DARAGA COMMUNITY COLLEGE

DARAGA, ALBAY

Module 7, 8 and 9

CURRICULUM IMPLEMENTATION

JANZEN A. ANDES III BEED 1

I. OBJECTIVE
1. Identify different curriculum workers
2. Analyze different levels of curriculum implementation in the Philippine context; and
3. Discuss the factors to consider in implementing a curriculum.
Curriculum Implementation
Curriculum implementation, from the term itself, focuses on the actual implementation of the
curriculum from the national level to the local school context. It describes the dynamics of how various
curriculum workers strive to do their functions in order to attain educational goals, programs, and policies
set by the country, region, division, district, and down to the local school level. Each of these levels has
specific functions to do.
Ideally, the implementation of the curriculum is influenced by the educational goals set by the
government or schools. However, the process of curriculum implementation is also guided by an
educational curriculum philosophy.
In practice, curriculum implementation is highly influenced by different curriculum workers;
people influence the process. Consequently, not all curricula are perfectly implemented as planned. In the
process of curriculum implementation, there are always problems encountered.
Curriculum Workers
The success or failure of any curriculum depends on the people working for its implementation.
Oliva (2005) identified these people as curriculum workers. At any level of curriculum workers, through
their expertise, creativity, and dedication, make sure that the curriculum is implemented as planned.
-Teacher - the most visible among the curriculum workers. Their roles as implementers of curriculum are
very crucial. It is through their expertise, creativity, and commitment that any curriculum success is
attributed. Teachers develop lesson plans, unit plans, yearly plans, and syllabi for each subject they teach.
They prepare instructional materials, select methods and strategies, and assess students’ progress.
Everyday teachers are given teaching loads to teach different subjects. Their educational background,
educational philosophy, teaching styles, and personality affect the implementation of the curriculum.
-Principals – the chief academic and administrative officer of the school. They provide curricular and
instructional leadership and supervision to the teachers and other school personnel in the local context.It
is they who lead teachers in planning different school activities and make sure that all educational goals
set by the Department of Education are met. Principals check the lesson plans developed by each teacher,
prepare the school calendar, supervise instruction, and prepare school report. Principal also work with
parents and community leaders and win their support to any school activities.
-Curriculum Consultants – individuals with a rich experience on going curriculum projects related to
curriculum planning, curriculum development and curriculum evaluation.
-District Supervisors – responsible for supervising the implementation of the curriculum in the district
level. They help public school principals in ensuring that the programs of the DepEd are implemented in
their respective schools. They also implement policies and programs of the DepEd in private schools
-Education Supervisors – assigned to specific subject areas in basic education, they help the district
office of the DepEd in supervising the implementation of programs and projects specific for each subject
area.
-Division Superintendents – the chief academic officer of each division. They supervise the
implementation of the DepEd curriculum, programs, and projects in the division level for both public and
private schools. Usually l, each province or a city is considered a division for DepEd.
-Regional Directors – manage the programs and projects of the Department of Education in the regional
level.
-Educational Program Specialist – work at the national level or at the central offices of the Commission
on Higher Education and the Department of Education. They assist the two government agencies in the
development of curriculum policies that will help the teachers and other curriculum leaders in the
implementation of the curriculum.
-Technical Panels and Technical Committees – professors and individual experts from different
disciplines and fields that assist the Commission on Higher Education in developing curriculum,
formulating curriculum policies, and evaluating the compliance of higher education institutions to CHED
program standards.

Activity. Reflect on and address the following:

1. Identify the name of the school officials in your district or division?
School name: BINITAYAN ELEMENTARY SCHOOL
Teacher:
Mr.

2. Set an interview schedule with one of these officials to know more about the following:
 What is the priority programs and projects that DepEd implemented this school
year?
Programs about the safety of the teachers, school staffs and students in this time of
pandemic. So Deped provide alternative learning delivery platforms in lieu of class
so that the students can continue their learning even in this time of pandemic and
also for their safety.

 What are the challenges, issues, and problems they met in their division or district
in relation to the curriculum implementation?
This time that there is pandemic called Covid-19, it is the reason of suffering of
many of us. This situation give a big impact to the curriculum. The curriculum
change because of this pandemic . This pandemic affect the learning of many of us
 specially the students who can afford gadgets for the online learning the the
government implement.

