An important, but infrequently neglected aspect of educational change process concerns the implementation of educational policies. The mutual adaptation approach focuses on implementation as a process of learning by doing where as the technicist approach emphasizes the merit of technology and theory. For implementation to succeed, the mutual adaptation approach focuses on consensus and commitment through active participation of all relevant actors and a considerable degree of discretion for implementers. Implementation effectiveness is facilitated through regular staff meetings, local staff training, local material development, administrative support, and incentives and commitment. This article concludes with a brief discussion of major problems associated with employing the mutual adaptation approach.

An important, but infrequently neglected aspect of educational change process concerns the implementation of educational policies. The mutual adaptation approach focuses on implementation as a process of learning by doing where as the technicist approach emphasizes the merit of technology and theory. For implementation to succeed, the mutual adaptation approach focuses on consensus and commitment through active participation of all relevant actors and a considerable degree of discretion for implementers. Implementation effectiveness is facilitated through regular staff meetings, local staff training, local material development, administrative support, and incentives and commitment. This article concludes with a brief discussion of major problems associated with employing the mutual adaptation approach.