CURRICULUM

DEVELOPMENT
The Roles of Stakeholders in
Curriculum Development
Crafting the Curriculum for Revision

The Roles of
Stakeholders in
Curriculum Development

STAKEHOLDERS
STAKEHOLDERS
Are individuals or institution that are
interrelated in the school curriculum.
They are the one who put into action
and give life to the curriculum
They shape the school curriculum
implementation

Learners
at
the
Center
of
Learners at the Center of
Curriculum
Curriculum
They are the very reason a curriculum is
developed.
They make and unmake the curriculum by
their active and direct involvement.
How each individual learners contribute to
the realization of a planned curriculum
would depend on the interaction and
internalization of the different learning
activities.

Learners
at
the
Center
of
Learners at the Center of
Curriculum
Curriculum
HAS THE LEARNER LEARNED?
This is the concluding question that is
always to consider in curriculum
implementation.

Learners
at
the
Center
of
Learners at the Center of
Curriculum
Curriculum
Learners are the primary stakeholders in the
curriculum.
Considerations must be made such as the
following:
a) Age
b) Gender
c) Physical, mental and emotional development
d) Cultural background
e) Aspiration and personal goals

Learners
at
the
Center
of
Learners at the Center of
Curriculum
Curriculum

The success of the curriculum

can only be measured by the
extent of learning that the
learners have achieved.

Teachers
as
Curriculum
Teachers as Curriculum
Developers
Developersand
andImplementers
Implementers

Teachers addresses the goals,

needs interests of the learner by
creating experiences from where
the students can learn.
Teachers design, enriches and
modifies the curriculum to suit the
learners characteristics.

Teachers
as
Curriculum
Teachers as Curriculum
Developers
Developersand
andImplementers
Implementers

Teacher are part of textbook

committee, faculty selection
boards, school evaluation
committees or textbook writers
themselves.
Teachers therefore become
architects of school curriculum.

Teachers
as
Curriculum
Teachers as Curriculum
Developers
Developersand
andImplementers
Implementers

On the other hand a developed

curriculum remains inactive if
it is not implemented.
At this point, the teachers role
now shifts from DEVELOPER to
IMPLEMENTER.

Teachers
as
Curriculum
Teachers as Curriculum
Developers
Developersand
andImplementers
Implementers

Curriculum implementation is
now giving life to the written
material with the help of
learning.
The teachers role now shifts
from PLANNING to DOING.

Teachers
as
Curriculum
Teachers as Curriculum
Developers
Developersand
andImplementers
Implementers

Doing here implies guiding,

facilitating and directing activities.
Some would say that the root of
the educational problem is the
teacher. It just point out to the
inability of the teacher to
implement well a curriculum.

Teachers
as
Curriculum
Teachers as Curriculum
Developers
Developersand
andImplementers
Implementers

Can TECHNOLOGY replace the

TEACHER?
No, technology can never
replace a teacher, it will only
support the multifaceted role
of the teacher.

Teachers
as
Curriculum
Teachers as Curriculum
Developers
Developersand
andImplementers
Implementers

Thus, teaching requires

tremendous maturity, decision
making in the implementation
of any curricular plan as in the
choice of materials, methods
or strategy of teaching and
modes of evaluation.

Curriculum
Managers
and
Curriculum Managers and
Administrators
Administrators

They supervise curriculum

implementation, select and
recruit new teachers, admit
students, procure equipments
and materials needed for
effective learning.

Curriculum
Managers
and
Curriculum Managers and
Administrators
Administrators
They also plan for the improvement of
school facilities and physical plants.
They have privilege to command but at
the same time to lead the institution.
They are responsible for the final
decision making in terms with the
school purpose.

Curriculum
Managers
and
Curriculum Managers and
Administrators
Administrators

They are responsible to the

kind of curriculum their
school will offer and how
these are implemented.

Parents
as
Supporters
to
the
Parents as Supporters to the
Curriculum
Curriculum
My child and my money go to
this school

It simply means that the parents

are the best supporters of the
school, especially because they
are ones paying for their child
education.

Parents
as
Supporters
to
the
Parents as Supporters to the
Curriculum
Curriculum
How do parents shape the curriculum
and why are they considered as
stakeholders?
1. Effective parental involvement in
school affairs may be linked to
parent educational program which is
central to high quality educational
experiences of the children

Parents
as
Supporters
to
the
Parents as Supporters to the
Curriculum
Curriculum
It results to better communication
between home and school, in this case
there will be lesser disciplinary
problems, greater student motivation
and more responsibility for learning.
Thus results to greater academic
achievement of students.

Parents
as
Supporters
to
the
Parents as Supporters to the
Curriculum
Curriculum
2. Parents involvement extends from the
confine of the school to the home.
- The parents follow up the lesson of their
children.
- Provides curriculum materials that are not
provided in schools
- Provide permission for their children to
participate in various activities outsde the
campus.

