For example, competency descriptions for school professionals (in relation to which they will be appraised) and quality indicators for school evaluation should reflect the learning goals that the school system is aiming to achieve. This also implies ensuring that the evaluation and assessment framework captures a broad range of student learning objectives. To this end, it would be helpful to initiate research and development to strengthen the range of instruments available to assess, for example, students’ broader competencies such as problem solving, reasoning and communication (Chapter 3). Individuals and groups are more likely to accept changes if they understand the reasons for these changes and can see the role they should play within the broad national strategy.