1. What level of risks were assumed?

During this stage, the curriculum framework is implemented across the education system.
Because the framework will have implications for both policy (in education and perhaps other
areas of government) and practice (including, for example, syllabus / standards review and
revision, changes to teaching and assessment practice, review of public examinations and new
requirements for textbooks), there would normally be demands made on the developers of the
framework to provide support for this implementation. During this stage, the extent to which the
requirements of the framework are practical and achievable should be continuously monitored.
2. What facilitating and limiting factors were present?
A. Characteristics of the innovation itself
*(perceived or felt) need clarity (about goals and means)
*complexity quality,
*contextual suitability and practicality
B. Local characteristics
*regional administration (e.g. school district)
*history of negative experiences adequate follow-through active knowledge and understanding
active support
*community characteristics contextual stability
C. Organization
-C1. Actors
*management (e.g. principal and school management team) level of commitment
obtaining resources shielding from interference encouraging staff / recognition adapting
standard procedures
*teachers competencies and attitudes decision-making participation quality of collegial
relationships
*students' and other participants' competencies and attitudes
-C2. Organizational characteristics
*compatibility of the innovation goals with the strategic goals of the organization organizational
structures and processes system of incentives and career patterns characteristics of the existing
curriculum and assessment procedures organizational culture
D. Government and external agencies
*quality of relationships between central and local actors resource support and training