Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal
严格评估了尼泊尔一个大规模的中学教师培训项目，发现该项目对学生学习几乎没有影响，并分析了培训参与、管理、教师知识、教学实践及学生基础等五方面弱点，指出时间、资源和能力限制以及政策设计与学生需求不匹配是失败主因，对改进公共服务质量有启示。
This study demonstrates rigorously that an at-scale government training program for secondary teachers in Nepal had little or no impact on student learning. It then documents five sets of weaknesses related to training uptake, training-session management, teacher subject knowledge, teacher adoption of new classroom practices, and student knowledge of earlier-grade curriculum content, each of which plausibly explains some, but not all, of the program's failure. While weaknesses in trainer and teacher motivation may have contributed to the program's disappointing performance, the study argues that time, resource, and capacity constraints of both trainers and teachers, and a mismatch between policy design and student learning needs, also limited program success. These results highlight the need to broaden common accountability-focused conceptions of how to improve public service quality.