El documento aborda la implementación del currículo en el contexto educativo de Filipinas, enfatizando la importancia de diversos trabajadores del currículo, como maestros y directores, en su éxito. Se detallan los niveles de implementación, que incluyen el nivel nacional, regional, divisional y escolar, cada uno con funciones específicas. También se mencionan factores clave que afectan la implementación efectiva del currículo, como requisitos gubernamentales, filosofía escolar y las necesidades de los estudiantes.

1. IMPLEMENTATION
Curriculum

2. 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 stive 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.
The process of curriculum implementation is also
guided by an educational or curriculum philosophy
Curriculum Implementation

3. Consequently, not all curricula are perfectly
implemented as planned. In the process of
curriculum implementation, there are always
problems encountered.

4. Importance of Curriculum
Implementation;
• Help the learners
• Achieve Objectives
• Make the curriculum
effective

5. The success or failure of any curriculum depends
on the people working for its implementation.
Olivia (2005) identified these people as curriculum
workers. At any level of curriculum
implementation, curriculum workers through their
expertise, creativity, and dedication, make sure
that the curriculum is implemented as planned.
Curriculum Workers

6. • TEACHERS- The most visible among the
curriculum workers. Their roles as
implementers are very crucial.
• PRINCIPALS- The chief academic 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 CONSULTANTS- Individuals with
a rich experience on doing curriculum projects
related to curriculum planning, curriculum
development and curriculum evaluation

7. • DISTRICT SUPERVISORS- Responsible for
supervising the implementaion of the
curriculum in the district level. They help public
school principals in ensuring that the programs
of the Departmentt of Education are
implemented in their respective schools. They
also implment policies and programs of the
Department of Education in private schools
• 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
project and programs specific for each subject
area

8. • DIVISION SUPERINTENDENTS- The chief
academic officer of each division. They
supervise the implementation of the DepEd
curriculums, programs, and projects in the
division level for both public and private
schools. Usually, each province or city is
considered a division for DepEd.
• REGIONAL DIRECTORS- Manage the programs
and projects of the Department of Education in
the Regional level.

9. • EDUCATION PROGRAM SPECIALIST- Work at the
national level or at the central officers of the
Commission on Higher Education and the
Department of Education. They assist the two
goverment agencies in the development of
Curriculum Policies that will help teacher and
other curriculum leaders in the implementation of
the curriculum
• TECHNICAL PANELS AND TECHNICAL
COMMITTEES- Profesors and individual experts
from different discipines and fields that asist the
Commission on Higher Education developing
curriculum, formulating curriculum policies and
evaluating the compliance of higher education
institutions to CHED program standards

10. Posner (1995) pointed out that
in analyzing a curriculum, a
careful examination of the
background, philosophy,
expertise, and the level of
invlovement of different
curriculum workers are
important

11. Walker (1971) made observations
that in the process of curriculum
development, various curriculum
workers bring them their
philosophies, beliefs, expertise
and other concerns when they
plan and develop curriculum.
Consequently, these are also
influential in the implementation
of the curriculum.

12. The problem however, is that many individuals
and groups establish schools for business
purposes. With limited or no background at all in
education, they establish schools and employ
teachers and other experts to manage the
implementation of the curriculum.
The problem in this situations comes when these
schools compete with each other to increase the
rate of enrollment. They implement curricular
innovations usually adopted from abroad and
duplicate good programs of other school. At
times, the competition is not healthy at all as
these are schools that do not give emphasis on
quality.

13. Levels of curriculum implementation
Republic Act 9155, also known as the Governance
of Basic Education Act of 2001,Chapter 1,Section
7 defines the function of each levels as follows:
National Level
Regional Level
Division Level
District Level
Local School Level

14. A. National Level

15. • 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 workingconditions of all
personnel of the Department; and
• enhancing the total development of learners through
local and national programsand/or projects.

16. B. Regional Level
Consistent with the educational policies, plans, and standards, The regional office
under the Regional Director shall be responsible for the following:

18. • 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 bench marking 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
other funding agencies;
• Ensuring strict compliance with prescribe national criteria for the
recruitment,selection, and training of all staff in the region and division;

19. •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 division and districts;
•Determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the division 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 region office, including professional staff development;
•Managing, the data base and management information system of the region; and
•Approving the establishment of public and private elementary and high

20. C. Division Level
A division consists of a province or a city. Consistent with the national educational
policies, plans, and standards, the division level through the leadership of the
division. Superintendents shall be responsible for the following:

21. • 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 superintendents and school
districtssupervisors as well as employees in the division, both teaching
and non- teachingpersonnel, including school heads, except for the
assistant division uperintendent;
• Monitoring the utilization of funds provided by the national
government units to theschools and learning centers;
.

22. • Ensuring compliance of quality standards for standards for education
programs and forthis purpose strengthening the role of division
supervisors as subject areas specialists;
• Promoting awareness of and adherence by all schools and learning
centers toaccreditation standards prescribe by the Secondary of Education;
and
• Supervising the operations of all public and private elementary,
secondary andintegrated schools, and centers.

23. D. School District Level
A school district through the leadership of the
District supervisor is responsible for the
following:
• Providing professional and instructional
advice and support to the school heads and
teachers facilitators of schools and learning
centers in the district or cluster there of; and
•Curricula supervision.

24. E. School Level
Consistent with the national educational
policies, plans, and standards, the school level
through the leadership of school heads is
responsible for the following;
• setting the mission, vision, goals, and
objectives of the school;
• creating an environment within the school that
coducive to theching and learning;
• implementing the school curriculum and
being accountable for higher learning
outcomes;
• developing the school education program and
school improvement plan;

25. • 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 mananging all personnel,
physical, and fiscal resources of the school
• recommending the staffing complement of
the school based on its needs;
• encouraging staff development;

26. • 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
teacher’s ;earning facilitator’s competencies,
improving and expanding school facilities, and
providing instructional materials and
equipment.