 What are the strategies they are implementing to address these issues, challenges,
and problems?
To continue the learning of the students , the DepEd are addressing in the basic
education through the adaption of the new normal education by online and modular
learning materials to response and ensure the health,safety and well-being of the
learners and teachers in a home-based learning.

Ponser (1995) pointed out that in analyzing a curriculum, a careful examination of the background,
philosophy, expertise, and the level of involvement of different curriculum workers are important.
Walker (1971) made observations that in the process of curriculum development, various
curriculum workers bring with them their philosophies, beliefs, expertise, and other concerns when they
plan to develop curriculum. Consequently, these are also influential in the implementation of the
curriculum.
Glatthorne, Boschee, and Whitehead (2006) emphasized that curriculum workers are curriculum
leaders, too. As they implement the curriculum at any level, these curriculum workers take the role of
curriculum leaders providing directors, guardians, and supervision. They manage people and programs at
any level of education and in any school.
The problem, however, is that many individuals and groups establish schools for business
purposes. With limited or no background at all in education, they establish schools and employ teachers
and other experts to manage the implementation of the curriculum. The problem in this institution comes
when these schools compete with each other to increase the rate of enrollment. They implement curricular
innovations usually adopted from abroad and duplicate good programs of other schools. At times, the
competition is not healthy at all as there are schools that do not give emphasis on quality.
Levels of Curriculum Implementation
To ensure the smooth implementation of the curriculum, each department or ministry of
education in any country has established a system that will take charge of the whole work of planning,
development, implementation, and evaluation of the curriculum. Integrated in this system are the
curriculum workers mentioned earlier in this chapter who work in different levels of bureaucracy.
As shown in the figure, the Philippines follows a centralized system of curriculum development
and implementation that starts from the national level down to the local school level. Although the
regional, division, district, and school levels empowered to plan, monitor, and evaluate programs,
projects, and plans, the central office of the Department of Education still does most of the policies and
curriculum development work.

National Level

Regional Level

Division Level
 District Level

Local School Level

Figure14. Levels of Curriculum implementation at Basic Education Level

Republic Act 9155, also known as the Governance of Basic Education Act of 2001, Chapter 1, Section 7
defines the function of each level as follows:
A. National Level
Through the leadership of the Secretary of Education, the Undersecretaries, Assistant
Secretaries, and the different Bureau Officers are responsible for the following:
 formulating national education policies;
 formulating a national basic education plan;
 promulgating national education standards;
 monitoring and assessing national learning outcomes;
 undertaking national educational research and studies;
 enhancing the employment status, professional competence, welfare, and working
conditions of all personnel of the Department; and
 enhancing the total development of learners through local and national programs and/ or
projects.

B. Regional Level
Consistent with the national educational policies, plans, and standards, the regional office
under the Regional Director shall be responsible for the following:
 defining a regional educational policy framework which reflects the values, needs, and
expectations of the communities they serve;
 developing a regional basic education plan;
 developing regional education standards with a view toward bench- marketing for
international competitiveness;
 monitoring, evaluating, and assessing regional learning outcomes;
 undertaking research projects and developing and managing region-wide projects which
may be funded through official development assistance and/or or other funding
agencies;
 ensuring strict compliance with prescribed national criteria for the recruitment,
selection, and training of all staff in the region and divisions;
 formulating, in coordination with the regional development council, the budget to
support the regional educational plan which shall take into account the educational plans
of the divisions and districts;
 determining the organization component of the divisions and districts and approving the
proposed staffing pattern of all employees in the division and districts;
 hiring, placing, and evaluating all employees in the regional office, except for the
position of assistant director;
  evaluating all school division superintendents and assistant division superintended in the
region;
 planning and managing the effective and efficient use of all personnel, physical and
fiscal resources of the regional office, including professional staff development;
 managing the database and management information system of the region; and
 approving the establishment of public and private elementary and high school learning
centers.
C. Division Level
A division consists of a province or city. Consistent with the national policies, plans,
and standards, the division level through the leadership of the Division Superintendent shall be
responsible for the following:
 developing and implementing division education development plans;
 planning and managing the effective and efficient use of all personnel, physical and
fiscal resources of the division, including professional staff development;
 hiring, placing, and evaluating all division supervisors and school district supervisors as
well as all employees in the division, both teaching and non-teaching personnel,
including school heads, except for the assistant division superintendent;
 monitoring the utilization of funds provided by the national government and the local
government units to the schools and learning centers;
 ensuring compliance of quality standards for basic education programs and for this
purpose strengthening the role of division supervisors as subject area specialist;
 promoting awareness of and adherence by all schools learning centers to accreditation
standards prescribed by the Secretary of Education; and
 supervising the operations of all public and private elementary and secondary, integrated
schools, and learning centers.

