CURRICULUM

IMPLEMENTATION

CHAPTER 5
 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, i.e., 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 special 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 or 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
 Teachers - the most visible among the curriculum
workers. Their roles as implementers of the 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. Every
day, teachers are given teaching loads to teach
different subjects. Their educational background,
educational philosophy, teaching styles, and
personality affect the implementation of the
curriculum.
 Curriculum Workers
 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 school 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. Principals also work with parents and
community leaders and win their support to any school
activities and projects.
Curriculum Consultants - individuals with a
rich experience on doing 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 Department of Education are
implemented in their respective schools. They
also implement policies and programs of the
Department of Education in private schools.
Education Supervisors - assigned to specific
subject areas in basic education. They help
the district office of the Department of
Education in supervising the implementation
of projects and programs 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, 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.
Education Program Specialists - 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 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.
Levels of Curriculum Implementation

National Level

Regional Level

Division Level

District Level Local

School Level

Figure 14. 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 different Bureau Officers
are responsible for the following:
• formulating national educational policies;
• formulating a national basic education plan;
• promulgating national educational 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 educational standards with a view toward bench.
marking 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 divisions 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
superintendents 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 schools and learning centers.
C. Division Level
A division consists of a province or a city. Consistent
with the national educational 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
specialists;
promoting awareness of and adherence by all schools
and learning centers to accreditation standards
prescribed by the Secretary of Education; and
supervising the operations of all public and private
elementary, secondary, and integrated schools, and
learning centers
D. School District Level
A schools 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 the district or cluster thereof; and
 curricula supervision.
E. School Level Consistent with the 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 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
 recommending the staffing complement of the school based on its
needs recommending the staffing encouraging staff development;
 establishing school and community networks and encouraging
the active participation of teachers organizations, non-academic
personnel of public schools, and parents teachers-community
associations, and
 accepting donations, gifts, bequests, and grants for the purpose of
upgrading teachers' learning facilitators' competencies, improving
and expanding school facilities, and providing instructional
materials and equipment
THINGS TO CONSIDER IN
IMPLEMENTING THE CURRICULUM
1. Government requirements
2. School philosophy, vision and mission and
core values
3. Learning environment
4. Needs and demands of the society
5. Needs of the students
6. Faculty expertise
7. The changing nature of knowledge