The document discusses various levels of curriculum implementation in education, outlining roles from the national to school level and the responsibilities associated with each. It highlights the framework established by Republic Acts 9155 and 7722, which aim to strengthen governance and quality assurance in basic and higher education in the Philippines. Key factors considered in curriculum implementation include government requirements, school philosophy, learning environment, and faculty expertise.

1. Levels of Curriculum
Implementation
By: R-JAY A MARQUEZ

2. Objectives
Describe the different levels of curriculum
development and implementation
Discuss the roles of the different level of curriculum
implementation
Identify and explain the factors to be consider in
curriculum implementation
01
02
03

3. Curriculum Implementation
- Process of putting curriculum plans into practice

4. Levels of Curriculum Implementation at the Basic Education
Level
Nation
al Level Region
al Level
Divisio
n
Level
Distric
t Level
1
2
3
4
School
Level
5

5. Republic Act 9155
- Also known as the Governance of Education Act of 2001
- Law that aims to strengthen the governance of the basic education
system of the Philippines.
- Outlines the roles and responsibilities of various education
stakeholders

6. National Level

7. National Level

8. National Level
- 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.

9. Regional Level
- 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;

10. Regional Level
- ensuring strict compliance with prescribed national criteria for the recruitment,
selection, and training of all staff in the region and divisions;
- 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 offices, except for the
position of assistant director;
- evaluating all school division superintendents and assistant division superintendents in
the region;

11. Regional Level
- 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.

12. Division Level
- 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;
.

13. Division Level
- ensuring compliance of quality standards for basic education programs and
for this purpose, strengthening the role of division supervisors and 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.

14. District Level
- 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.

15. School Level
- 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;

16. School Level
- administering and managing all personnel, physical, and fiscal resources of the school;
- recommending the staffing complement of the school based on its needs;
- encouraging staff development;
- establishing schools and community networks and encouraging the active participation
of teacher organizations, non-academic personnel of public schools, and parents-
teachers-community association; and
- accepting donations, gifts, bequests, and grants for the purpose of upgrading teachers
learnings facilitators’ competencies, improving and expanding school facilities, and
providing instructional materials and equipment.

17. Republic Act 7722
- Also known as the Higher Education Act of 1994
- Establishes the Commission on Higher Education

18. CHED Central Office (National
Office)
- Circular Matters;
- Issue memorandum order to serve as guide
- Invite experts in different academic fields to become members of
different technical panels and committees
- Review and recommend approval for changes and new curricular
offering

19. CHED Regional Office
- Monitoring and implementation of policies and guidelines
developed by the Central Office
- Regional Quality Assurance Team
- Joint CHED-MARINA Memorandum Circular No 01 s 2018
- Technical Education and Skills Development Authority (TESDA)

20. Thing’s to Consider in Curriculum
Implementation
1) Government Requirements
2) School Philosophy, Vision, and Mission, and Core Values
3) Learning environment
4) Needs and demands of the society
5) Needs of the students
6) Faculty expertise
7) The Changing Nature of Knowledge

21. RECAP!

22. Do you have any
questions?

23. Thank you!