Keywords: role of stakeholders in curriculum development, stake holder involvement in curriculum

Curriculum development requires the input of different stakeholders such as teachers, school heads,
parents, community members, students, district administrators and school boards. The role of the
teachers involves defining different course components that are considered relevant, in line with the
latest technological development in the education sector. In addition to developing the curriculum,
teachers help in executing the curriculum development findings. Teachers continuously contribute to
the development of school curriculums by developing periodic course teaching plans and giving
consideration to the special needs of the students (Dillon, 2009). Therefore, having a good
curriculum without the input of teachers cannot help in achieving the learning objectives and goals.
Although modern technology is quickly finding its root into the education system, teachers still
remain at the center of the student's learning progress. In other words technology must be integrated
into the curriculum but it cannot provide a perfect substitute for the roles played by teachers in
curriculum development and the general learning process.
The other important group of stakeholders is the school administrators. Their role in curriculum
implementation cannot be underestimated since they are the people that monitor the implementation
of the curriculum. In addition, they employ teachers (in the case of private schools). Furthermore,
they are responsible for purchasing learning materials which is an essential requirement in
curriculum implementation. In other words, school administrators may influence the extent to which
the school curriculum is implemented by regulating the release of the necessary learning resources.
The school administrators may get information from teachers, students and even the community
regarding the success of the curriculum implementation process. In addition, they can also employ
the services of professional to evaluate the performance of the curriculum.
The parents on the other hand support and influence the implementation of the curriculum through
financial resources, that is, payment of school fees. In addition, the parents may help in monitoring
and evaluating the implementation of the curriculum by keeping a close check at the lessons learnt
in school and monitoring the child's home assignments (homework). Moreover, the parent may stand
in the gap between the child and school administration by providing the student with resources that
may be required in the curriculum but are not available in school. Furthermore, the parents may help
teachers to monitor the behavior and social development of the child, especially for children with
special education needs. The parents can get reliable information on curriculum development by
enquiring from their children or by enquiring from the teachers or school administrators.
In addition, professionals such as psychologists and social workers may offer contribution on the
various ways of dealing with students with special needs. For instance, professional counselors may
provide various useful options of dealing with student of foreign origin or those with disabilities.
Community members can assist the school administration in the implementation of the curriculum by
co-operating and providing the necessary resources that may not be available in the school setting
but are found within the community setting. In addition, the community members can also volunteer
and act as school board members. Other stake holders in the curriculum development include the
government and the professional regulation commission that provides license to graduates of
different colleges and universities. Professionals and community members can source information
on curriculum development and progress from government reports on the performance of schools or
by enquiring from teachers, students and school administrators.

Organization of Various Curriculum

Development Stake Holders
The parents are usually organized into parent association. All parents are required to register with
the relevant parents' association where they are required to democratically elect their leaders. The
parents, through this association, give their views regarding the curriculum development to the
district curriculum development team. The relevant professional body such as the district association
of professional counselors and psychologists, through their advisory boards, also provides their
recommendations and suggestions in the curriculum development process.
On the other hand, teachers have organized themselves into curriculum drafting and evaluation
teams. Such teams are usually charged with the responsibility of drafting, evaluating and amending
the curriculum in line with the latest technological development in the education sector. In addition,
the teachers' curriculum teams are also involved in the evaluation of the output of the curriculum.
The various groups work well because there exists a systematic way of engaging every stake holder
in the curriculum development process. First and fore most, the teachers and the curriculum
development leaders provide guidance and opinions regarding what should form the content of the
curriculum. Because students spend most of their learning hours with the teachers, it is assumed
that teachers understand the unique academic and social needs of the students better. The teachers
start by analyzing the current curriculum, that is, the strengths and weaknesses and possible areas
that needs to be amended. Thereafter, opinions from the parents, community leaders and other
stake holders are considered before a final draft of the curriculum is compiled.
The parents' curriculum development team consists of all the members of the parents' association
teams. However, such parents are required to register with the district curriculum development
committee before their views could be considered as valid. The members of the parents' team are
given the mandate to choose their leadership. Through the parents' leadership team, their opinions
are sought and taken into consideration by the district curriculum development team.
Similarly, the professional counselors association is given the mandate to elect their leaders.
However, the leadership of the professional bodies supporting the curriculum development process
must be approved by the district curriculum development committee. This is because professional
bodies' acts as advisory agents on major policy issues related to curriculum development in schools.
Therefore, the district curriculum development team must ensure that such professional bodies are
led by a credible team. In addition, such professional bodies work closely with the teachers and
curriculum development leaders during the evaluation of the curriculum and academic performance.
Other community members such as community administrators and religious leaders are also
answerable to the district curriculum development team. Such community leaders must however be
registered for their concerns to be given attention by the curriculum development team. They are
also required to elect their leaders through which their contributions are channeled to the district
curriculum development team.
In addition to the reports obtained from the various groups of stakeholders in the curriculum
development process, the district curriculum development team organizes a curriculum development
forum every year where all members of the public are welcome to participate. Such a forum is aimed
at collecting information and concerns that may not have been handled by the existing and
participating curriculum development stakeholders. In addition, the district curriculum development
team has put in place structures that ensure that information flows from the various stake holders to
the district curriculum team in an orderly manner. Although the development of the curriculum is the
responsibility of all the stake holder (the parents, teachers, community members, members of
professional bodies and the school administration), the execution or implementation of the
curriculum is often left to the district curriculum development team, headed by the district director of
curriculum, in collaboration with teachers and school administration.