Parents
as
Supporters
to
the
Parents as Supporters to the
Curriculum
Curriculum
3. In most schools the Parent Association is
organized.
- In most cases Parents association have
strengthened the school curriculum by giving
support to various activities and assisting on
the accomplishment of the schools curriculum.
- It is called Parents Teacher Association or
Parents Teacher Community Association.

Community
Members
as
Curriculum
Community Members as Curriculum
Resources
Resources
The community members may
provide materials in the existing
local community can very well
substitute for what are needed to
implement the curriculum.

Respected community members

maybe included in school boards.

Community
Members
as
Curriculum
Community Members as Curriculum
Resources
Resources

Some can become resource

speakers that can provide local
and indigenous knowledge in
the school curriculum.
It can provide books, material
and facilities in the school.

Other
Stakeholders
in
Curriculum
Other Stakeholders in Curriculum
Implementation
Implementation
Professional Organizations

- They are being asked by the

curriculum especially to contribute
in curriculum review because they
have voice in licensure
examination, curriculum
enhancement and others.

Other
Stakeholders
in
Curriculum
Other Stakeholders in Curriculum
Implementation
Implementation

Government
- It has a great stake in the
curriculum implementation.
- It is represented by DepEd for
basic education curricula and
CHED for tertiary and
graduate education curricula

Other
Stakeholders
in
Curriculum
Other Stakeholders in Curriculum
Implementation
Implementation
Professional Regulation Commission
- The third agency that has high stake in
schools curricula, because graduates of the
different tertiary degrees must be certified
as professionals.
- The PRC through the Professional Regulatory
Board conducts examination for some
degree programs, such as LET

Other
Stakeholders
in
Curriculum
Other Stakeholders in Curriculum
Implementation
Implementation

While Supreme Courts has

professional bar exam to
certify lawyers and Philippine
Medical Association through
its medical board exams for
Licensure Examination for
Doctors.

Crafting the Curriculum for

Revision
FRAME FACTOR MODEL IN ASSESSING
CURRICULUM

Introduction
Introduction
When contemplating a new
education program or revising
curriculum, a needs
assessment is indicated.

Introduction
Introduction
Purposes for conducting an
assessment:
1. Validate the currency,
academic, and professional
relevance, and continued
need for an existing program.

Introduction
Introduction
2. Establish the feasibility for a
new nursing program
including the demand for it,
available resources, academic
soundness, and financial
liability.

The
TheFrame
FrameFactors
FactorsModel
Model
Johnson (1977) presented a
conceptual model for
curriculum development,
instructional planning, and
evaluation that is similar to
the nursing process.

The
TheFrame
FrameFactors
FactorsModel
Model
Johnson expands it into a
complex step-by-step logical
process for curriculum
development and evaluation.

The
TheFrame
FrameFactors
FactorsModel
Model
The process includes:
1. Examining the frame factors or context
within which the program exists
2. Setting goals
3. Identifying curriculum content
4. Structuring the curriculum
5. Planning for instruction
6. Evaluation

The
TheFrame
FrameFactors
FactorsModel
Model
FRAME FACTORS
Are defined as the external
and internal factors that
influence, impinge upon,
and/or enhance educational
programs and curricula.

The
TheFrame
FrameFactors
FactorsModel
Model
Frame Factors: Major categories
1. External frame factors those that
influence curriculum development in the
larger environment and outside parent
institution.
2. Internal frame factors those factors
that influence curriculum development
and are within the environment of the
parent institution and the program itself.

The
TheFrame
FrameFactors
FactorsModel
Model

The
TheFrame
FrameFactors
FactorsModel
Model
It is recommended that nurse
educators in both academic
and practice setting use this
model in evaluating education
programs, considering
revisions of existing programs,
or initiating new ones.

The
TheFrame
FrameFactors
FactorsModel
Model
Although administrators take the
leadership role in conducting
needs assessment, faculty
should participate in the decision
for what type and how much
data to collect and what
decisions are made that affect
the curriculum.

The
TheFrame
FrameFactors
FactorsModel
Model
External Frame Factors
External environment which includes:
1. Community
2. Population demographics
3. Political climate and body politic
4. The health care system and the health
needs of the population
5. The characteristic of the academic
setting

The
TheFrame
FrameFactors
FactorsModel
Model
External Frame Factors
6. The need for the (nursing)
program
7. The nursing profession
8. Regulation and accreditation
standards
9. External financial support

The
TheFrame
FrameFactors
FactorsModel
Model
Internal Frame Factors
These include:
1. Description and organizational
structure of the parent academic
institution
2. Mission, philosophy, and the goals of
the parent institution
3. Economic situation and its influence on
the curriculum

The
TheFrame
FrameFactors
FactorsModel
Model
5. Resources within the institution
(laboratories, classrooms,
library, students services, etc.)
6. Potential faculty and student
characteristics
7. Description of the health care
system that supports the
curriculum