Is the actual use of an innovation or what

an innovation consists of in practice. ~

Michael Fullan, Alan Pomfret

As we have seen in the earlier sections, there is no real clear dividing line between curriculum development and implementation. Once the curriculum has been developed and tested, and revised as necessary, the curriculum is ready for implementation. It is important that those involved with implementing the course (usually teachers and examiners) as well as students, interpret the curriculum correctly, because the written word is not always interpreted in the same way by different people.

This will help to ensure ownership of the

new course and more effective

implementation. The main objective of

pre testing and piloting is to try out the

draft curriculum in a small number of

training situations and in the context in

which the curriculum will be used.

Pre testing and piloting can help to

create the most appropriate course as

often the paper curriculum does not work

as expected in practice because of

unforeseen situations or responses by

students or teachers.

• Instructional scheme of each subject to be

completed in the semester.

• Planning the lessons as per the timetable

• Using the transactional strategies

• Using the appropriate media

• Providing the learning resources

• Promoting classroom learning experiences

• Progressive testing

Sequencing the various subjects / courses

Selecting the content in each subject

Sequencing the units and topics

Selecting instructional methods, instructional materials and media

Preparation of plans for instruction

Development of tests and other materials needed for evaluation of students performance

Orienting the teachers to the new curriculum.

•Stakeholders are individuals or institutions

that are interested in the school

curriculum. They get involved in many

different ways in the implementation,

because the curriculum affects them

directly or indirectly.

•The learner is placed at the center. The

learners are the very reason a curriculum

is developed. They are the ones who are

directly influenced by it.

•Learners in all levels make or unmake

the curriculum by their active and direct

involvement.

•Consider as the center of the

educational process.

•Learners or students are the very reason

why school exists.

•Learners are the primary stakeholders in

the curriculum

Age, gender, physical, mental,

emotional development, cultural

background, interests, aspirations and

personal goals are some of the factors

that should be considered in the

implementation of the curriculum.

•The students make the curriculum alive.

The success of the curriculum can only

be measured by the extent of learning

that the learners have achieved.

•In the teaching and learning process, the other side of the coin is the teacher.

•Planning and writing the curriculum are the primary roles of the teacher.

•A teacher is a curriculum maker. He/she writes curriculum daily through a lesson plan, unit plan or yearly plan.

•The teachers prepare activities for the students to do.

•The teacher addresses the goals, needs,

interests, of the learners by creating

experiences from where the students can

learn.

•As a curriculum developer, teachers are

part of textbooks committees, faculty

selection boards, school evaluation

committee or textbook writers

themselves.

•On the others hand, a developed

curriculum remains inactive, if it is not

implemented. At this point, teachers’

role shifts from a developer to an

implementer. From a designer or

technician to a decision maker.

•The teachers’ role now shifts from

planning to doing. Doing here implies

guiding, facilitating and directing

activities which will be done by the

students.

•“Teachers are the most crucial persons

in the implementation of a curriculum.”

•“Teachers shape the school curriculum

by sharing the experiences that they

have and the resources they are

capable of giving or imparting to the

learners.”

Therefore, no technology can ever

replace a teacher; it will only support the

multifaceted role of the teacher.

•In school organization, there is always a

curriculum manager or school

administrator. In fact, for school

principals, one of their functions is being

a curriculum manager.

•“The school administrators play an

important role in shaping the school

curriculum because they are the people

who are responsible in the formulation of

the schools’ vision, philosophy, mission

and objectives. They provide necessary

leadership in evaluating teaching

personnel and school program. Keeping

records of curriculum and reporting

learning outcomes are also the

managers’ responsibilities.”

•“The school administrators have the

responsibility of running the entire school

effectively. They have to oversee the

smooth transition of the child from one

grade level to another and they should

see to it that the curriculum is

implemented vertically or horizontally

with very minimal overlaps. Instead there

should be continuity, relevance,

balance, so that overall curriculum will

produce a well rounded person.”

•Indeed the role of the administrators

can never be ignored. The principle of

command responsibility and

institutional leadership rests on the

shoulder of the school administrators.

•“My child and my money go to this

school.”

•Parents would be willing to pay the

cost of educating their child for as long

as their children get the best learning or

schooling experiences.

•Parents’ voices are very loud and

clear. In our country, it is a general fact

that even in college the parents are

responsible for their child’s education.

The power of the parents to influence

curricula to include instructional

materials and school activities is great,

such that the success of curricula would

somehow depend on their support.

•Effective parental involvement in school

affairs may be linked to parent

educational programs which is central to

high quality educational experiences of

the children.

•The parents’ involvement extends from

the confine of the school to the homes.

•In most schools the Parent Association

is organized.

•The success in the implementation of the curriculum requires resources.

•The community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.

•The whole community can serve as curriculum resource thus; each member has a great stake in the curriculum implementation.

•Professional organizations have shown

great influence in school curriculum.

•Some of these organizations are those

of each profession, like teachers’

organization, lawyers’ organization,

medical doctor’ association, engineers’

organization and many others.