STAKEHOLDERS
 Have a stake in the design, implementation, and outcomes of the
educational curriculum.
 Can include various parties such as students, parents, teachers,
administrators, policymakers, employers, community members,
and educational organizations.
Each stakeholder group may have different priorities, perspectives,
and expectations regarding the curriculum.
For example:
Students may be interested in a curriculum that is engaging and
relevant to their future goals,
Parents may be concerned with the quality of education and its
alignment with their values.
Teachers may focus on a curriculum that supports effective teaching
practices,
Policymakers may prioritize standards compliance and workforce
readiness.
LEARNERS ARE AT THE CORE OF THE CURRICULUM
 Learners have a more active and engaging role throughout the
educational process, from planning to evaluating.
 This implies that students are not passive recipients of
knowledge but rather active participants in their learning
journey.
 However, the level of involvement may vary depending on the
maturity of the learners.
 Younger students may require more guidance and direction in
the planning and implementation stages,
 Older or more mature learners may take on a greater degree of
responsibility and autonomy.
 Recognizes the importance of student agency and
empowerment in the learning process, allowing them to have a
greater stake in their education.
 We as college students have our responses regarding our
role in curriculum development; it would be helpful to know
our specific answers to provide a more accurate
explanation.
 We may have varying perspectives on our involvement in
curriculum development.
 Some of us may feel that we have little to no input in
shaping our educational experiences, while others may
believe that they have some influence through feedback
mechanisms, student surveys, or participation in
committees or focus groups.
TEACHERS ARE CURRICULARISTS
 Teachers are crucial stakeholders in curriculum implementation
as they are responsible for executing the curriculum in the
classroom.
 They play a role in planning, designing, teaching, implementing,
and evaluating the curriculum.
 Their understanding of the program philosophy, content, and
components of the curriculum is essential for effective delivery.
 Teachers should be knowledgeable about various teaching
methods and strategies to cater to the diverse needs of their
students.
 They must adapt the curriculum to meet the learning styles and
abilities of their students, ensuring that all learners have the
opportunity to succeed
 Teachers are the ones who bring the curriculum to life.
 Having full knowledge of the program philosophy, content,
and components of the curriculum is essential for teachers
to effectively implement it in the classroom.
 They should be familiar with the subject matter and
instructional materials provided, as well as any guidelines
or standards set forth by educational authorities.
Some of the roles that the teachers do in curriculum
implementation are:
1. Guiding, facilitating, and directing the activities of learners
 Involves providing them with structure, support, and
guidance as they engage in the learning process.
 This includes setting clear objectives, providing instructions,
offering feedback, and helping learners stay on track.
 By guiding, facilitating, and directing, we as a future
educator, can help our learners navigate through the
learning process effectively, ensuring that they achieve
their learning goals.
2. Choosing the activities and methods to be utilized
 Involves selecting appropriate learning experiences and
instructional strategies that align with the learning
objectives and the needs of the learners.
 Educators must consider factors such as the learners'
interests, abilities, and learning styles, as well as the
available resources and constraints.
 By carefully choosing activities and methods, we as future
educators can create engaging and effective learning
experiences that promote active participation, critical
thinking, and skill development among learners.
3. Choosing the materials that are necessary for the activity
 Involves selecting resources, materials, and tools that
support and enhance the learning experience.
 This may include textbooks, multimedia resources, hands-
on materials, technology tools, and other learning aids.
 We must consider the relevance, accessibility, and
appropriateness of the materials chosen, ensuring that they
are aligned with the learning objectives and the needs of
the learners.
 By selecting the right materials, we can enrich the learning
process and provide learners with valuable opportunities to
explore and apply new concepts and skills.
4. Evaluating the whole implementation process
 Involves assessing the effectiveness of the teaching and
learning activities, methods, and materials used.
 This includes collecting and analyzing data on learners'
performance, engagement, and progress towards the
learning objectives.
 Educators must reflect on their instructional practices,
identify strengths and areas for improvement, and make
adjustments as needed to optimize the learning experience.
 By evaluating the implementation process, we can ensure
that they are providing high-quality instruction that meets
the needs of all learners.
5. Deciding whether to continue, modify, or terminate the
curriculum
 Involves reviewing the overall effectiveness and relevance
of the curriculum in achieving its intended outcomes.
 We must consider factors such as learner feedback,
assessment results, changes in educational standards or
policies, and emerging trends in the field.
 Based on this information, we as a future educator may
choose to continue implementing the curriculum as is,
make modifications to improve its effectiveness, or
terminate it if it no longer meets the needs of the learners
or aligns with the goals of the educational program.
 By making informed decisions about the curriculum,
educators can ensure that they are providing a relevant and
impactful learning experience for all learners.
SCHOOL LEADERS ARE CURRICULUM MANAGERS
 Principals and school heads play critical roles in the
curriculum implementation process within schools.
 Firstly, they must have a comprehensive understanding of
the necessity for change within the curriculum and the
process through which it will be implemented.
 This understanding enables them to effectively
communicate the goals and objectives of the new
curriculum to teachers and students, garnering their
support and cooperation.
 Additionally, principals and school heads should be
prepared to provide necessary resources, support, and
guidance to teachers as they navigate the implementation
process.
 By actively engaging in the implementation process,
principals and school heads demonstrate their
commitment to the success of the curriculum changes and
facilitate a smooth transition for all stakeholders involved.
PARENTS
Brigada Eskwela is an annual event in the Philippines where parents,
teachers, and community members come together to prepare public
schools for the upcoming academic year.
 It serves as a platform for engaging parents' cooperation
by involving them in various tasks such as cleaning
classrooms, repairing facilities, and beautifying the school
environment.
 Through Brigada Eskwela, parents not only contribute to
the physical improvement of the school but also gain
insight into its current situation and needs.
