Major Agencies in curriculum implementation The roles of the teacher in curriculum implementation The teacher is very key when it comes to curriculum implementation, According to Stenhouse, the teacher is the main agent in curriculum implementation as he/she is the one who is involved in selecting the various components contained in the curriculum and then puts it into practice. The teacher needs to be involved not only in the curriculum implementation but teachers need to be considerably be involved in the development process, ILis the teacher who will prepare the activities that the learners will engage in and also address the goals and needs that the curriculum should address. The interest of the learner should also be considered. This can be achieved by making learning more of leamer centered as opposed ta the teacher being the unquestionable authority. The teacher as well should consider the diverse nature of the classroom. The teacher needs to adopt various skills and competencies that will cater for the different learner's characteristics. The teacher is said to be a curriculum maker as he/she always engages in the planning of lessons The teacher’s role in curriculum implementation is undisputed. As highlighted by numerous scholars, the failure in curriculum implementation can be directly linked to the teacher and therefore a failure in educational system ean be said to have emanated from the teacher. With the advancement in information and technology, many have claimed that teacher's role diminishing. Education sector have seen improvements various areas such as. information delivery. Various innovations such as e-learning have led to questions wether the teacher is an important figure in curriculum implementation. ‘This s disputed 1ce there is no technology that can replace a teacher rather the technology should only support the multifaceted role of the teacher. Therefore there is the need to retrain the teachers on the ways to deals with the emerging issues within the curriculum, Also resources need to be availed to the teachers so as to be able to effectively implement the curriculum.School administrators School administrators are very important w en it comes to curriculum implementation. Within a school organization there is the urrigulum manager of often re ed 1-as the principals. One of the key functions of s oo managers is their supervisory role, The school administrator is concerned with the internal quality control of various aspects in school, They are tasked with finding whether the teachers are up to date with recent changes within school and also whether they are carrying out their mandates efficiently. The school managers are concemed with identifying the deficiencies within the school. Thes could range from resources that are material and human resources. Therefore the school administrator is tasked with selecting and recruiting new teachers and also the provision of materials which are important when implementing the curriculum, Again it is the curriculum ‘managers who are responsible for administering new students The curriculum manager's role however ean be compromised by issues such as the administrator's characteristics. Mismanagement of funds and other school facilities by the administrators have in mos| cases led to the unsuecessfiel implementation of the curriculum Again their personal ethos has compromised the education sector. Some have engaged themselves in corruption deals such as favoritism and nepotism, Because of this challenge there is need to organize frequent seminarsivorkshops to sensitize principals on various issues surrounding school administration.The parents The parents can also be referred to as curriculum supporters. Parents play important function as a curriculum implementer. The learner that I had discussed carlier as being central to curriculum implementation is also coming from a particular home where they are guided under the care of parents and therefore a parent’s role in curriculum implementation is not in the confinement of the school. The parent's aid in curriculum implementation by providing the necessary support needed. ‘The support ranges from provision of the necessary materials the learner is needed with to paying of the necessary school fees that are essential in running the activities within the school, Also parents affect curriculum implementation by facilitating the field work for the leamers by proving the financial support Through the various organizations such as the parent’s teachers association (PTA), parents have also been involved in the development projects within the school. For instance building of classrooms, laboratories and also buying of the school bus. This therefore ealls for the teacher involvement in the curriculum development process. The parents should be made aware of their roles in the curriculum implementation and where their input will be needed. Workshaps should be organized for them to be sensitized on the recent changes and the approach they are supposed to take,Community A school exists within a particular community, and therefore the role that is played by the community members can no go without being mentioned. The resources those are required for implementation of the curriculum exists within the community. Therefore there is the need for the harmonious coexistence between the community and the school so as to get the best out if both. It is from the community that provides members into the school board that is tasked with ensuring that the various components of the school are well structured and the relationship that exists among them and the community is stable enough. ‘The community also contributes to curriculum implementation by putting pressure on the school administration, teachers, learners and even the suppor staffto carry out their roles effectively ‘The community through provision of the information about the area some cultural issues also is helpful in implementation as this will help to address the various cultural issues,The ministry of education When we talk about curriculum implementation, it is almost impossible not to mention the curriculum development and evaluation, Ministry of education also influences the