Factors affecting curriculum implementation
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This document discusses the various stakeholders involved in curriculum implementation, including learners, teachers, parents, school administrators/managers, community members, and other stakeholders like the government. It describes the key roles each stakeholder plays - learners are the primary beneficiaries, teachers develop and deliver the curriculum, parents and community provide support, while administrators oversee the process and ensure resources are available. The success of curriculum implementation requires participation and collaboration between all these stakeholders.
Factors affecting curriculum implementation
- 3. INDIVIDUALS
- 6. CURRICULUM
- 13. LEARNERS The learners are the very reason a curriculum is developed. They are the ones who are directly influenced by it. The direct beneficiary of the curriculum implementation. Upon them lie the success or failure of the curriculum. Primary stakeholders
- 14. Some opinions
- 15. “ I consider the learner as the center of the educational process. Everything in the curriculum should revolve around his/her interests, needs, abilities, and capacities.”- Josefa
- 16. “ I consider the learner as the center of the educational process. Everything in the curriculum should revolve around his/her interests, needs, abilities, and capacities.”- Josefa “ In the selection of subject matter, the needs of the individual learner should received proper emphasis. The course of study must be organized around the changing nature and development needs within the cultural context of the learners.”- Venus
- 17. “ I consider the learner as the center of the educational process. Everything in the curriculum should revolve around his/her interests, needs, abilities, and capacities.”- Josefa “ In the selection of subject matter, the needs of the individual learner should received proper emphasis. The course of study must be organized around the changing nature and development needs within the cultural context of the learners.”- Venus “ Learners or student are the very reason why school exist. It is the school’ responsibility to further develop the learners’ knowledge, skills, talents and attitude to face the different situations in life.”- Monique
- 18. Universal and Individual Characteristics of the Learners Should be considered
- 19. Age
- 20. Age Gender
- 23. Age Gender Physical Mental & Emotional Development Cultural Background Interest, aspirations & personal goals
- 25. Planning and writing the curriculum are the primary roles of the teacher. Teachers as Curriculum Developers and Implementers Prepares and implements the day to day activities in school.
- 26. As a curriculum maker He/she writes a curriculum daily through a lesson plan , a unit plan or a yearly plan.
- 27. As a curriculum developer Part of textbooks committees, faculty selection boards, school evaluation committee or textbook writers themselves. Empowered to develop their own school curricula. And they become architect of the school curriculum.
- 28. As a curriculum implementer the plans should be put in to action and how should it be done and what are the decisions teachers should make. Curriculum implementation is now giving life to the written material. Guiding, facilitating and directing activities which will be done by the students.
- 29. “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. But as the old saying goes , ”What can you give if you have nothing to give? Applies to this demand of teachers in curriculum implementation”- Marianna
- 31. Functions of the school principal as a curriculum manager: supervise curriculum implementation select and recruit new teachers, admit students, procure equipment and materials needed for effective learning. plan for the improvement of school facilities and physical plants.
- 32. Why are school administrators and curriculum managers important to curriculum implementation?
- 33. “ The school administrators play an important role in shaping the school curriculum because because they are the people who are responsible responsible in the formulation of the schools’ schools’ vision, philosophy, mission and objectives.
- 34. “ The school administrators play an important role in shaping the school curriculum because because they are the people who are responsible responsible in the formulation of the schools’ schools’ vision, philosophy, mission and objectives. They provide necessary leadership in evaluating teaching personnel and school program.
- 35. “ The school administrators play an important role in shaping the school curriculum because because they are the people who are responsible responsible in the formulation of the schools’ 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 manager’s responsibilities”.- Ceres
- 39. Command responsibility Institutional leadership Final decision making in terms of the school’s purpose
- 41. Parents as supporters to the curriculum
- 42. My child
- 43. My child And my money goes to this school
- 44. What is the implication of this statement to the school curriculum?
- 45. How do parents shape the curriculum and why are they considered stakeholders?
- 46. Here are some observations: In most schools the Parent Association is organized. This organization is provided by law. Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children. The parents involvement extends from the confine of the school to the homes. The parents become part of the environment of learning at home.
- 48. COMMUNITY MEMBERS AS CURRICULUM RESOURCES
- 49. The success in the implementation of the curriculum requires resources.
- 51. that resources are very scarce.
- 52. that resources are very scarce. There are no books, materials.
- 53. that resources are very scarce. There are no books, materials. nor facilities available.
- 55. OTHER STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
- 56. Government has a great stake since all schools are under the regulation of the National Government under the Philippine Constitution. Government represented by the following:
- 62. THANK YOU FOR LISTENING PREPARED BY: ART LYNDON S. BERMOY
Editor's Notes
- #2: Factors that influence curriculum implementation must be considered first if a curriculum is to be effective and meet the required results. All in all, there are many factors that influence curriculum implementation at any given time and situation.
- #3: Stakeholders are individuals or institutions that are interested in the school curriculum. Their interests vary in degree and complexity. They get involved in many different ways in the implementation, because the curriculum affects them directly or indirectly.
- #4: Stakeholders are individuals or institutions that are interested in the school curriculum. Their interests vary in degree and complexity. They get involved in many different ways in the implementation, because the curriculum affects them directly or indirectly.
