**3.2 The implementation phase**

The Implementation stage happens after the initiation processes. Accordingly, implementation takes time to be embedded into systems [20, 23]. As approximations, the first three years of reforms are considered implementation periods [5, 16]. Interestingly, rejection or acceptance of reform agendas is possible in the implementation phase; both could affect reform continuation [20]. However, if the latter occurs, recipients of change may have adapted and modified practices. That illustrates surface adoptions of reforms; probably, without deep reflections of consequences [22]. Interestingly, records show political lobbying can be more influential, than rational thinking at this stage [5, 16]. Hence, the challenge of reform sustainability looms.

### **3.3 The continuation phase**

The Continuation phase captures sustainability of reform agendas. This stage provides spaces for research, monitoring, and evaluation [5, 16]. Two outcomes are possible here – taking ownership or retaining old ways. Outcomes may depend on the Initiation and Implementation stages which influence sustainability of reform agendas. For example, in curricula reform situations, if considerations were given to factors like teachers' beliefs, attitudes, understandings or short trainings; then, the reform agenda could be sustained at school levels [2]. However, should resistance occur; then, literature suggests using Professional Development (PD) as intervention strategies to sustain curriculum implementation processes [23, 24]. The Continuation phase is equally challenging as; and interactive with the Initiation and Implementation stages of the diffusion of innovation theory.

In closing, the three lenses of the diffusion of innovation theory are used to examine relationships of global educational policies on a local context.