27. The different offices of the Department of
Education are doing their best in ensuring a
smooth and efficient implementation of the K-12
Education program of the Philippines.
Under the Republic Act 10533 or the Enhanced
Basic Education Act of 2013, Kindergarten and
Senior High School were added to the Philippines
basic education system
For Higher educations institutions (HEIs) in the
country, the Commission on Higher Education
(CHED) was established under;
• Republic Act No. 7722 otherwise known as the
Higher Education Act of 1994

28. Contratry to DepEd, the Ched has two levels;
1. The Central Office (national level)
2. The Regional Offices
• The CHED office for Programs Standars
(OPS) is responsible for curricular matters
• The CHED issues a memorandum order
(CMO) per program
• Experts in different academic fields and
disciplines are invited to become members
of different Technical Panels and Technical
Committess to help the Commission in the
development of CMO’s per program

29. • The Regional Offices of CHED is responsible
for the monitoring and implementation of
the policies and guidelines developed by
the Central Office
• The monitoring work is done with the help
of regional experts on different fields
known as Regional Quality Assurance Team
(RQuAT)
• State colleges and universitiess must seek
the approval of their academic councils and
their corresponding boards of tegents for
any curriculum changes and curriculum
proposals before these curriculum
proposals are sent to CHED for approval

30. • Exempted in this process is the University of
the Philippines System.
• The UP System does not followed the CHEd
prescribed curriculum. For UP, any
curriculum proposal must be approved by
its University council and the UP board of
Regents
• Private HEIs may also add more subjects as
institutional requirements per program
based on the mission, vision, and
philosophy of the HEI concerned

31. C
Commssion on Higher Education
(National Level)
CHED Regional Offices
Higher Educationa Institutions
(Colleges, Professional, Institutes,
Universities)

32. • The academic freedom of individual HEI
and faculty memebers also highly
influences curriculum development in
higher education
• For Private HEIs, the curriculum committee
and the council of deans presided by the
Vice President for Academic Affairs Approve
any curriculum proposal made in any
department or Colleges
• For Vocational and technical cources, the
Technical Education skills development
Authority (TESDA) is the goverment agency
that prescribes the curriculum and other
requirement for the implementation of the
program.

33. THINGS TO CONSIDER IN IMPLEMENTING
THE CURRICULUM
Curriculum implementation must be
systematically planned. At any level, it requires
careful consideration of several factors and
varibales;
1. Government Requirments- include
memoranda, policies, guidelines, and
requirements from the Department of
Education, commission on Hgher education
and the Technical Education Skills
Development Authority. The competencies
required by the board exams are also
considered

34. 2. School Philosohy, Vision and Mission
and Core Values- must be considered at the
school level especially when selecting the
specific contents and learning experiences for
all students enrolled in each program.
3. Learning Environment- includes the
various school facilities required for thr
implementation of each program. These
dacilities include laboratories, classrooms,
librairies, sports facilities, insturctional
technologies, and other facilities prescribed by
the governement for each program. In some
schools, colleges or universities, housing
facilities for faculty and students are also
provided

35. 4. Needs and Demands of the Society- are
the needs and demands of the society that the
curriculum mutst respond to. Curriculum can
address these needs and demands in the
macro level by adding subjects or contents, or
in the local school level by integratiing specific
competencies in the various syllabic for each
course.
5. Needs of the students- including
interest, are considered when the school,
college or university. They also play an
important role in the implementation of the
curriculum

36. 6. Faculty Expertise- the faculty is
considered as the most important assests of
each school, college or university. They also
play an important role in the implementation
of the curriculum.
7. The Changing Nature of Knowledge-
includess the theories and research from
different areas and professional organizations
in the academic that are also influential in the
implementation of the curriculum. It could
result to the integration of important topics or
subjects, and additional facilities.

37. These factors were emphasized by different
curriculum experts (Tyler, 1949; Sowell, 1996;
Orstein & Hunkins 1993: Marsh, 2004; Tanner
& Tanner, 2007) as influential in planning,
developing, implementing, and evaluating a
curriculum. In the context of curriculum
implementation, curriculum leaders and
curriculum workers consider these factors in
making curricular and instructional decisions

38. At any level of the education bureaucracy,
the success of curriculum implementation can
be attributed to how curriculum leaders and
workers plan, design, and develop the
implementation of the curriculum. School
resources and the implementers at the school
level are also contributory to the success of
curriculum implementation.

39. IN A NUTSHELL
Reflections on Curriculum
Implementation
• Curriculum implementation is important to
ensure the success of a particular
curriculum
• The implementation of a curriculum
invloves various people known as
curriculum workers. Each curriculum
worker has a special task to do to ensure
the success of the curriculum.
 Teachers
 Principals
 Curriculum Consultant
 Education Superintendents
 Regional Directors

40.  Education Program Specialist
 Technical Panels and Technical
Committees
• There are different levels of curriculum
implementation in the Philippines
context. Each level has its won function
to fulfill;
 National Level
 Regional Level
 District Level
 Local School Level

41. • There are important things to consider in
implementing the curriculum;
 Government Requirements
 School Philosophy, Vision, and Mission,
and Core Values
 Learning Environment
 Needs and Demands of the Society
 Needs of the Students
 Faculty Expertise
 The changing Nature of knowlegde

42. Thank you
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