Meanwhile in terms of education,stakeholders are those groups that have interests in the

quality of provision and standard of outcomes.These include

government,employers,students,academic and administrative staff,institutional
managers,prospective students and their parents.(Campbell and Rozsnyai,2002)Curriculum
development is defined as the process of selecting,organizing,executing,and evaluating learning
experiences on the basis of the needs,abilities and interests of the learners and the nature of
the society or community(Parker,2003).Edward freeman(1984),Strategic management:A
stakeholder approach,stakeholder typically refers to any group or individual who can affect or is
infected by the achievement of an organization's objectives.

Teachers as developers and implementers,it means that the teachers are responsible to
develop the curriculum as they are the one that who will implement the teaching practice in
the schools.It is because teachers have more everyday interactions with students-teacher
empowerment takes the form of providing teachers with a significant role in decisions
making,control over their work environment and conditions,and opportunities to serve in a
range of professional roles(Short and Greer,2002).It is clear that teacher as a stakeholder is
expected to possess the professional knowledge to lead the students in instruction.

In addition to serving in an instructional role the teacher can be a

mentor,supervisor,counselorand community leader.It means that,teachers who know their
students better will analyze and addresses the goals needs,interests of the learners by creating
experiences from where the students can learn.Then,teacher designs,enriches and modifies the
curriculum to suit the learner's characteristics.Teachers are the architects of school
curriculum.Teacher’s role is empirical by having first hand experiences with the target audience
for the curriculum developed.These roles are present in every aspect of a teacher’s daily
responsibilities(Kelly,2009).Teachers having the knowledge and class experience must
contribute to the process by conveying their ideas and transmitting the know-how; they must
be in the planning stage of what they are going to implement(Beane and Apple,2007)
According to Dillon(2009),Teachers continuously contribute to the development of school
curriculums by developing periodic course teaching plans and giving consideration to the
special needs of the student.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.David Ausubel (1969) suggested that the learning process should be
approached like a mental journey,teachers as curriculum developers and implementers In the
teaching and learning process.Planning and writing the curriculum are the primary roles of the
teacher. A teacher is a curriculum maker,they write a curriculum daily through a lesson plan, a
unit plan or a yearly plan.The teacher designs, enriches, and modifies the curriculum to suit the
learner’s characteristics.Teachers are empowered to develop their own curricula taking into
consideration their own expertise, the context of the school and the abilities of the learners. By
so doing, teachers become architects of school curriculum.

The teachers who use the curriculum should be involved as much as possible in the creation of
this curriculum. This will enable teachers to feel a sense of ownership because the curriculum
was created with the needs of learners and concerns of teachers in mind (Kennedy, 1996).It is
the role of the teacher to implement curriculum in their classrooms, and stick to the designed
curriculum. A curriculum takes a lot of time, planning and efforts to create. Therefore, a teacher
should properly implement it, by ensuring that he or she meets the standards of the curriculum
by implementing efficient practices in the classroom.A teacher can also decide to keep a record
as he or she implements the curriculum. This process reflects the curriculum theory because it
allows for use of assessment data; to make adjustments to the existing curriculum (Zeiger,
2013).Reflection can also help in guiding the formation of a new curriculum, leading to
curriculum change.

school heads are involved to develop the curriculum in a way to create quality education
because they are the leaders of instructions.They also act as the decision maker in managerial
perspective.Moreover,schoolheads together with the boards come from the district
administrator.More or less,the input given by these three are correlated with the aim to
provide the best curriculum for their districts.At the district level,the planning and
implementation activities are carried out by the District Curriculum Committee(Clabaugh &
Rozycki,1999).This committee will plan,arrange and organize courses to disseminate latest
information to teachers as well as advice and guide teachers in curriculum implementation at
the district levels.Similarly,at the school level,the School Curriculum Committee provides
guidance and assistance for implementing curriculum at the school and classroom
level.Basically,the school heads’ role is to supervise the implementation of curriculum,select
and recruit new teachers,admit students,procure equipment and materials needed for effective
learning.

Coleman(2001) states that parents involvement in learning activities has substantial emotional
and intellectual benefits for children.Parents may understand their own children better and can
influence students’ behaviours to bring a valuable quality to the educational experience in l
terms of time management,study habits,eating practices,personal safety and general
welfare.Parents are considered shaping the curriculum because effective parental involvement
in school affairs may be linked to parent educational program which lead to high quality
educational experiences of the children.It results to better communication between home and
school.In this case there will be lesser disciplinary problems,greater student motivation and
more responsibility for learning.Thus results to greater academic achievement of students.Not
only that,in most schools the Parent Teacher Association is organized and strengthened the
school curriculum by giving support to various activities and assisting on the accomplishment of
the school’s curriculum.As we can see,although parents also have a say in developing the
curriculum based on their belief and values,they play lesser roles because they involve with
their children’s educational process through attending school functions to give view about the
curriculum and encourage their children to manage their personal and academic time
wisely(Cotton & Wikelund,2001).Thus,parents involve in a way that they assist and support
student's achievement in implementing the curriculum by learning.

The parents on the other hand support and influence the development 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.

Furthermore,in a society,community members also play more or less like the parents in a way
that they play the role as curriculum resources.It means that they may provide materials in the
existing local community can very well substitute for what are needed to implement the
curriculum.Respected community members may be included in school boards.Some can
become resource speakers that can provide local and indigenous knowledge in the school
curriculum (Watson & Reigeuth,2008).For example,they can suggest and contribute in providing
books,material and facilities in the school.Maassen(2000)suggests that stakeholders in higher
education mean specific groups of external factors that have a direct or indirect interest in
higher education and cannot always be covered by the consumer-provider analogy. This
statement is to support that community members can have indirect interest in the curriculum
as they might advocate for more rigorous academic courses,concerned about poor students’
performance(Sadker & Sadker,2003).Apart from that,religious fundamentalists have a say to
the book that use racial, ethnic or gender stereotypes issues.Thus,this make them as one of the
input of curriculum development as to take into account of their concerns in societal context.

