CURRICULUM

STAKEHOLDERS
A Multifaceted Approach to Education

The development and implementation of a successful

curriculum requires the involvement and input of various
stakeholders. These individuals and institutions have a
vested interest in the educational process and contribute to
shaping the learning experiences of students.
This response will explore the key stakeholders in
curriculum development and implementation,
outlining their roles and responsibilities.
1. Learners: The Heart of the Curriculum

They are the primary beneficiaries of the

educational process, and their needs, abilities,
values, and attitudes should be central to
curriculum design and implementation. Learners
are active participants in the learning process,
and their engagement is crucial for the success
of any curriculum.
2. Teachers: Architects of the Curriculum

They are responsible for translating the

curriculum into meaningful learning experiences
for students. Teachers design lessons, create
instructional materials, and adapt the curriculum
to meet the specific needs of their students.
They are the architects of the curriculum,
bringing it to life in the classroom.
3. School Leaders: Curriculum Managers
School leaders, including principals and school heads, serve
as curriculum managers and administrators. They oversee the
overall implementation of the curriculum, ensuring alignment
with school goals and objectives.

School leaders are responsible for:

Hiring and supporting teachers:
Providing resources:
Supervising curriculum implementation:
Communicating with stakeholders:
4. Parents: Essential Partners in Education
Parents are significant school partners who play a vital role
in the success of any curriculum development endeavor. They
are the primary caregivers and educators of their children,
and their involvement in their child's education is crucial.
Parents can contribute to curriculum development and
implementation by:
Communicating with teachers
Providing support at home
Participating in school activities
Advocating for their children
5. Community: The Extended Learning Environment

The community serves as the extended learning

environment, providing a rich context for student
learning. It encompasses a wide range of individuals
and institutions, including:

Local government units (LGUs)

Non-government organizations (NGOs)
Barangay leaders and community members
6. Government Agencies: Policy Makers and
Regulators

Government agencies play a critical role in shaping

the curriculum through policy-making and regulation.

Key agencies involved in curriculum development and

implementation include:

Department of Education (DepEd)

LEVELS OF CURRICULUM
IMPLEMENTATION
Levels of Curriculum Implementation

> To ensure the smooth implementation

of the curriculum, each department of
ministry of education in any country has
established a system that will take charge of
the whole work of planning.
Republic act 9155, also known as the
Governance of Basic Education Act of
2001 Chapter 1, Section 7 defines the
function of each levels as follows:
A. National Level

Formulating national educational policies

Formulating a basic national basic education
plan
Formulating national educational standards
Monitoring and assessing national learning
outcomes
undertaking national educational research
and studies
B. Regional Level
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 benchmarking for international
competitiveness;
monitoring, evaluating, and assessing regional
learning outcomes; 
C. Division Level
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.
D. School District Level
providing professional and instructional advice
and support to the school heads and
teachers/facilitators of school and learning
centersin the district or cluster thereof; and
Curricula supervision
E. School Level
setting the mission, vision, goals, and objectives
of the school;
creating the environment within the school that
is conducive to the teaching and learning;
implementing the school curriculum and being
accountable for higher learning outcomes;
developing the school education program and
school improvement plan;
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.
EDUCATION LEVELS IN
THE PHILIPPINE
EDUCATIONAL SYSTEM
The Philippine educational system is structured
into several levels:

1. Pre-Primary Education
Nursery/Preschool: For children ages 3-5,
focusing on early childhood development

2. Elementary Education
Grade 1 to Grade 6: Typically for ages 6-11.
It covers basic education subjects.
3. Secondary Education
Junior High School (Grades 7-10)
Usually for ages 12-15.

Senior High School (Grades 11-12):

For ages 16-17, offering tracks in Academic,
Technical-Vocational-Livelihood, Sports, and Arts
and Design.
4. Tertiary Education
Bachelor’s Degree Programs:
Typically 4 years, with various fields of study.

Associate Degrees:
Usually 2 years, often vocational.
5. Graduate Education
Master’s Degree: Generally 1-2 years post-bachelor’s.

Doctoral Degree: Typically 3-5 years beyond a

master's.

6. Alternative Learning System (ALS)

For out-of-school youth and adults,
providing non-formal education options.
K TO 12
What is Kto12?
K to 12 (also K-12) is an education system
under the Department of Education that aims
to enhance learners’ basic skills, produce
more competent citizens, and prepare
graduates for lifelong xjobs.org/ learning and
employment.
 At present, the Philippines is the last country in
Asia and one of only three countries in the world
with a 10-year pre-university program.

