Levels of Curriculum Implementation

A. National Level
formulating national education policies

formulating national basic education plan

promulgating national educational standards

monitoring and assessing national learning outcomes

undertaking national educational research and studies

enhancing the employment status, professional competence, welfare, and working conditions of all
personnel of the department

enhancing the total development of learners through local and national programs and/or projects.

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

undertaking research projects and developing and managing region-wide projects which may be funded
through official development assistance and / or other funding agencies.

Ensuring strict compliance with the prescribed national criteria for the recruitment, selection and
training of all staff in the region and division.

Formulating in coordination with the regional development council, the budget to support the regional
educational plan which shall take account the educational plans of the divisions and districts.

Determining the organization component of the divisions and districts and approving the proposed
staffing pattern of all employees in the division and districts

Hiring, placing and evaluating all employees in the regional office, except for the position of assistant
director.

Evaluating all school division superintendents and assistant division superintendents in the division

Planning and managing the effective and efficient use of all personnel physical and fiscal resources

Of the regional office, including professional staff development.

Approving the establishment of public and private elementary and high schools and learning centers.

Division Level
A division consists of Province or a city consistent with the national and educational policy, plans and
standards, the division level through the leadership of Division Superintendent, shall be responsible for
the following:

Developing and implementing division education

Planning and managing the effective and efficient use of all personnel physical and fiscal resources

Of the division office, 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.

Monitoring the utilization of funds provided by the national government and the local government units
to the schools and learning centers

Ensuring compliance of quality standards for the basic education programs and for this purpose
strengthening the role of division supervisors as subject area specialist.

Promoting awareness of and adherence by all school learning centers to accreditation standards
prescribed by the secretary of education

Supervising the operations of all public and private elementary, secondary, and integrated schools, and
learning centers.

School District Level

Leadership of District supervisor

Providing Professional and instructional advice and support to the school heads and teachers/facilitators
of schools and learning centers in the district or cluster

Curricula Supervision

School Level

Leadership of School head

Setting the mission, vision, goals, and objectives of the school

Creating an environment within the school that is conducive to teaching and learning
Implementing the school curriculum and being accountable for the higher learning outcomes

Developing the school education program and school improvement plan

Offering educational programs, projects, and services which provide equitable opportunities for all
learners in the community

Introducing new and innovative modes of instruction to achieve higher learning outcomes.

Administering and managing all personnel, physical, and fiscal resources of the school.

Recommending the staffing complement of the school based on its needs

Encouraging staff development

Establishing school and community networks and encouraging the active participation of teacher’s
organizations, non-academic personnel of public schools, and parents-teachers-community associations;
and

Accepting donations, gifts, bouquets, and grants for the purpose of upgrading teachers’ learning
facilitators’ competencies, improving, and expanding school facilities, and providing instructional
materials and equipment

Currently, the department of education is ensuring a smooth and efficient implementation of K to 12

Under the Republic Act 10533 (Enhanced Basic Education Act of 2013)

Kindergarten and Senior High School were added in the Philippine Basic Education System

This ensures that our Education system for basic education is at par with the international standards and
to prepare Filipino students to meet the needs and demands of a knowledge- based society.

For Higher Education Institutions (HEIs)

The Commission on Higher Education was established under the republic act 7722

Other wise known as the Higher education Act of 1994

Contrary to the DEPED, the CHED has 2 levels ( The Central Office- National level and the Regional Office)

The CHED Central Office focuses on the development of the policies and sets the national direction for
higher education in the country.

The CHED Office Program Standards (OPS) is responsible for the circular matters. The CHED issues
memorandum order (CMO) per program to serve as a guide to HEIs on the courses that should be
offered per program, admission, and retention policies, administrative requirements, faculty
requirements, library and laboratory requirements, and others. Experts in different academic fields and
disciplines are invited to become members of different Technical Panels and Technical Committees to
help the Commission in the development of these CMOs program. All circular changes and application
for new curricular offering from HEIs are reviewed and recommended for approval by the OPS to the
Commission in banc

The Regional Office of CHED is responsible for the monitoring and implementation of the policies and
guidelines developed by the Central Office. The monitoring work is done with the help of regional
experts on different fields known as the Regional Quality Assurance team (RQUAT). It is their duty to
ensure that all HEIs in their regions comply with CHED requirements and policies.

State Colleges and Universities must seek the approval of their academic councils and their
corresponding board of regents for any curriculum changes and curriculum proposals before these
curriculum proposals are sent to CHED FOR approval.

Exempted of this process is the University of the Philippines System. The UP System does not follow the
CHED prescribed curriculum. For UP, any curriculum proposal must be approved by its university council
and UP Board of Regents.

Private HEIs may also add more subjects as institutional requirements per program based on the
mission, vison, and philosophy of the HEI concerned. For state universities and colleges, their individual
charters guide their program offerings.

The academic freedom of individual HEI and faculty members also highly influences curriculum
development in higher education.

Curricular revisions are presented and approved by the university council in the case of state universities
and colleges. For private HEIs, the curriculum committee and the council of deans presided by the Vice
President for the Academic affairs approve any curriculum proposal made in any department and
college. Each faculty member, whether in public and private HEI, develops a syllabus for his or her
subject guided by the faculty expertise and their academic freedom.

For vocational and technical courses, The Technical Education Skills Development Authority (TESDA) is
the government agency that prescribes the curriculum and other requirements for the implementation
of the program. Each course is implemented through modules, designed and implemented based on
specific competencies prescribed. All the specific requirements and facilities, including the required
training and certification for each faculty who will teach each course are prescribed by TESDA.