D. School District Level

A school district through the leadership of the District Supervisor is responsible for the
following:
 providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers in district or cluster thereof; and
 curricula supervision.

E. School Level
Consistent with national educational policies, plans, and standards, the school level
through the leadership of school heads is responsible for the following:
 setting the mission, vision, goals, and objectives of the school;
 creating an environment within the school that is conducive to teaching and learning;
 implementing the school curriculum and being accountable for higher learning
outcomes;
 developing the school education program and school improvement plan;
 offering educational programs, projects, and services which provide equitable
opportunities for all learners in the community;
 introducing new and innovative modes of instruction to achieve higher learning
outcomes;
 administering and managing all personnel, physical, and fiscal resources of the school;
  encouraging staff development;
 establishing school and community networks and encouraging the active participation of
teacher’s organizations, non-academic personnel of public schools, and parent-teachers-
community associations; and
 accepting donations, gift, bequest, and grants for the purpose of upgrading teachers`
learning facilitators` competencies, improving and expanding school facilities, and
providing instructional materials and equipment.

Currently the different offices of the Department of Education are doing their best in ensuring a
smooth and efficient implementation of the K-12 Education Program of the Philippines. Under the
Republic Act 10533 or the Enhanced Basic Education Act of 2013, Kindergarten and Senior High School
were added to the Philippine basic education system. This ensures that our education system for basic
education is at par with the international standards and to prepare Filipino students to meet the needs and
demands of a knowledge-based society.
For higher education institutions (HEIs) in the country, the Commission on Higher Education
(CHED) was established under Republic Act. No. 7722, otherwise known as the Higher Education Act of
1994. Contrary to DepEd, the CHED has two levels: the Central Office (national level) and the Regional
Offices. The CHED Central Office focuses on the development of policies and sets the national direction
for higher education in the country.
The CHED Office for Program Standards (OPS) is responsible for curricular matters. The CHED
issues a memorandum order (CMO) per program to serve as a guide to HEIs on the courses that should be
offered per program, admission and retention policies, administrative requirements, library and laboratory
requirements, and others. Experts in different academic fields and disciplines are invited to become
members of different Technical Panels and Technical Committees to help the commission in the
development of these CMOs per program. All curricular changes and application for new curricular
offerings from HEIs are reviewed and recommended for approval by the OPS to the Commission en banc.
The Regional Offices of CHED is responsible for the monitoring and implementation of the
policies and guidelines development by the Central Office. The monitoring work is done with the help of
regional experts on different fields known as Regional Quality Assurance Team (RQuAT). It is their duty
to ensure that all HEIs in their regions comply with CHED requirements and policies.
State colleges and universities must seek the approval of their academic councils and their
corresponding board of regents for any curriculum changes and curriculum proposals before these
curriculum proposals are sent to CHED for approval. Exempted in this process is the University of the
Philippine System. The UP System does not follow the CHED prescribed curriculum. For UP, any
curriculum proposal must be approved by its university council and the UP Board of Regents.
Private HEIs may also add more subjects as institutional requirements per program based on the
mission, vision, and philosophy of the HEI concerned. For state universities and colleges, their individual
charters guide their program offerings. This process is shown in Figure 15. The regional offices of CHED
check the compliance of these HEIs to the CMO issued by the Commission.
 Commission on Higher Education

( National Level )

CHED Regional Offices

Higher Education Institutions

(Colleges, Professional Institutes, Universities)

Figure 15. Levels of Curriculum Implementation at the Higher Education Level

The academic freedom of individual HEI and faculty members also highly influences curriculum
development in higher education. Curricular revisions are presented and approved by the university
council in the case of the state universities and colleges. For private HEIs, the curriculum committee and
the council of deans presided by the Vice President for Academic Affairs approve any curriculum
proposal made in any department or college. Each faculty member, whether in public or private HEI,
develops a syllabus for his or her subject guided by the faculty expertise and their academic freedom.
For technical and vocational courses, the Technical Education Skills Development Authority
(TESDA) is the government agency that prescribes the curriculum and other requirements for the
implementation of the program. Each course is implemented through modules, designed and implemented
based on specific competencies prescribed. All the specific requirements and facilities, including the
required training and certification for each faculty who will teach each course are prescribed by TESDA.