Designing a Structure for Stakeholder

Involvement In Curriculum Work
The designing of a comprehensive structure for stakeholder involvement in curriculum work entails a
careful consideration of various factors that contributes to effective learning process both inside and
outside the classrooms. Because the size of my district is considerably large with a student
population of 13,000, the curriculum development team must considerably be large in order to
effectively represent the big student population. The leader of the district curriculum development
team would be the district curriculum director who will be charged with the responsibility of chairing
all the curriculum development committees as well as providing general direction and leadership in
the curriculum development process in the district.
In addition, there would be a curriculum director who shall deputize the district curriculum director
and would help him/her in discharging his/her duties. The district curriculum development team
would also comprise other curriculum development specialists in every subject area such as
mathematics and science. Such curriculum specialists would help the district curriculum director in
making important decisions during the curriculum development process. The district curriculum
development team would seek information and fully engage professionals, parents, the community
and other relevant stakeholders when designing the school curriculum. The district curriculum
development team would organize for a curriculum development research week every year in which
a continuous data collection and evaluation of curriculum in schools would be evaluated.

Interview Questions
The planned interview with the district curriculum director made the day unique. The interview, as
scheduled, commenced at noon and took about three hours, ending at around three o'clock in the
afternoon. The material day for the interview was 2nd January, 2013. As the chief academic
researcher in the district, responsible for careers and student development in high schools, the
information from the interviewee, the district curriculum director and the findings of the interview
would be very important in helping me to understand the role of different stakeholders in the
curriculum development process.
The first question of the interview was about the defining elements of a good curriculum. I found that
putting focus on the academic development of the student was a key element in developing an
effective student centered curriculum. The district curriculum director explained that all the stake
holders including teachers, school heads and other professionals in the curriculum development
process must put the student at the center of every step in curriculum development. In addition the
curriculum director explained the importance of having in place a comprehensive curriculum
leadership for a successful execution and implementation of the curriculum objectives. The director
mentioned two main types of curriculum leadership, that is, static or managerial curriculum
leadership and a dynamic kind of curriculum leadership. He went further to explain that static
curriculum leaders try to produce a certain level of predictability and routine in the day to day
operations of the school.
On the other hand, a dynamic kind of curriculum leadership entails a continuous process of
integrating critical thinking and modern technology in the development of a visionary and goal
oriented curriculum. However, the director was quick to emphasize on the need to continuously
focus on aligning the curriculum to suit the modern technologically advanced world, that is,
employing the dynamic kind of curriculum leadership for the realization of a learner centered and
progress oriented curriculum. He explained that although teachers and school heads enjoy
independence in disseminating knowledge, they must remain conscious to the dynamic work place
environments and information communication technology so that the learners may be effectively
packaged to adapt to the technological dynamics of the modern world.
The second question of the interview session was about which groups of people or stakeholders
should be involved in the curriculum development process. The director stated that a good school
curriculum should cover all aspects of learning, including academic, social and physical aspects.
Therefore, all relevant groups of professionals and stakeholders should be involved in the
development of a curriculum that meets the expectation of both the students and the community.
He added that parents, teachers, school heads, social workers, psychologists and the community
should all be involved in the curriculum development process. In addition, he pointed out the need to
address the interest of students with special needs when developing the curriculum. For instance,
students of foreign origin or those with disability must be accorded special consideration and care in
their learning endeavor. However, the director noted that the curriculum development leader must be
competent when coordinating and organizing various ideas into a comprehensive curriculum
development policy statement.
The other question of the interview was about how to gauge the effectiveness of a good school
curriculum, that is, how to assess whether the curriculum is centered on the needs of the learner.
Achieving a fruitful learning experience, he posed, should be the main objective of any curriculum
developer or curriculum leader. In other words, the strength of a good curriculum development does
not lie in the number of policy statements it contains but it does lie in the ultimate classroom
experience gained by the learner. In response to the question that was seeking a clarification on the
best method to engage the input of all teachers in the curriculum development process, the district
curriculum director explained that a new method of training some teachers to be curriculum
development leaders is quickly gaining acceptance. Such an approach ensures that those teachers
who have undergone such training shares the skills with their colleagues hence effectively
disseminating curriculum development skills to all teachers.
The findings of the interview were found to be in line with the class readings. For instance, Wiles
(2008), explains the importance of curriculum development leadership in the development of a good
curriculum. He further pointed out that static curriculum leadership entails the maintenance of all the
programs that are already in place. In addition, he emphasized that curriculum leadership should
target the impartation of specific, knowledge, attitude and behaviors for students and at the same
time help in engineering the school programs to achieve all important aspects of the learning
process. Wiles added that curriculum developers should embrace change as an essential variable in
the curriculum development process. In other words, curriculum development should be the principle
guide to all other activities carried out in the school program.
As pointed out in the interview, a more advanced approach to curriculum development where some
teachers pursue special training in curriculum development and thereafter work closely with
colleagues is gaining momentum. Such an approach is more effective since the curriculum leader's
work both as teachers and curriculum developers (Wiles, 2008). In addition, a good curriculum
development team must include teachers, community leaders and parents as analyzed during the
interview. Furthermore, for the curriculum to be managed effectively there must be a detailed plan
showing the time periods within which various curriculum targets are to be achieved and the roles of
every participant in the curriculum development and management process. Tallerico (2012)
emphasizes on the need of curriculum development leaders to provide direction .Furthermore, the
curriculum leader must continuously monitor and review the outcome of the curriculum management
and where possible draw up a control program.
In general, the interview findings informed me on the importance of an effective curriculum in the
execution of learning objectives. In addition, a dynamic approach to curriculum development is more
suitable for a learner centered curriculum development because such an approach takes into
account the modern technological advancement when developing the curriculum (Dillon, 2009).
Furthermore, the interview informed me of the need to involve parents, teachers, school heads, the
community and all other stakeholders in the curriculum development process. In addition, the
interview findings further stressed on the need to have a continuous evaluation framework that helps
in analyzing the success of the developed school curriculum in satisfying the learners' needs.