Community members also have a stake in content, since graduates will make up the bulk of the
local workforce. Effective leadership, motivation, and data analysis are vital in the content
development stage (Stark, Briggs, & Rowland-Poplawski, 2002).Community Members as
Curriculum Resources• The community members may provide materials in the existing local
community can very well substitute for what are needed to implement the curriculum.•
Respected community members maybe included in school boards.Curriculum implementation
is most effectively implemented when the community understands and supports it when
facilities are available for desirable school organization and learning activities. There is also
need for appropriate materials and supportive personnel to assist teachers. Two key factors are
necessary to the implementation of the curriculum.

students as one of the most important input in developing a curriculum is because they make
or unmake the curriculum by their active and direct involvement.As stated by Josefa(2009)
considered the learners as the centre of educational process which takes into account of
learners’ interests,needs,abilities and capabilities.It means that the background of the students
will influence the creation of educational goals.Student input into the contents and experiences
in curriculum is important(Ornstein & Hunkins,2014).In the first place also students are the
reason why schools exist.The success of the curriculum can only be measured by the extent of
learning that the learners have achieved.Thus,every decision-making must be referred to the
learners in order to develop them to be better.

Marsh and Overall(1989) Indicate that participation of students at institutional level is valuable
in that students can make consistent judgement.Students can also make reliable description of
classroom deliberation.In addition,students can judge teachers accurately and
objectively.Student must evaluate the whole curriculum with other stakeholder so that
effectiveness of curriculum can be determined in terms of their needs and interests.(Doll 1992)
and (marsh 1992) concluded that student participation is minimal, it is usually in form of
consultation either formally or informal.In this form of participation, students do not participate
actively as teachers employs various ways to identify needs and interests of their
student.Consultation can assume various forms including;oral questioning, interview,group
discussion.shows that through observation of students individual behavior outside the
classroom and elsewhere valuable data can be collected for curriculum development.The
significant of such finding lies in that student tend to speak less in classroom and elsewhere in
the school premises,and on the other hand teachers tend to speak incessantly in the classroom
The teacher involved in curriculum organization has many roles and responsibilities.Teachers
want to enjoy teaching and watching their students develop interests and skills in their interest
area.The teacher may need to create lesson plans and syllabi within the framework of the given
curriculum since the teacher's responsibilities are to implement the curriculum to meet student
needs(Carl,2009).Many studies support empowerment of teachers through participation of
curriculum development.For example,Fullan(1991)found that the level of teacher involvement
as a center of curriculum development leads to effective achievement of educational
reform.Therefore,the teacher is an important factor in the success of curriculum development
including the steps of implication and evaluation.Handler(2010)also found that there is a need
for teacher involvement in the development of curriculum.Teachers can contribute by
collaboratively and effectively working with curriculum development teams and specialists to
arrange and compose martial,textbooks,and content.Teacher involvement in the process of
curriculum development is important to align content of curriculum with students needs in the
classroom.

The other important group of stakeholders is the school administrators. Their role in curriculum
formulation cannot be underestimated since they are the people that monitor the
implementation of the curriculum,furthermore, they are responsible for purchasing learning
materials which is an essential requirement in curriculum formulation. 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.

Educational administrators work in schools, but not as teachers. They are responsible for
overseeing the administrative duties at schools from preschool through post-graduate levels.
An educational administrator ensures a safe and productive learning environment for the
students and faculty at their institution.Administrators ensure teachers have the equipment
and resources necessary to deliver educationally effective curriculum. They also have a hand in
matters like planning events and implementing curriculum.Educational administrators provide
leadership and lay out optimistic goals and visions for the institutions they serve. They must
ensure that their school follows regulations set by local, state, and federal authorities. Every
person who works for a school, from teachers to custodial workers, reports to an educational
administrator.Conduct teacher and staff evaluations to ensure proper implementation of
curriculum.

Brady, L & Kennedy, K(2010),Curriculum construction (4th ed.),Administrators ensure teachers

have the equipment and resources necessary to deliver educationally effective curriculum,they
also have a hand in matters like planning events and implementing curriculum.Evaluation and
standardizing of curriculum and teaching methodologies,Conduct teacher and staff evaluations
to ensure proper implementation of curriculum are some of their typical duties.Their role in
curriculum formation cannot be underestimated since they are the people that monitor the
implementation of the curriculum. Smith D & Lovat T(2003).they are responsible for purchasing
learning materials which is an essential requirement in curriculum formation. In other words,
school administrators may influence the extent to which the school curriculum is formed 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 formation process.

In conclusion,curriculum development involves many people as the stakeholders to ensure the

holistic development of the individual’s potential,mentally,spiritually,emotionally and
physically.As careful planning is necessary to ensure the implementation of the curriculum,the
school plays an important role in providing conducive environment that maximize learning.In
this respect,headmasters and teachers need to understand and internalize the National
Education Philosophy,the aims and objectives of the National Education Policy and the
integrated approach of the curriculum.Besides them,society also plays an important role in
supporting and assisting the school to develop pupils’ personalities and to participate actively in
matters relating to education.Hence,cooperation from those stakeholders discussed above is
crucial to have successful curriculum.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.

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