- #5: Stakeholders are individuals or institutions that are interested in the school curriculum. Their interests vary in degree and complexity. They get involved in many different ways in the implementation, because the curriculum affects them directly or indirectly.
- #6: Stakeholders are individuals or institutions that are interested in the school curriculum. Their interests vary in degree and complexity. They get involved in many different ways in the implementation, because the curriculum affects them directly or indirectly.
- #14: Individual learner contributes to the realization of planned curriculum would depend on the interaction and internalization of different learning experiences provided. Next are opinions
- #18: Take Note: The universal and individual characteristics of the learners should be considered in implementation of any curriculum. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations and personal goals.
- #19: Take Note: The universal and individual characteristics of the learners should be considered in implementation of any curriculum. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations and personal goals.
- #20: Take Note: The universal and individual characteristics of the learners should be considered in implementation of any curriculum. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations and personal goals.
- #21: Take Note: The universal and individual characteristics of the learners should be considered in implementation of any curriculum. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations and personal goals.
- #22: Take Note: The universal and individual characteristics of the learners should be considered in implementation of any curriculum. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations and personal goals.
- #23: Take Note: The universal and individual characteristics of the learners should be considered in implementation of any curriculum. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations and personal goals.
- #24: Take Note: The universal and individual characteristics of the learners should be considered in implementation of any curriculum. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations and personal goals.
- #25: That is why the learners are put at the center of curriculum implementation factors
- #26: The person who directly implements the curriculum, in whose hands, direction and guidance are provided for successful implementation.
- #27: The teacher addresses the goals, needs, interests of the learners by creating experiences from where the students can learn. The teacher designs, enriches and modifies the curriculum to suit the learner’s characteristics.
- #29: Teachers’ role as an implementer is very crucial unsuccessful implementation of the curriculum becomes the root of educational failure.
- #31: That is why the learners are put at the center of curriculum implementation factors
- #32: In a school organization, there is always a curriculum manager or school administrator.
- #38: The role of the administrators can never be ignored. The following rests on the shoulders of school administrators are the principle of command responsibility , institutional leadership and final decision making in terms of the school purpose.
- #39: The role of the administrators can never be ignored. The following rests on the shoulders of school administrators are the principle of command responsibility , institutional leadership and final decision making in terms of the school purpose.
- #40: The role of the administrators can never be ignored. The following rests on the shoulders of school administrators are the principle of command responsibility , institutional leadership and final decision making in terms of the school purpose.
- #41: That is why the learners are put at the center of curriculum implementation factors
- #45: It simply means that the parents are the best supporters of the school, especially because they are the ones paying for their child’s education. 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.
- #48: That is why the learners are put at the center of curriculum implementation factors
- #50: The success in the implementation of the curriculum requires resources. However, most often teachers complain that resources are very scarce. There are no books, materials nor facilities available. These are the usual complaints of the teachers. The community members and materials in the local community can very well substitute for what are needed to implement.
- #51: The success in the implementation of the curriculum requires resources. However, most often teachers complain that resources are very scarce. There are no books, materials nor facilities available. These are the usual complaints of the teachers. The community members and materials in the local community can very well substitute for what are needed to implement.
- #52: The success in the implementation of the curriculum requires resources. However, most often teachers complain that resources are very scarce. There are no books, materials nor facilities available. These are the usual complaints of the teachers. The community members and materials in the local community can very well substitute for what are needed to implement.
- #53: The success in the implementation of the curriculum requires resources. However, most often teachers complain that resources are very scarce. There are no books, materials nor facilities available. These are the usual complaints of the teachers. The community members and materials in the local community can very well substitute for what are needed to implement.
- #54: The success in the implementation of the curriculum requires resources. However, most often teachers complain that resources are very scarce. There are no books, materials nor facilities available. These are the usual complaints of the teachers. The community members and materials in the local community can very well substitute for what are needed to implement.
- #55: That is why the learners are put at the center of curriculum implementation factors
- #58: Represented by the Department of Education (DepEd) for basic curricula and the Commission on Higher Education (CHED) for the tertiary and graduate education curricula. These 2 gov’t agencies have mandatory and regulatory powers over the implementation of any curricula. 3. PRC has high stake in schools’ curricula because the graduates of different tertiary degree must be certified as professionals.
- #59: Represented by the Department of Education (DepEd) for basic curricula and the Commission on Higher Education (CHED) for the tertiary and graduate education curricula. These 2 gov’t agencies have mandatory and regulatory powers over the implementation of any curricula. 3. PRC has high stake in schools’ curricula because the graduates of different tertiary degree must be certified as professionals.
- #60: Represented by the Department of Education (DepEd) for basic curricula and the Commission on Higher Education (CHED) for the tertiary and graduate education curricula. These 2 gov’t agencies have mandatory and regulatory powers over the implementation of any curricula. 3. PRC has high stake in schools’ curricula because the graduates of different tertiary degree must be certified as professionals.
- #61: That is why the learners are put at the center of curriculum implementation factors
- #62: Factors that influence curriculum implementation must be considered first if a curriculum is to be effective and meet the required results. All in all, there are many factors that influence curriculum implementation at any given time and situation.