K-12 EDUCATION SYSTEM VS OLD SYSTEM

K-12 EDUCATION SYSTEM
The K-12 program offers a decongested 12-year
program that gives students sufficient time to
master skills and absorb basic competencies.
Students of the new system will graduate
at the age of 18 and will be ready for
employment, entrepreneurship, middle
level skills development, and higher
education upon graduation.
The K-12 program accelerates mutual
recognition of Filipino graduates and
professionals in other countries.
Kindergarten is mandatory for five-year-old
children, a pre-requisite for admission to
Grade1.
The new curriculum gives students the chance
to choose among three tracks (i.e. Academic;
Technical-Vocational-Livelihood; and Sports
and Arts) and undergo immersion, which
provides relevant exposure and actual
experience in their chosen track.
OLD SYSTEM

Students lack mastery of basic

competencies due to a congested ten-
year basic education curriculum.
Graduates of the old curriculum are
younger than 18 years old and are not
legally ready to get a job or start a
business.
Foreign countries perceive a ten-year curriculum
as insufficient. They do not automatically
recognize Overseas Filipino workers (OFWs) as
professionals abroad.
Kindergarten (a strong foundation for lifelong
learning and total development) is optional and not
a pre-requisite for admission to Grade1.
Old education system offers a broad curriculum
that does not include enough practical
applications.
How DepEd Prepares for the K to 12 Program

In 2011, the Department of Education (DepEd)

administered a shift to a fresh learning scheme
the K to 12 basic education program. Many
people were resistant to the new education
system. Despite this, the government is keen
on revolutionizing the Philippine education.
 What is K-12’s Technical-Vocational-Livelihood
Track?

To highlight its worth in the K-12 curriculum, the

Department of Education (DepEd) has formed a
Technical Vocational unit in the Bureau of
Secondary Education. For them, this unit needs
strengthening as one of the three key strands that
will prepare high school graduates by arming them
with skills for employment.
Contrary to what most people think, the K-12
program trains students in joining the
workforce as early as 7th grade. The TLE or
technological livelihood education subjects in
junior high school or JHS follow the rules of the
Technical Education and Skills Development
Authority or TESDA. This will allow the students
to earn a national certification (NC) required by
the industry.
 Each TLE subject in Grades 7 and 8 is exploratory.
This means each student has the chance to explore
the following four main courses of TLE.

1. Agri-Fishery Arts
2. Home Economics
3. Information and Communications
Technology (ICT)
4. Industrial Arts
How the K-12 Program Can Ensure Employment
after Graduation.

The government will enforce the senior high

school program in 2016. Yet most parents and
students cannot realize its essence. The K-12
program allows students to enter the workforce
after finishing senior high school (SHS) or
prepares them for further study.
Here are ways the K to 12 program can help
guarantee SHS graduates will find work.
1. K to 12 will be enough to prepare students for
work

2.SHS students can earn a senior high school

diploma, Certificate of Competency, and national
certifications that follow TESDA’s training
regulations.
3.The government will form links with many
companies for technical and vocational courses to
enable students to gain experience while studying.

4.DepEd talks with business groups, local and

foreign chambers of commerce, and industries.

5.The program prevents job mismatch by meeting

the skill requirements and standards.
6.Apart from building the workforce, the K-12
program will produce young entrepreneurs.

7.DepEd joined forces with the Commission of

Higher Education or CHED and the Department of
Labor and Employment or DOLE.
PHILIPPINE QUALIFICATIONS
FRAMEWORK (PQF)
INSTITUTIONALIZATION OF THE PHILIPPINES
QOAULIFICATIONS FRAMEWORK

His excellency Benigno S. Aquino lll,

President of the Republic of the Philippines
signed Executive Order No. 83 dated
October 1, 2012 entitled.
 WHAT IS QUALIFICATIONS?

Package of competencies desceibing a

particular function of job role excavating in an
economic sector. It come the work activities
required to undertake a particular job.
 WHAT IS *It is rational policies that
PHILIPPINE describes the levels of
QUALIFICATION educational qualifications
and sets the standards for
FRAMEWORK?
qualification outcome
* A quality assures national
system for the - it is competencies
development regognition
based
and awards of
qualifications based
- it is labor marker
standards and knowledge driven
skills and and values - it is assesment -
around in different wayss based qualifications
and methods by learners
and workers of certain
country
 PEOPLE

EMPLOYERS
BENEFITS OF PQF

E&T PROVIDERS

AUTHORITIES
 PEOPLE

Encourages lifelong
learning allowing the
person to start at the * Certificates and
level thas suits him and recieved regognition
then build up his by governments
qualifications as his
needs and interest
develop and change
overtime
 EMPLOYERS E&T PROVIDES
Assure that the Ensure transparency in training
standard and provision performance to
qualification are standards and precisness of
consistent to job accountability for learning
outcomes
requirement/ demands

provides common
provides commom
understanding of policies and
understanding on guidlines or credit,transfer,
standard qualification particulation portability bridges
and level pathways and prl
 AUTHORITIES

Provides the standard

taxonomy and
-harmonies
typoology of
qualification in E&T
qualifications as across philippines
based for granting
approvals to providers
and stakeholders
 Presented by: Group 6

Members:
Pagotaisidro, Reyson
Sabiran, Shermina
Insail, Nambra
Abdulla, Al-Jhemar
Masilde, Aljazmer
Indanan, Fatimah Aicelle
Halis, Denhar
THANKYOU!