Exploring the Tensions Between Policy and Practice: A Case Study of Nepali Secondary School Teachers and Leaders Interpretations of the National Curriculum Framework's Learner-Centred Reform Policy PRITHA DAHAL 10.26180/5e14092192120 https://bridges.monash.edu/articles/thesis/Exploring_the_Tensions_Between_Policy_and_Practice_A_Case_Study_of_Nepali_Secondary_School_Teachers_and_Leaders_Interpretations_of_the_National_Curriculum_Framework_s_Learner-Centred_Reform_Policy/11530782 Nepal is in the process of transforming its school education system to promote learner-centred pedagogies and outcomes. To do so, it implemented a decisive curriculum reform policy called the National Curriculum Framework (NCF) in 2007. Using a qualitative case study method, this research sought to understand how Nepali secondary school teachers and leaders interpreted the NCF’s learner-centred reform policy into practice. The study’s findings revealed that that teachers and school leaders failed to implement learner-centered education reform with fidelity and the tension between policy and practice was evident. The study highlighted the importance of a policy being contextually relevant, appropriate and owned by practitioners for it to be translated into practice. 2020-01-07 04:29:19 Translation of policy into practice Challenges of implementing learner-centred education in developing countries Gap between policy and practice Secondary Education Education Policy