Accreditation

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Accreditation of Institutions and Programmes

1. Introduction

The Sindh Teacher Education Development Authority (STEDA) established under the STEDA Act, 2012 to regulate, support, and ensure quality in teacher education and professional development across Sindh. In line with its mandate, STEDA works to strengthen teacher education institutions, teachers training providers, and professional development programs through transparent and standardized accreditation processes.

To ensure that its accreditation framework remains relevant, practical, and responsive to emerging educational needs, STEDA engaged public and private sector partners in a structured review of its existing standards and tools.

The review process included internal and external consultations and peer review meetings with representatives from teacher education institutions, training organizations, and other key stakeholders. The feedback and insights gathered through these consultations informed the refinement of accreditation standards and manual development guidelines.

This document presents the revised Framework of Accreditation Standards for Institutions & Service Providers and Manual Development Guideline serving as a practical reference for institutions seeking accreditation to support continuous improvement in teacher education and professional development across Sindh.

2. STEDA’s Role in Accreditation.

The Sindh Teacher Education Development Authority (STEDA) was established through the Act No. XVIII of the Sindh Provincial Assembly in 2012. The preamble of the Act states that STEDA is responsible for managing and regulating the teacher education and professional development in the Province of Sindh’ (p.85).

The Act, under the section of ‘Powers and Functions of Authority’, explicitly mentions STEDA’s role in relation to accreditation. See section 4 (1) (p) of the STEDA Act), which states:

“…accredit and oversee public and private sector and other service providers for teacher education and professional development.” (p.89)

The above provision emphasizes that STEDA should develop standards and processes to undertake the accreditation of service providers. In addition to the accreditation of institutions, the STEDA Act also highlights the need to accredit programs offered by accredited institutions. Section 4 (1) (g) reads as:

“…lay down guidelines for compliance by accredited institution for starting new courses, programs or training and for providing physical and instructional facilities, staffing pattern and staff qualifications.” (p.88)

Box-1
Accreditation – Some Description
In light of the above provision of the STEDA Act, programs or manual accreditation can only be sought by institutions that have already been granted institutional accreditation by STEDA. Direct application for manual accreditation without prior institutional accreditation is not permissible under the Act.

Figure 1: STEDA’s Role as an Accrediting Body

3. Rationale for Accreditation

Accreditation is closely linked to quality assurance mechanism. The quality provision of teacher education requires that provider institutions and the programs offered by them are of high quality. Quality assurance needs framework that provides overall guidance and certain mechanism. Accreditation provides such framework based on standards.

3.2 Conceptual Framework

STEDA is an apex body to regulate and manage activities associated with teacher education in Sindh. Given the emphasis on quality in strategic/ legal documents – such as STEDA Act (2012), Education Policy 2009, Teacher Education Strategy (TES), Sindh Education Sector Plan (SESP) and others, STEDA has developed an Accreditation Mechanism to ensure quality as a sustainable mechanism in Teacher Education. The key features of the mechanism are outlined below:

  • Accreditation is seen as a mechanism of quality assurance in teacher education.
  • Accreditation mechanism is based on standards for CPD providers and for CPD programs.
  • These standards have been peer reviewed; the peers were invited both from public and private sector.
  • The operationalization of the standards has been carried out through tools and guidelines.
  • All standards are mandatory; If any institute fails to meet the standards, its application for accreditation will not be entertained.

4. Process – Accreditation of Institutes/ Service Providers

The overall process of accreditation is mapped through the following exhibit (Table 1)


Table 1: Process of Accreditation of Institute & Service Providers (SP)

Steps/ Stage Description Responsibility/ Comments
Submission of application Interested institutions, service providers, online training providers, or individual professional trainer (where applicable) for accreditation and applicants for Training Manual Certification are required to submit their applications to Executive Director STEDA through a formal application along with proforma having relevant information of the institute/organization in person or via email at steda.info@gmail.com Kindly refer to Appendix–1 and Appendix–2. The STEDA team will acknowledge receipt of the application within 10 working days and ask the applicant to submit the required documents, material, and editable copy of the training manual for accreditation/certification i.e. as per manual development guidelines (The relevant standards/checklists/guidelines can be downloaded from the STEDA website: https://steda.gos.pk/) *An Organization ID will be issued to the institute/organization for registration on the STEDA web portal.
Review of application/manual A comprehensive process of facilitation, support and review will be carried out in accordance with the documents/manual submitted by the Institution/SP. • The STEDA team will review the submitted documents by institutions/SPs and ask for missing documents, if any.
• For online programs, the review may include access (participant mode only) or the orientation of the Learning Management System (LMS), digital learning resources, learner analytics, and assessment systems.
• An initial review of the training manual will be conducted and feedback/suggestions will be shared with the applicant via email.
Review of the revised Manual. • The review of the revised version of the manual will also be undertaken, where required. • The STEDA team will conduct a further review of the revised manual, if required. Where deemed necessary, a joint review session with the developer(s) may also be conducted with mutual consent. External experts may also be invited to participate in the review process in specific cases.

