Stakeholders in curriculum implementation
- 3. Curriculum Stakeholders • Learners at the Core of Curriculum • Teachers as Curriculum Developers and Implementers. • Curriculum Managers and Administrators. • Parents as Supporters to the Curriculum. • Community as Curriculum Resources and Learning Environment • Other Stakeholders in Curriculum Implementation.
- 4. • They are the very reason a curriculum is developed. • They make and unmake the curriculum by their active and indirect involvement. • How each individual learners contribute to the realization of a planned curriculum would depend on the interaction and internalization of the different learning activities.
- 5. Learners are the primary stakeholders in the curriculum. • Considerations must be made such as the following: • Age • Gender • Physical, mental, and emotional development • Cultural Background • Aspiration and personal goal.
- 6. Has the Learner learned? • This is the concluding question that is always to consider in curriculum implementation.
- 7. BAC K
- 8. Teachers as the : Curriculum maker Implementer Architect of the school curriculum TEACHER’S ROLES Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing, and implementing are in the hands of a good teacher. Teacher has a very significant role in curriculum development.
- 9. IS TECHNOLOGY CAN REPLACE THE TEACHER? • No, technology can never replace a teacher, it will only support the multifaceted role of the teacher.
- 10. • Thus, teaching requires tremendous maturity, decision making in the implementation of any curricular plan as in the choice of materials, methods or strategy of teaching and modes of evaluation. BAC K
- 11. • They supervise curriculum implementation, select and recruit new teachers, admit students, procure equipment and materials needed for effective learning. • They also plan for the improvement of school facilities and physical plants. • They have privilege to command but at he same time to lead the institution. • They are responsible for the final decision making terms with school purpose.
- 12. • They are responsible to the kind of curriculum their school will offer and how these are implemented. BAC K
- 13. • “My Child and my money go to this school.” • It simply means that the teacher are best supporters of the school, especially because they are one’s paying for their child education.
- 14. HOW DO PARENTS SHAPE THE CURRICULUM AND WHY ARE THEY CONSIDERED AS STAKEHOLDERS? • 1. Effective parental involvement in school affairs may be linked to parent educational program which is central to high quality educational experiences of the children.
- 15. • It result to better communication between home and school, in these case there will be lesser disciplinary problems, greater student motivation and more responsibility for learning. • Thus result to greater academic achievement of the students.
- 16. • 2. Parents involvement extends from the confine of the school and to the home. • The parents follow up the lessons of their children. • Provides curriculum materials that are not provided in schools • Provide permission for their children to participate in various activities outside the campus.
- 17. • 3. In most schools the Parent Association is Organized. • In most schools the parent Association have strengthened the school curriculum by giving support to various activities and assisting on the accomplishment of the school’s curriculum. • It is called Parents teachers Association or Parents Teachers community Associations. BAC K
- 18. “It takes the whole village to educate the child” by. Former first Lady Hillary Clinton.
- 19. • The community members may provide materials in the existing local community can very well substitute for what are needed to implement the curriculum. • Respected community members maybe included in school boards.
- 20. • Some can become resource speakers that can provide local and indigenous knowledge in the school curriculum. • It can provide books, materials and facilities in the school.
- 21. Other Stakeholders Some stakeholders may not have direct influence in the school curriculum. These are the agencies and organizations that are involved in the planning, design, implementation and evaluation of the school curriculum. To name a few, the list follows.
- 22. GOVERNMENT AGENCIES They are being asked by the curriculum especially to contribute in curriculum review because they have voice in licensure examination, curriculum enhancement and others.
- 23. 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 schools.
- 24. LOCA l GOVERNMENT UNITS (LGU) It include the municipal government officials and the barangay officials. Some of the teachers are paid through the budget of the LGU’s. They also construct school buildings, provide equipment, support the professional development teachers and school supplies and books. They are the big supporters in the implementation of a school curriculum.
- 25. NON-GOVERNMENT AGENCIES The organizations and foundations that have the main function to support education. EX. GAWAD KALNGA (GK) – To build communities means to include education. SYNERGIEA– support the basic education to elevate education through READING, SCIENCE, MATHEMATICS AND ENGLISH. METROBANK FOUNDATION– Support continuing teacher development programs. PROFESSIONAL ORGANIZATIONS • Philippine Association For Teacher Education (PAFTE) • State Universities and Colleges Teacher Educators Association (SUCTEA) • Organization of Science Teachers and Educators (NOSTE) • Mathematics Teacher Association of the Philippines (MTAP)
- 26. THANK YOU FOR LISTENING !!!!