Activity. Reflect on and address the following:

1. Describe the process of curriculum development practiced by your college or university.
It also shows the interaction and relationships of the four essential phases of the curriculum
development process: ( I) Planning, (II) Content and Methods, (III) Implementation, and
(IV) Evaluation and Reporting. ... For example, the curriculum development team is
involved in all of the steps
2. Develop a flowchart describing how a curriculum proposal reaches the level of approval in
your college or university.
3. Identify the people involved and their level of involvement.
The School officials and staff members are involved in student
learning, students improve their academic performance and gain
advocates that promote their success, they are the one who can
help if something you need to know about the roles and
regulations in your school. The school official is in school level of
involvement.

4. Discuss how your college/university addresses several issues and

challenges and integrates them in the curriculum.
 The governments around the world have temporarily closed
educational institutions in an attempt to contain the spread of
the COVID-19 pandemic. Several other countries have
implemented localized closures impacting millions of additional
learners.The COVID-19 pandemic has already had devastating
impacts that are likely to have long-term social and economic
consequences.

Things to Consider in Implementing the Curriculum

Curriculum implementation must be systematically planned. At any level, it requires careful

consideration of several factors and variables:

1. Government Requirements – include memoranda, policies, guidelines, and requirements from

the Department of Education, Commission on Higher Education, and the Technical Education
Skills Development Authority. The competencies required by the board exams are also
considered.
2. School Philosophy, Vision and Mission, and Core Values – must be considered at the school level
especially when selecting the specific contents and learning experiences for all students enrolled
in each program.
3. Learning Environment – includes the various facilities required for the implementation of each
program. These facilities include laboratories, classrooms, libraries, sports facilities, instructional
technologies, and other facilities prescribed by the government for each program. In some
schools, colleges or universities, housing facilities for faculty and students are also provided.
4. Needs and Demands of the Society – are the needs and demands of the society that the
curriculum must respond to. Curriculum can address these needs and demands in the macro
level by adding subjects or contents, or in school level by integrating specific competencies in
the various syllabi for each course.
5. Needs of the Students – including interests, are considered when the school develops academic
policies, and in the preparation of course syllabi. At the least, the school, college or university
should have an idea of the general profile of students including their needs and interests when
planning and implementing the program.
6. Faculty Expertise – the faculty is considered as the most important assets of each school, college
or university. They also playa an important role in the implementation of the curriculum.
7. The Changing Nature of Knowledge – includes the theories and research from different areas
and professional organization in the academe that are also influential in the implementation of
the curriculum. It could result to the integration of important topics or subjects, and additional
facilities.

These factors were emphasized by different curriculum experts (Tyler, 1949; Sowell, 1996;
Ornstein & Hukins 1993; Marsh 2004; Tanner & Tanner 2007) as influential in planning, developing
implementing and evaluating a curriculum. In the context of curriculum implementors, curriculum
leaders, curriculum workers consider these factors in making a curricular and instructional decisions.

At any level of the educational bureaucracy, the success of curriculum implementation can be
attributed to how curriculum leaders and workers plan, design, and develop the implementation of the
curriculum. School resources and the implementers at the school level are also contributory to the
success of curriculum implementation.

Activity. Reflect on and address to the following:

1. Collect samples of syllabus in your school.
None
2. Examine how each syllabus considers the various factors
affecting the identified curriculum implementation.
With four factors, namely translation ability, organization and
management, education funding, and facilities and
infrastructure, it will be known how the implementation of
education policy is carried out. Also there are various factors
that influence Curriculum Implementation like the learners,
resource materials and facilities, the teacher, the school
environment, culture and ideology, instructional supervision and
assessment.