The fault is in ourselves: looking at 'failures in implementation'

While implementers are often blamed, reformers themselves are usually responsible for sub-optimal implementation of educational reform projects. This article shows that the conditions for successful implementation, which are known and accessible, are frequently ignored. The case study concerns a university that is engaged in in-service teacher education reform in Pakistan, focusing on introducing a 'learner-centred' approach in schools. The research identified severe shortcomings related to implementation of the new approach, mostly relating to a failure by the teacher-educators to understand and adapt to the actual contexts in which the teachers work. Finally, we suggest reasons why there are so many instances of failed reforms in developing countries.