LECTURE 7

CURRICULUM IMPLEMENTATION
 Introduction.
• Curriculum implementation is referred to how the planned or
officially designed course of study is translated by the teachers in
the syllabus,scheme of works and lessons to be delivered to
students.
• In other words curriculum implementation is viewed as the
actual operationalization of the curriculum in schools.
• It is therefore involves translating curriculum design into
classroom activities.
• The process also involves preparation and making available
materials/ resources necessary for successful curriculum
implementation.
Cont…
• It is the teacher that executes these curriculum activities/
curriculum actions/documents and so the teacher and the
curriculum moves side by side.
• This implies that one can not discuss elaborately on curriculum
without mentioning the role of the teacher who is the curriculum
implementer.
• As a curriculum implementer it means that the teacher is the one
who brings the curriculum documents to limelight and to reality.
• The work of the teacher in curriculum implementation can not be
over-emphasized.
Cont…
• This involves the dissemination of the structured set of
learning experiences, the provision of resources to effectively
execute the plan, and the actual execution of the plan in the
classroom setting where teacher-learner interactions take
place (Ivowi, 2009).
• In curriculum implementation, the learner for whom the
programme is being planned interacts with the contents and
materials in order to acquire the necessary skills, attitudes
and abilities (Mkpa and Izuagba) (2009)
Cont…
• Curriculum implementation is the act of translating the curriculum
document into action in the classroom by the teacher.
• Concluding any issue on curriculum implementation without
mentioning the teacher will be like one going for cry and leaving
his/her eyes behind, like an Igbo adage will say.
• This is to say that curriculum implementation is the arduous work of
the teacher.
• The teacher’s duty as a curriculum implementer can not be over
emphasized and so the paper on curriculum implementation and
the teacher: challenges and way forward
Cont…
• Equally important is provision of administrative support for
smooth coordination and management of the implementation
processes.
• According to Stenhouse(1979),teacher is the agent of the
curriculum implementation.
• She argues that implementation is the manner in which the
teacher select and mixes the various aspects of knowledge
contained in curriculum document or syllabus.
• As indicated above the curriculum implementation is the
process in which the curriculum is operationalized in all the
schools targeted.
Cont…
• Taking into account the role of teachers and principals in the
process of educational change, Lieberman (1998:18)
emphasizes the importance of context, asserting that their
practices and ideas depend on contextual conditions, namely
―leadership, school culture, staff development, networks of
school where topics to be replayed and have continually
resurfaced as critical themes in the change literature.
 Phases of curriculum implementation