curriculum, development process and curriculum implementation. The ministry of education through various agents such as the quality standards and assurance officer (QASO) helps to implement the curriculum, According to (Rep. of Kenya, 1988, 1999), most reforms fail because of ineffective and inefficient supervision, According to Wanzare (2006), Quality Assurance and Standards Officers (QASO) are persons appointed by the ministry of education to supervise curriculum implementation in schools. They are mandated to ensure that educational systems work efficiently and that the standards are maintained and also to improve the performance of the teachers by offering professional support and the necessary in-service training, The QASO however are faced with certain challenges that hinder them from carrying out their work effectively. As pointed out by Etindi (2000), there is need to train the QASO on the necessary and specific skills a as opposed to appointing them from the teachers in classroom or the head teachers and the tactutors, The fast challenge facing the QASO as identified by Maranga (1981) is lack of commitment and positive approach and also there is the irregular school assessment and inadequate follow-up, The Teachers Service Commission (TSC) This is another important agent in curriculum implementation, The TSC is the body that is mandated to review the demands for and supply of teachers for the effective implementation of the curriculum, Again the teacher’s service commission is tasked with advising the government on matters relating to the teaching profes jon that is issues relating to hiring or dismissal of teachers.Challenges facing curriculum implementation Curriculum implementation means the actualization of the planned change, This is the stage where all curriculum contents are madle to come into contact with the learners this is through the intervention of the teacher who will apply various strategies to deliver the content, Fullan in ‘Owusu (2009), suggests that curriculum implementation is the process of putting a document or aan instructional program into practice. is from Fullan’s approach of curriculum implementation that the fast challenge is arising. ‘The actualization of the document requires the involvement of the teachers, Being key implementers Of the curriculum, their nonparticipation in the initial stages of curriculum development always, poses a threat in the final implementation of the curriculum because the teachers will tend not to own the pro ess This is supported by the work of Nwanze (2015) who argued that the performance and efficiency of teachers together with other factors hinge on the extent in which they are involved in the curriculum decision which they are tasked to implement ‘Teachers being major agents in the curriculum implementation, their role however can be compromised due to various issues. The pi ence or absence of the resources could pose a great threat when it comes to implementing a new curriculum, Other variables that will determine the teachers’ effectiveness in implementing the curriculum include the motivational strat es put in place to boost their morale, teachers’ qualification on the specific areas, The teacher is tasked with the final decision when it comes to actualization of the curriculum therefore not involving them in the planning and the development of the curriculum as suggested by Obilo and Saugoleye (2015) is like separating the curriculum from instruction. Other factors that can limit the teachers from effectively implementing the curriculum include; inadequate teaching facilities, insufficient funding, inadequate supervision and lack of incentives. The teacher should therefore not just be viewed as the receiver of the document but rather a modifier and a transmitter thus the urgent call to involve the teacher in the all the processes that is the planning development implanting and the evaluation of the curriculum, Another challenge that is highlighted during the implementation of the curriculum is the broad nature of the contents to be covered by both the leamer and the teachers. The contents to be covered in the curriculum have to respond to the emerging issues in the society. For instanceIntervention to problems faced by agents involved in curriculum implementation Because of the problems that are being experienced during the implementation that ranges from the problem within the classroom and from the national government that’s mandated with the development of new innovations, there is an urgent desire to address this issues to ensure that our ed education system is effective enough and that it will be able to produce the needed ski personnel to help in the transformation and the development of our society. Some of the recommendations that are could revive our education system include; 1. The government should seck to provide the schools with the necessary and adequate resource materials such as the textbooks and other instructional facilities for example the laboratories so as to enable the teachers and the learners to carry out their responsibilities effectively. Also the classrooms should be adequate enough to avoid the congestion among learners that could otherwise lead to lack of concentration, 2. There is also the need to have competent and qualified te hers. Being key implementers to curriculum imple nentation, teachers can easily predict the trajectory that a curriculum nnovation would take therefore they need to possess the needed skills and should be frequently serviced so as to cope with the dynamic nature of the society and also the educational system. This they can achie through retraining, imar/ workshops 3. The is need to have quality leadership that ean provide the skills that is there is need to have the conceptual, technical managerial and human relation skills needed to develop dynamic educational programs which will serve the needs of the individual and the society 4. Campaign on the importance of education should be carried by both the govemment and non-governmental bodies to make parents and other slakcholders to take ownership of the process of the curriculum implementation by providing the necessary support needed such as paying the school fe u