 This fosters a sense of ownership and connection to the
school among parents, leading to increased cooperation
and support for educational initiatives.
Parents are essential partners in the education process, as they
provide valuable insights into their children's needs, interests, and
learning styles.
By actively engaging parents in discussions and decision-making
processes related to curriculum development, educators can ensure
that the curriculum is responsive to the diverse needs of students and
reflective of the values and priorities of the community.
How do parents help shape the curriculum in schools? Here are
some observations.
 Schools that boast actively involved parents tend to see higher
levels of achievement among their students compared to those
with less engaged parental bodies.
 When parents are involved in school activities, they not only
demonstrate to their children the importance of education,
but they also provide valuable support and reinforcement for
the lessons learned in the classroom.
 This involvement can take many forms, including attending
parent-teacher conferences, volunteering in the classroom,
or participating in school events and fundraisers.
 The home plays a crucial role in the education of children as it
serves as an extension of the school environment.
 Lifelong learning involves the continuous acquisition and
application of knowledge and skills, and the home provides
an ideal setting for this ongoing process.
 What students learn in school is not confined to the
classroom; rather, they carry these lessons home where they
can be reinforced and expanded upon.
 Whether it's through completing homework assignments,
engaging in educational activities with family members, or
simply discussing what they've learned at school, the home
serves as a complementary learning environment that
supports and enhances the educational journey of students.
 Parent associations are a common feature of many schools and
play an important role in promoting collaboration between
parents, teachers, and administrators.
 These associations provide a platform for parents to voice
their opinions, share ideas, and contribute to the overall
improvement of the school community.
 Additionally, parent associations often organize events,
fundraisers, and other initiatives aimed at enhancing the
educational experience for all students.
 By fostering a sense of ownership and investment among
parents, these associations can contribute to a more
supportive and cohesive school environment.
COMMUNITY AS CURRICULUM RESOURCES & LEARNING ENVIRONMENT
The African proverb "It takes the whole village to educate a child"
 Emphasizes the importance of community involvement in
raising and educating children.
 It suggests that the responsibility for a child's education extends
beyond just the parents or immediate family members to the
entire community.
 This proverb highlights the idea that everyone has a role to play
in shaping the future generation by providing support,
guidance, and resources for their education and upbringing.
 The statement emphasizes the interconnectedness between a
school and its surrounding community.
 By situating the school within the community, it becomes an
integral part of the larger learning environment.
 This arrangement fosters a sense of ownership and
involvement among various stakeholders, including barangay
leaders, elders, and residents.
OTHER STAKEHOLDERS IN CURRICULUM IMPLEMENTATION &
DEVELOPMENT
1.1 Government Agencies
 DepEd, TESDA, and CHED are the three main regulatory
agencies responsible for overseeing the education sector in the
Philippines.
 DepEd (Department of Education) handles basic education
from kindergarten to Grade 12
 TESDA (Technical Education and Skills Development
Authority) focuses on technical-vocational education and
training,
 CHED (Commission on Higher Education) governs higher
education institutions. Their collaborative efforts help to
maintain quality education and promote lifelong learning
opportunities for Filipinos.
 The Professional Regulation Commission (PRC) and the Civil
Service Commission (CSC) play crucial roles in ensuring the
competence and integrity of teachers in the Philippines.
 PRC is responsible for certifying and issuing licenses to qualified
professionals, including teachers after they have passed the
licensure examinations.
 CSC is responsible for affirming and confirming the
appointment of teachers in public schools, ensuring that they
meet the necessary qualifications and standards set by the
government.
 Local Government Units (LGUs)
 Are vital partners in the implementation of the education
curriculum in the Philippines.
 These include municipal and barangay officials who play
various roles in supporting schools within their jurisdictions.
 LGUs contribute to education by allocating budgets for the
salaries of teachers, constructing school buildings, providing
equipment, supporting professional development for
teachers, and supplying school materials such as books and
supplies.
 Their involvement ensures that schools have the necessary
resources and infrastructure to deliver quality education to
students.
 Additionally, LGUs play a crucial role in addressing local
educational needs and challenges, promoting community
engagement, and fostering collaboration between schools
and the local community.
1.2 Non-Government Agencies and Professional Organizations
 Gawad Kalinga (GK) is a Philippine-based movement that aims
to end poverty by building communities and empowering
marginalized sectors of society.
 One of Gawad Kalinga’s initiatives is its focus on education,
particularly early childhood education.
 It recognizes the importance of providing educational
opportunities to young children and out-of-school youth to
break the cycle of poverty.
 It establishes schools in each village it builds, specifically
catering to preschool-aged children and those who have not
had access to formal education.

 Synergia is an organization foundation dedicated to supporting

basic education and enhancing the quality of education in the
Philippines.
 One of its main strategies is to elevate education through
focused attention on key subjects such as Reading, Science,
Mathematics, and English.
 Synergia aims to improve overall academic performance and
literacy rates among Filipino students.
 Through its various programs and initiatives, Synergia works to
ensure that all learners have access to quality education and
opportunities for academic success.

 Metrobank Foundation is a philanthropic organization in the

Philippines that supports various initiatives aimed at promoting
excellence and uplifting communities.
 One of its focus areas is continuing teacher development
programs.
 It recognizes the crucial role that teachers play in shaping the
future of the country and therefore invests in programs that
enhance their skills, knowledge, and teaching methodologies
 Metrobank Foundation helps empower teachers to become
more effective educators, ultimately benefiting students and
communities across the Philippines.

-These organizations provide platforms for collaboration, advocacy,

and professional development within the education sector, helping to
improve teaching standards and promote excellence in education.
-Through their collective efforts, these organizations contribute to the
continuous improvement of the Philippine education system and the
empowerment of educators nationwide.