• The phases of engage, enact and embed can be used as a

guide for effective curriculum implementation in schools.
• Effective curriculum implementation is an iterative process for school
leaders and teachers, rather than a singular event.
• The phases of curriculum implementation:
Can be used as a guide to support activities and reflective thinking in
schools when implementing a new syllabus
Are informed by evidence for effective implementation in schools and
are aligned to department policies
Can be used flexibly across a range of schools and a variety of
specific roles.
Cont…
• Engage phase– Explore aspects of the new syllabus to
identify and plan for changes required for effective
curriculum implementation.
• Enact phase– Teach, assess and report using the new
syllabus and evaluate to refine new practices and
systems.
• Embed phase– Strengthen and scale to ensure
sustainable practices and systems.
Procedures for Curriculum
implementation.
• The process envisioned here entails a much more in depth
and systematic approach to both development and
implementation.
• Instead of assuming that the process ends with the
publication of a new guide, an effective curriculum
committee continues to oversee the implementation,
updating and evaluation of the curriculum.
Cont…
• The current research literature on implementing curriculum
change in different parts of the world refers, with particular
emphasis, to contextual conditions in which implementation
may occur.
• In this regard, McLauglin (1998) points out that context is a
key element that:
 On the one hand, makes policy implementation a ― problem.
 On the other hand, contributes to the highly variable local
responses that trouble policymakers.
 Cont..
• McLauglin (1998:72) gives reasons for these problems in his
contention that the effectiveness of policy implementation
depends:
 On how it is interpreted and transformed at each point in the
process;
 On the response of the individual at the end of the line.
• It seems, then, that curriculum outcomes depend on how the
curriculum change is understood or perceived and implemented
at each level, from the Ministry of Education down to the school
and more particularly on the response it receives in the
classroom, which is the crucial test for the whole process.
Cont…
• It is important to remember that any innovation introduced into
a system - including a new curriculum – requires time and
support to be fully implemented.
• First, teachers need time and opportunities to become aware of
the new curriculum and its overall design, particularly how it
differs from the past.
• Then teachers need time and opportunities to become familiar
with the new curriculum - often school or grade level sessions
that focus on those specific parts of the curriculum for which
individuals are responsible.
Cont…
• Next, teachers need at least two years to pilot the new
curriculum and new materials in their classrooms.
• It is not unusual for this period to take up to two years
before the new curriculum is fully implemented and
comfortably integrated into day-to-day practice.
• It is critical that the curriculum development committee,
resource teachers and principals are aware of this process
and are available to nurture it.
• Generally curriculum implantation has the following
procedures:
a.Sensatization,mobilization,and orientation of the
stakeholders.
• The stakeholders are teachers,parents,administrators,the
community and the learners themselves.
• They are supposed to sensitized and well informed about
the curriculum.
• This can be done through a variety of strategies including
mass media among others.
• The main purpose of this stage is to create the ownership of
the curriculum and thus enhance the support of the
program.
b.Pre-testing the curriculum.
• This involves testing the curriculum based on the following
steps.
 Selection of sample schools.
 Training curriculum implementers in the sample schools.
 Preparation and distribution of sample materials.
 Monitoring and evaluation.
c.Monitoring and evaluation of pre-
testing stage.
• Some of the areas that need monitoring and evaluation are
as follows:
 Distribution of syllabus
 Topics coverage and sequencing
 Required competencies and skills of implementers.
 Appropriateness of materials.
 Teacher`s preparation.
d.Revision of curriculum based on
results of
monitoring and evaluation.
• Appropriate revision is carried out based on the feedback
from the data in the participating schools.
• That is to ensure relevant curriculum that address the needs
identified at the beginning of the process.
• Correction and clearance of some barriers observed during
the implementation at different levels.
e.Implementation of curriculum to all
targeted schools.
• Distribution of syllabus in all targeted schools.
• Preparation of the implementor which include the following:
 Teachers.
 Parents.
 Educational supervisors and inspectors as well as other field
officers.
• Social marketing for continuous support.
Task for Curriculum implementation
processes.
• There are two main task involved in the implementation
process as highlighted below.
(a).Changing stakeholders attitudes.
• Positive attitude towards the changes.
(b).Providing materials and administrative support for
successful implementation.
Strategies for accomplishing the
above task.
• Employ various strategies and approaches for changing attitudes.
• Persuading/encouraging the stakeholders to play their roles
toward the curriculum implementation.
• Dissemination of information and keeping the public informed
about the fundamental changes during the implementation.
• Educating and training of the personnels.
• Providing necessary resources,facilities,equipments and
materials.
Factors Influencing Curriculum
Implementation.
• It seems to me that the success of curriculum implementation
depends greatly on our own efforts within the school.
• This conclusion is considered by Skilbeck (1998:121) who
contends that none should obscure the fundamental
importance of the school itself and of teaching as the focus of
effort and activity in nurturing basic educational values,
fostering student growth and achieving crucial societal goals.
• There are many factors that influence the curriculum
implementation as elaborated below:
a.Teacher.
• They select and decide what to teach from the prescribed
syllabus or curriculum.
• Since implementation takes place through the interaction of
the learner and the planned learning opportunities ,the role
and influence of teacher in the process is indisputable.
• Teachers must be involved in curriculum planning and
development so that they can implement and modify
curriculum for benefit of their learners.
 b.The learners.
• Learners are also critical element in curriculum implementation.
• While teachers are the mediators of the classroom practice, the
learners hold the key to what is actually transmitted and adopted
from the official curriculum.
• The official curriculum can be quiet different from the curriculum
that is actually implemented.
• The learner`s factor influences teachers in their selection of
learning experience, hence the need to consider the diverse
characteristics of learners in curriculum implementation.
• For example, home background and learner ability can determine
what is actually achieved in the classroom.
c.Resource Materials and Facilities.
• From the experience, it is well known that no meaningful
teaching and learning take place without adequate
resources/material.
• This implies to curriculum implementation as well.
• Curriculum to be full implemented as per plan, the
government or Ministry of Education should supply schools
with adequate resources materials.
• These include; text books; teaching aids and stationery in
order to enable teachers and learners to play their role
satisfactorily in the curriculum implementation process.
Cont…
• The government must also provide physical facilities such as
classrooms,laboratories,workshop,libraries and sports field
in order to create an environment in which implementation
can take place.
• The availability and quality of resource materials and the
availability of appropriate facilities have a great influence on
curriculum implementation.
d.Interest Groups.
• In every country there are some groups that can influence the
implementation of curriculum in various ways:
 Provide schools with financial resources to purchase required
materials.
 Demand the inclusion of certain subjects in the curriculum.
 Influence learners to reject courses they consider detrimental
(harmful) to the interest of the groups.
 It is therefore important to involve these groups at the
curriculum planning stage.
e.The School environment.
• School environment is one of the factors that influences
curriculum implementation.
• School located in rich socio-economic environments and
those that have adequate human and material resources can
implement the curriculum to an extent that would be
difficult or impossible for schools in poor economic
environment.
f.Culture and Ideolgy
• Culture and ideological differences within a society or
country can also influence curriculum implementation.
• Some communities may resist or domineering culture or
government ideology and hence affect the implementation
of the centrally planned curriculum.
g.Instructional supervision
• Curriculum implementation can not be achieved unless it has
been made possible through the supervisory function of the
school head.
• The head does this through deploying staff, allocating time to
subject taught at the school, providing teaching and learning
materials and creating an atmosphere conducive o effective
teaching and learning.
• The heads monitor and guide curriculum implementation by
ensuring the following:
Cont…
• Lesson plans and records of marks are prepared regularly.
• The headteacher maintains schools tones and culture that
create the climate of social responsibilities.
• Effective curriculum implementation does not take in a
school where the head is incapable of executing supervisory
function.
 Challenges of the Teacher as a Curriculum Implementer

