Background: Programme intentions The original intention of this VET innovation programme for Germany was to develop a new quality of learning under four main criteria: strengthening work process orientation; supporting self-directed learning; teaching "shaping competencies"; and following up holistic learning arrangements. These overall programme aims challenge at present the German VET system, are also relevant for the European VET debate. Based on a central educational policy decision for carrying out curriculum design under the "Lernfelder" approach, various curriculum teams at VET schools have been initiated. The intention of "Lernfelder" is to structure curricula by work tasks and project related learning phases instead of rather abstract learning units. Methodological design In this contribution the authors assess the change processes and innovative outcomes of over twenty pilot projects and teams trying to transform and adapt the idea of "Lernfelder" into school practice. Based on a threefold systematic - enquiry under all pilot project actors; a formative evaluation discourse asking for the specific project contribution, a final questionnaire under all programme stakeholders and the analysis of project written reports, - central impacts and effects on work oriented curricula implementation, in parallel developing the school organisation and the teaching and learning processes are evaluated. Based on an analysis of the programme, it is possible to compare projects in relation to the central programme goals and to give an answer to the questions what was reached with the programme and what not. Also the outcomes and effects on change processes are assessed under evaluation dimensions like transfer effects, knowledge progress and to what extend new educational practice has been reached. Important success factors for educational change and effective dissemination can be set up. These main evaluation criteria were not assessed by the VET researchers alone; they also consider the different views of the various actors in the project teams. Based on an innovation spider codification system the actual profile of the programme can be build showing what was achieved and what was not achieved during project life cycle. The evaluation concept is novel and communicates with important other evaluations concepts discussed in- and outside the VET community (Fetterman/ Kaftarian/ Wandersmann 1996, Dehnbostel 1995, Kromrey 1995, Kuhlmann 1998). On European level the evaluation is now tested and further developed for the European research arena (Deitmer et. al. 2002). There it is also used in other application fields like the assessment of multi-measure and multi-actor programmes. The presentation will describe the methodology and the results achieved with it. Results and Implications The results from the investigation implies the question how far the results had an impact on internal school changes as well as effects on external dissemination to other schools. Based on these results, the authors will conclusively explain the conditions under which programmes for changing VET institutions and their curricula can work and what driving forces and institutional arrangements are needed to enforce change. Main hindrances in the change process will be explained. The following effects from the programmes will be watched at; here some examples: effects from the pilot projects on co-operation before and after the programme; changes in teaching methods caused by curriculum reform and impacts of the pilot projects on school development. Apart from that, the influence derived from school supporting systems on school and regional level (like teachers training institutions; school colleagues, director etc.) will be described?