Purpose

The authors analyse drivers and barriers of implementing and scaling-up a pilot project of a dual vocational and education programme in Nepal.

Design/methodology/approach

The 5C protocol distinguishes five categories of drivers and barriers of education reforms: commitment, capacity, clients, content and context. The authors build on the 5C protocol to develop a qualitative empirical framework based on semi-structured interviews amongst stakeholders.

Findings

The results show that involved actors are committed. Capacity in terms of available resources also represents an implementation driver, but companies lack information about the programme. Consequently, industry associations should receive a more prominent role in the motivation of companies to provide training places. The content category is the most challenging implementation barrier because the programme represents a substantial change, compared to the current vocational education and training (VET) programmes in Nepal.

Originality/value

First, the authors propose a framework for a qualitative content analysis to analyse the drivers and barriers of implementing and scaling-up education reforms. Second, the authors provide novel information about drivers and barriers of an education reform in Nepal.

中文翻译：

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在尼泊尔实施双元制职业教育与培训计划的驱动因素和障碍

目的

作者分析了尼泊尔实施和扩大双元职业教育计划试点项目的驱动因素和障碍。

设计/方法论/途径

5C协议区分了教育改革的五类驱动因素和障碍：承诺、能力、客户、内容和背景。作者以 5C 协议为基础，根据利益相关者之间的半结构化访谈开发了一个定性实证框架。

发现

结果表明，参与的演员都很投入。可用资源方面的能力也是实施的驱动力，但公司缺乏有关该计划的信息。因此，行业协会在激励企业提供培训名额方面应发挥更加突出的作用。内容类别是最具挑战性的实施障碍，因为与尼泊尔当前的职业教育和培训（VET）计划相比，该计划代表了重大变化。

原创性/价值

首先，作者提出了一个定性内容分析框架，以分析实施和扩大教育改革的驱动因素和障碍。其次，作者提供了有关尼泊尔教育改革的驱动因素和障碍的新颖信息。