• The teacher is one who translates the curriculum document into

operating curriculum through a joint effort of her/his learners
and other interest groups as viewed by Mkpa (1987).
• This implies that the task of implementing the curriculum lies on
the teacher.
• Precisely what comes to the teacher is not the curriculum plan
rather the syllabus which he breaks down to get the scheme of
work, down to the unit of plan and finally to the lesson plan
which is being used daily in his/her teaching.
• Due to the arduous nature of curriculum implementation the
teacher encounters a lot of challenges as will be discussed
below:
a. Non-Involvement of the Teachers in Curriculum
Planning
and Development Process:
• The teacher takes the final decision as regards the actual
learning experiences to be provided and so not incorporating
him/her in the planning and development process is like
separating the curriculum from instruction, Mkpa and Izuagba
(2009).
• This implies that the teacher is not just a receiver of the
curriculum but a modifier and transmitter.
• Also for him/her not to derail from the objectives, goals and
aims of the curriculum planned, he/she must be part of the
curriculum planning and development process.
 b. Unconducive School Environment:
• It is believed that learning can only take place in a conducive
environment.
• By a conducive learning environment the paper meant spacious
and well- ventilated class, seats.
• There should be no distraction of any kind or noise, no interference
to disrupt the learning activities.
• A school environment where all these ingredients are found
wanting, curriculum implementation will be hindered and the
teacher in question will not be able to carryout his/ her duties
effectively and efficiently.
• This implies that the school environment is not student/pupil
friendly
 c. Heavy Academic Load
• According to Afangideh (2009) in Obilo and sangoleye (2010),
some global and emerging issues such as family life education,
citizenship, HIV/AIDS, drug abuse among others are introduced
as curriculum content to be learnt by students/pupils.
• This is in addition to the already existing school subjects.
• In fact, it should be noted that the time allotted for the
implementation of these heavy academic load is not adequate
considering the incessant unrest
d.Working Conditions
• Government do not take care of the teachers as should be.
• Teachers are being neglected by the government.
• Teachers’ salaries are being delayed together with their
allowances.
• They are not being properly placed in terms of salary
structure.
• Due to this kind of working conditions, teachers have no job
satisfaction and so their working condition posses a big
challenge to them.