ROLES AND RESPONSIBILITIES OF STAKEHOLDERS

 LEARNERS the very reason a curriculum is developed the ones who are directly influenced by it
 make or unmake the curriculum by their active and direct involvement the primary
stakeholders in the curriculum Since the learners are the primary stakeholders in the curriculum,
the universal as well as the individual characteristics of the students should be considered. Age,
gender, physical, mental, emotional development, cultural background, interests, aspirations
and personal goals are some of the factors that should be considered in the implementation of
any curriculum.
 TEACHERS the other side of the coin in the teaching learning process his/her primary role is the
planning and writing the curriculum a curriculum maker he writes a curriculum daily through a
lesson plan, a unit plan or a yearly plan prepares activities for the students to do addresses the
goals, needs, interests of the learners by creating experiences where the students can learn
designs, enriches and modifies the curriculum to suit learner’s characteristics as a curriculum
developer, they are part of textbook committees, faculty selection boards, school evaluation
committees or textbook writers themselves
 Curriculum Managers and Administrators 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  have a great stake or
concern about what kind of curriculum their schools offer and how these are implemented
 PARENTS the best supporters of the school, especially because they are the ones paying for
their child’s education  the power of parents to influence curricula to include instructional
materials and school activities is great, such that the success of the curricula would depend on
their support
i) How do parents shape the curriculum and why they are considered as stakeholders?
ii) Effective parental involvement in school affairs maybe linked to parent educational
programs which is central to high quality educational experiences of the children.
iii) The parents’ involvement extends from the confine of the school to the homes.
iv) In most schools the Parent Association is organized.
 COMMUNITY MEMBERS The success in the implementation of the curriculum requires
resources  the community members and materials in the existing local community can very
well substitute for what is needed to implement the curriculum respected community members
may be included in school boards some can become resource speakers they can provide local
and indigenous knowledge in school curriculum
 The BARANGAY COMMUNITY is another group of the external stakeholders. Since this is the
school’s site, the Barangay community shares a part in the school-community rapport where
learning and support system are the main interests. Collectively, the church, the Barangay
council, and other members of the community promote and patronize the school and its
services to education. since all schools in the country, are under the regulation of the
government as provided for in the Philippine Constitution, then the government has a great
stake in curriculum implementation.
 DONOR STAKEHOLDERS. They are the ones that we approach when we seek support for the
schools’ needs whether infrastructure or non-infrastructure especially during Brigada Eskwela.
These donor-stakeholders are the philanthropists and good Samaritans of the schools. They can
be private companies, civic society groups, religious groups, nongovernment organizations
(NGOs) or just private individuals. Their help and donations undoubtedly augment some of the
resource gaps of the school.