The document outlines the key stakeholders in curriculum implementation and their roles: 1) Students are at the core of the curriculum and their involvement depends on their maturity level. 2) Teachers are the primary curricularists who plan, design, implement, and evaluate the curriculum. 3) School leaders assist teachers and students and ensure open communication during implementation. 4) Parents support learning at home, participate in parent organizations, and have a stake in their children's education. 5) The local community provides resources and a learning environment as part of the "whole village" approach to education.

1. Stakeholders in
Curriculum
Implementation

2. Desired Learning Outcomes
-Identified stakeholders of the
curriculum
-Enumerate the role of each
stakeholder.

4. STUDENTS

5. Curriculum Stakeholders
1. Learners are at the core of the
curriculum.
The old view students are mere
recipients of the curriculum, is now
changing. Learners have more dynamic
participation from the planning,
designing, implementing and evaluating.
However, the degree of their involvement
is dependent on their maturity. The older

6. TEACHERS

7. 2. Teachers are curricularists.
Teachers are stakeholders who plan, design,
and teachers, implement and evaluate the
curriculum. No doubt, the most important
person in curriculum implementation is the
teacher.
Some of the roles that the teachers do in
curriculum implementation are:
1. Guiding, facilitating and directing the

8. 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 and
5. Making a decision whether to continue,
modify or terminate the curriculum.

9. SCHOOL LEADERS

10. 3. School leaders are curriculum
managers.
Principals and school heads too, have
important roles in curriculum
implementation process in school. They
should understand fully the need for change
and the implementation process. They
should be ready to assist the teachers and
the students in the implementation.
Communication line should be open to all
concerned should the school leaders a lead
in curriculum teamwork.

11. PARENTS

12. 4. Parents.
Parents are significant school partners.
Besides the students, teachers and school
administrators, play an important role in
curriculum implementation.
How do parents help shape the curriculum
in schools? Here are some observations.

13. • The school composed of parents who are
positively involved in school 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.
• The home is the extended school
environment. In lifelong learning, the
achieved learning in schools are transferred
at home. Thus, the home becomes the

14. Parents see to it that what 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.
•In most schools, parents associations are
organized. This is being encourage in
School Based Management. In some cases
the organization also include teachers to
expand the school learning community.

15. COMMUNITY

16. 5. Community as the Curriculum
Resources and a Learning Environment
• “It takes the whole village to educate the
child” goes the statement of the former
First Lady Hillary Clinton.
• Yes it is true that the school is in the
community, hence the community is the
extended school ground. A learning
environment. All the barangay leaders, the
elders, other citizens and residents of the
community have a stake in the curriculum.

17. 6. Other Stakeholders in Curriculum
Implementation and Development
Some stakeholders may not have direct
influence in the school curriculum. These are
agencies and organizations that are involved
in the planning, design, implementation and
evaluation of the school curriculum. To
name a few, the list follows.

18. 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

19. 6.2 Non-Government Agencies
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)
-Synergiea
-Metrobank Foundation

20. -Gawad Kalinga (GK) – to build
communities means to include
education. The full support of GK in
early childhood education is very
significant.
-Synergiea – an
organization/foundation that support
basic education to elevate education
through Reading, Science,
Mathematics and English.
-Metrobank Foundation – supports

21. - Professional Organization like Philippine
Association For Teacher Education (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
many more.