This document discusses key stakeholders in the implementation of curriculum, including teachers, students, administrators, parents, and the local community. It describes the important roles each stakeholder plays in curriculum implementation and how their involvement can contribute to or hinder the success of implementing a new curriculum. Teachers are identified as crucial to bringing the written curriculum to life in the classroom. Students are emphasized as the central focus of the educational process. Administrators are responsible for overall school management and ensuring curriculum continuity. Parents provide financial support for their child's education and can influence curriculum content. The local community provides resources to support curriculum implementation.

3. Is the actual use of an innovation or what
an innovation consists of in practice. ~
Michael Fullan, Alan Pomfret

4. As we have seen in the earlier sections, there is
no real clear dividing line between curriculum
development and implementation. Once the
curriculum has been developed and tested, and
revised as necessary, the curriculum is ready for
implementation. It is important that those
involved with implementing the course (usually
teachers and examiners) as well as students,
interpret the curriculum correctly, because the
written word is not always interpreted in the same
way by different people.

5. This will help to ensure ownership of the
new course and more effective
implementation. The main objective of
pre testing and piloting is to try out the
draft curriculum in a small number of
training situations and in the context in
which the curriculum will be used.

6. Pre testing and piloting can help to
create the most appropriate course as
often the paper curriculum does not work
as expected in practice because of
unforeseen situations or responses by
students or teachers.

7. • Instructional scheme of each subject to be
completed in the semester.
• Planning the lessons as per the timetable
• Using the transactional strategies
• Using the appropriate media
• Providing the learning resources
• Promoting classroom learning experiences
• Progressive testing

8.  Sequencing the various subjects / courses
 Selecting the content in each subject
 Sequencing the units and topics
 Selecting instructional methods, instructional
materials and media
 Preparation of plans for instruction
 Development of tests and other materials
needed for evaluation of students
performance
 Orienting the teachers to the new
curriculum.

9. •Stakeholders are individuals or institutions
that are interested in the school
curriculum. They get involved in many
different ways in the implementation,
because the curriculum affects them
directly or indirectly.

10. •The learner is placed at the center. The
learners are the very reason a curriculum
is developed. They are the ones who are
directly influenced by it.
•Learners in all levels make or unmake
the curriculum by their active and direct
involvement.

11. •Consider as the center of the
educational process.
•Learners or students are the very reason
why school exists.
•Learners are the primary stakeholders in
the curriculum

12. Age, gender, physical, mental,
emotional development, cultural
background, interests, aspirations and
personal goals are some of the factors
that should be considered in the
implementation of the curriculum.
•The students make the curriculum alive.

13. The success of the curriculum can only
be measured by the extent of learning
that the learners have achieved.

14. •In the teaching and learning process, the
other side of the coin is the teacher.
•Planning and writing the curriculum are
the primary roles of the teacher.
•A teacher is a curriculum maker. He/she
writes curriculum daily through a lesson
plan, unit plan or yearly plan.
•The teachers prepare activities for the
students to do.

15. •The teacher addresses the goals, needs,
interests, of the learners by creating
experiences from where the students can
learn.
•As a curriculum developer, teachers are
part of textbooks committees, faculty
selection boards, school evaluation
committee or textbook writers
themselves.

16. •On the others hand, a developed
curriculum remains inactive, if it is not
implemented. At this point, teachers’
role shifts from a developer to an
implementer. From a designer or
technician to a decision maker.
•The teachers’ role now shifts from
planning to doing. Doing here implies
guiding, facilitating and directing
activities which will be done by the
students.

17. •“Teachers are the most crucial persons
in the implementation of a curriculum.”
•“Teachers shape the school curriculum
by sharing the experiences that they
have and the resources they are
capable of giving or imparting to the
learners.”

18. Therefore, no technology can ever
replace a teacher; it will only support the
multifaceted role of the teacher.

19. •In school organization, there is always a
curriculum manager or school
administrator. In fact, for school
principals, one of their functions is being
a curriculum manager.

21. •“The school administrators play an
important role in shaping the school
curriculum because they are the people
who are responsible in the formulation of
the schools’ vision, philosophy, mission
and objectives. They provide necessary
leadership in evaluating teaching
personnel and school program. Keeping
records of curriculum and reporting
learning outcomes are also the
managers’ responsibilities.”

22. •“The school administrators have the
responsibility of running the entire school
effectively. They have to oversee the
smooth transition of the child from one
grade level to another and they should
see to it that the curriculum is
implemented vertically or horizontally
with very minimal overlaps. Instead there
should be continuity, relevance,
balance, so that overall curriculum will
produce a well rounded person.”

23. •Indeed the role of the administrators
can never be ignored. The principle of
command responsibility and
institutional leadership rests on the
shoulder of the school administrators.

24. •“My child and my money go to this
school.”
•Parents would be willing to pay the
cost of educating their child for as long
as their children get the best learning or
schooling experiences.

25. •Parents’ voices are very loud and
clear. In our country, it is a general fact
that even in college the parents are
responsible for their child’s education.
The power of the parents to influence
curricula to include instructional
materials and school activities is great,
such that the success of curricula would
somehow depend on their support.

26. •Effective parental involvement in school
affairs may be linked to parent
educational programs which is central to
high quality educational experiences of
the children.

27. •The parents’ involvement extends from
the confine of the school to the homes.
•In most schools the Parent Association
is organized.

28. •The success in the implementation of the
curriculum requires resources.
•The community members and materials in
the existing local community can very well
substitute for what are needed to implement
the curriculum.
•The whole community can serve as
curriculum resource thus; each member has
a great stake in the curriculum
implementation.

29. •Professional organizations have shown
great influence in school curriculum.
•Some of these organizations are those
of each profession, like teachers’
organization, lawyers’ organization,
medical doctor’ association, engineers’
organization and many others.