools and learning centers
in the district or cluster
thereof; and
• curricula supervision.
D. SCHOOL
DISTRICT
LEVEL

19. • Setting the mission, vision, goals, and objectives of the school;
• creating an environment within the school that is conducive to
teaching and learning;
• implementing the school curriculum and being accountable for
higher learning outcomes;
• developing the school education program and school
improvement plan
• offering educational programs, projects, and services which
provide equitable opportunities for all learners in the community;
• introducing new and innovative modes of instruction to achieve
higher learning outcomes;
• Administering and managing all personnel, physical, and fiscal
resources of the school;
E. SCHOOL LEVEL

20. • Recommending the staffing complement of the school
based on its needs;
• Encouraging staff development;
• Establishing school and community networks and
encouraging the active participation of teachers
organizations, non-academic personnel of public schools,
and parents-teachers-community associations; and
• Accepting donations, gifts, bequests, and grants for the
purpose of upgrading teachers' learning facilitators'
competencies, improving and expanding school facilities,
and providing instructional materials and equipment.
E. SCHOOL LEVEL

21. PA
Commission on Higher Education
(National Level)
CHED Regional
Offices
Higher Education Institution
(Colleges, Professional
Institutes, Universities)
Levels of Curriculum Implementation in Higher Education

22. THINGS TO CONSIDER IN
IMPLEMENTING THE
CURRICULUM
• Government Requirements
• School Philosophy, Vision and
Mission, Core and Values
• Learning environment
• Needs and Demands of the Society
• Needs of the Students
• Faculty Expertise
• The Changing Nature of Knowledge

23. THANK YOU!!!!

24. 1. Give 2 curriculum workers and explain their
functions.
2. Enumerate the 5 levels of curriculum
implementation in basic education.
3. Enumerate the 3 levels of curriculum
implementation in higher education.
4. Give 2 things to consider in implementing the
curriculum.
Assessment

25. 5. Identify this organizational structure.