The Challenges By definition, the actualization of Core Curriculum is a perpetual task. We see the following as the major challenges facing us in our conception of a plan for full implementation and ongoing renewal of Core Curriculum. The process will be an evolving one, and the answers and solutions will develop as each organization considers the implications of actualization in its respective jurisdiction.
... actualization activity applies to all aspects of Core Curriculum, many of which embody attitudes and abilities that are difficult to define and monitor.	How do we incorporate all components and initiatives of Core Curriculum in the concept of actualization? The challenge is to ensure that actualization activity applies to all aspects of Core Curriculum, many of which embody attitudes and abilities that are difficult to define and monitor. The educational partners will need to: provide leadership for the groups which they represent in order to achieve widespread understanding of Core Curriculum provide, according to their own mandates, the appropriate resources and supports related to all Core Curriculum components and initiatives, and not just those related to curriculum guides and areas of study make expectations known, and exercise an appropriate level of pressure to ensure that those expectations are met.
The educational partners, in creating their own action plans, will need to define their roles in providing support for the actualization of Core Curriculum.	How will we determine the direction of Core Curriculum actualization? Because of the involvement of all the educational partners, a great many resources are at our disposal. Many of the partners are involved in educational research, particularly the universities, the STF, and the SSTA. With the participation of teachers in pilots and leadership training, we can draw on their experience in the classroom to help us ascertain "best practice", or what teachers know from classroom experience to be effective. In addition, the educational partners are involved in evaluation of new curricula and implementation methods. It is initiatives such as these, together with the latest thinking on educational change and school improvement, that will help us determine the best way to achieve full implementation and onging renewal of Core Curriculum.
The partners agree that actualization is an expectation. We must, then, provide the support structures, opportunities for professional growth, and financial resources that are necessary for the expectation to be met.	How do we make sure that adequate resources are in place to support actualization? We hear over and over again from teachers that the biggest impediments to curriculum implementation are lack of time to study the guides and plan programs, lack of high quality learning resources to support new curricula, and insufficient supports that enable teachers to adopt new initiatives and methods. We also know from research that effective implementation of any change is dependent on the presence of adequate resources and supports. The educational partners, in creating their own action plans, will need to set priorities and define their roles in providing support for the actualization of Core Curriculum. The partners agree that actualization is an expectation. We must, then, provide the support structures, opportunities for professional growth, and financial resources that are necessary for the expectation to be met.
...actualization should be supported by effective partnerships that are built on a common understanding of Core Curriculum, and this understanding should be in evidence throughout the community and not just in the school.	How do we achieve consistency while still allowing for individual differences? We all recognize the geographic, cultural, and socio-economic diversity of Saskatchewan. To date, Core Curriculum components and initiatives have been developed to accommodate the diversity, and still achieve consistency in content. This has been accomplished through design; for example, the foundational objectives and related learning objectives of curricula reflect the expectations for all, while the supporting activities encourage adaptation at the school and community level. As with all aspects of Core Curriculum, the actualization plans of each respective organization must take into account the differences in students, classrooms, and communities, so that Core Curriculum can be adopted within the culture of each school. How do we facilitate involvement of parents and the community in order that meaningful partnerships develop for the purpose of achieving the Goals of Education? One of the principles guiding the development of Core Curriculum is flexibility. The renewed emphasis on planning at the school and classroom level is intended to result in school programs that genuinely reflect community needs. The actualization of Core Curriculum cannot happen in a school isolated from its community. Rather, actualization should be supported by effective partnerships that are built on a common understanding of Core Curriculum, and this understanding should be in evidence throughout the community and not just in the school. If we believe that education is a responsibility shared by all, then we must make a commitment to finding new ways of involving parents, Elders, and other community members. It will be a challenge to educators, parents, and community members alike to develop effective ways of learning and working together. How do we co-ordinate initiatives and achieve consistency when so many organizations and jurisdictions are involved? It will be a huge challenge to co-ordinate the efforts of so many groups and individuals, at so many levels of the education system. However, because Core Curriculum is designed to ensure a worthwhile education for every student in the province and is committed to every community, culture, and family, the involvement of so many organizations and jurisdictions must be seen as a strength rather than a barrier to change.