3. 5dt
Stakeholders are individuals or institutions
interested in the curriculum. They include
teachers, school managers, parents, and the
community.
LEARNERS AS CORE
STAKEHOLDERS
The passage emphasizes that learners are central to the curriculum. The
traditional view of students as passive recipients is changing; learners are
now more dynamically involved in planning, designing, implementing, and
evaluating the curriculum. Their level of involvement depends on their age
and maturity (higher levels in high school and college).
The ultimate goal of curriculum development is whether students have
learned. This is the key question to consider throughout the process.
4. General Overview
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TEACHERS AS CURRICULARISTS
Teachers are key stakeholders who plan, design, teach, implement, and
evaluate the curriculum. Their influence on student learning is
significant, and their professional development is essential for successful
curriculum implementation. Teachers need a thorough understanding of
the curriculum's philosophy, content, and teaching methods. Their roles
extend beyond simply teaching; they also design, enrich, and modify the
curriculum to suit learners' characteristics, participate in curriculum
development committees, and contribute to teacher selection and
evaluation processes. Even when a curriculum is pre-written, teachers are
reflective practitioners who adapt it to their students' needs, always
keeping the learner at the center of their efforts.
5. Principals and school heads also have crucial roles in
curriculum implementation. They must fully
understand the need for change and be ready to
assist teachers and students in the process. Open
communication is vital, and school leaders should
facilitate teamwork. Their responsibility includes
convincing parents of the new curriculum's merits and
ensuring that the curriculum meets the needs of both
teachers and learners.
SCHOOL LEADERS ARE
CURRICULUM MANAGER
6. PARENTS
PARENTS ARE IDENTIFIED AS SIGNIFICANT SCHOOL PARTNERS ALONGSIDE
STUDENTS AND ADMINISTRATORS. SCHOOLS NEED TO LISTEN TO PARENTS'
CONCERNS ABOUT THE CURRICULUM, INCLUDING TEXTBOOKS, SCHOOL
ACTIVITIES, AND GRADING SYSTEMS. SCHOOLS CAN ENGAGE PARENTS
THROUGH VARIOUS EVENTS AND ACTIVITIES, SUCH AS BRIGADA ESKWELA, AND
UTILIZE PARENTS AS CHAPERONES FOR CO-CURRICULAR ACTIVITIES. WHILE NOT
DIRECTLY INVOLVED IN CURRICULUM DEVELOPMENT, PARENTS ARE
CONSIDERED FORMIDABLE PARTNERS IN THE SUCCESS OF ANY CURRICULUM
IMPLEMENTATION. THE TEXT NOTES THAT SOME PARENTS MAY BE UNABLE TO
HELP WITH HOMEWORK DUE TO VARIOUS CIRCUMSTANCES.
7. COMMUNITY AS CURRICULUM RESOURCES
AND LEARNINGG ENVIRONMENT
"IT TAKES THE WHOLE VILLAGE TO EDUCATE A CHILD," AND EMPHASIZES THAT THE
COMMUNITY SERVES AS AN EXTENDED LEARNING ENVIRONMENT FOR STUDENTS.
THE COMMUNITY SERVES AS AN EXTENDED CLASSROOM, OFFERING REAL-WORLD
APPLICATIONS OF LEARNING, DIVERSE PERSPECTIVES, AUTHENTIC EXPERIENCES,
AND VALUABLE RESOURCES BEYOND THE SCHOOL. THIS APPROACH FOSTERS
CRITICAL THINKING, CULTURAL UNDERSTANDING, SOCIAL RESPONSIBILITY, AND
COLLABORATION BETWEEN THE SCHOOL AND COMMUNITY.
8. • Other Stakeholders: The broader
community (barangay leaders, elders,
citizens) significantly impacts the school and
its curriculum. The school is viewed as a
reflection of the community, and
community resources assist in education.
• Government Agencies: Several agencies
play regulatory and mandatory roles in
curriculum implementation: DepEd, TESDA,
and CHED (trifocalized agencies), the
Professional Regulation Commission (PRC),
and the Civil Service Commission (CSC).
Local Government Units (LGUs) provide
substantial support, including funding,
infrastructure, equipment, and teacher
development.
9. DOCUMENTATION
• NON-GOVERNMENT AGENCIES AND PROFESSIONAL
ORGANIZATIONS: VARIOUS NON-GOVERNMENT ORGANIZATIONS
AND FOUNDATIONS SUPPORT EDUCATION. EXAMPLES GIVEN
INCLUDE GAWAD KALINGA (GK), SYNERGIA, AND METROBANK
FOUNDATION, EACH FOCUSING ON DIFFERENT ASPECTS OF
EDUCATIONAL SUPPORT. PROFESSIONAL ORGANIZATIONS LIKE THE
PHILIPPINE ASSOCIATION FOR TEACHERS AND EDUCATORS (PAFTE),
STATE UNIVERSITIES, AND OTHERS ALSO CONTRIBUTE.