• For online providers, virtual demonstrations of platforms, digital infrastructure, learner support systems, and cybersecurity arrangements may be conducted in place of or in addition to physical visits.
Accreditation / Certification • Based on the review of documents and the evaluators' visit report, the following decisions may be made for Institutions/Service Providers (SPs):

• Provisional Accreditation (01 Year) – For first-time applicants.

• Accreditation (03 Years) – After successful completion of the provisional period.

• Deferred – If major gaps or non-compliances are identified.

• For training manuals, either a No Objection Certificate (NOC) may be issued or approval may be rejected. 		Provisional accreditation shall initially be granted for a period of one year.
• A Provisional No Objection Certificate (NOC) for training manuals shall be issued for a period of three years, subject to incorporation of all feedback/comments and fulfillment of the prescribed requirements. In case of non-compliance with the feedback provided by STEDA, the application may be rejected.
Resubmission In cases of Deferred status for any reason, the Institution / SP / Applicant may re-submit the application after addressing the identified gaps and fulfilling the required criteria. • The Institution/SP/Manual Applicant may reapply after three months upon fulfillment of the prescribed requirements.
Renewal • Upon completion of the provisional accreditation / certification period, the Institution/SP shall apply for renewal of accreditation of institutions or certification of manual. • The Institution / SP shall submit the required documents for renewal of accreditation of the institutions/SPs.
• STEDA will review the submitted documents and arrange a visit through mutual coordination with the Institution/SP and evaluators.
• Accreditation for a period of three years may be granted based on the recommendations of the evaluators.
• The Institution / SP shall submit the updated manual for certification.
• Training manuals shall be reviewed and certified based on the identified requirements and revisions, where applicable.
Continuous Monitoring and Quality Assurance • Accredited institutions / service providers shall maintain compliance with STEDA standards throughout the accreditation cycle. STEDA reserves the right to conduct periodic monitoring visits, desk reviews, audits, or quality assurance checks. • Failure to maintain compliance may result in suspension, conditional status, or withdrawal of accreditation.
4.1 Process – Accreditation

(Institutions/Service Providers)

The process of accreditation is illustrated in the following figure 2.


Figure 2: Course Accreditation Process
4.2 Standards for Accreditation of Institutions for One-Year Diploma Program

The following standards of accreditation of one-year diploma program are to be followed as a guide line for the institutes who will apply for the accreditation. (Table 2).

Table 2: Standards for Accreditation of Institutions for One-Year Diploma

Standards Indicators Sources of evidence
1. Legal Status
The institution/ organization has been established through legal process. 		1.1 Affiliation with SBTE / TTB / NEVTTC/STEVTA / HEC recognized university Note: The affiliation must be valid according to length of diploma • Current Affiliation/Registration certificate
2. Governance & Institutional Management 2.1 The institute / organization has stated its vision and mission, aligned with its mandate • Displayed/disseminated of Vision and mission statement
2.2 Governance/ Organizational structure • Organogram / Hierarchy Diagram/ notification
2.3 The institute has documented recruitment criteria and a designated selection committee for staff hiring. • Recruitment criteria
2.4 The institution has a strategic and operational plan • Annual Operational Plan
3. Admission for learners
3.1 Policy for admissions / selection criteria for learners
Note: Qualification of learner must be at least Intermediate or equivalent from recognized Board 		• Admission policy
• Selection criteria for learners
• Brochure/Prospectus
4. Curriculum & Program Design 4.1 Aligned with National/ Provincial curriculum for ECCE/Approved by HEC recognized Body • Curriculum document (onsite visit)
4.2 One-year program (min. 30 credit hours) The credit hours will be interpreted as per HEC / National Vocational Quality Framework) • Time table
4.3 Balance between theory and practice (minimum 50%-70%) and mandatory practicum (30% - 50%) • Academic Calendar / Scheme of study
4.4 Course content aligned with ECCE&FL Policy (Updated) • Course outlines (Only for ECCE)
4.5 The course content supports learner-centered and inclusive practices, fostering foundational learning and holistic child development through play-based learning. • One pager Concept Note of the Program
5. Faculty & Human Resources
5.1 Qualification of Faculty having a Diploma in ECCE with graduation / ADE / B.Ed. / M.Ed. / MA(Edu) M.Phil. or Ph.D in relevant field. Availability of faculty as per course requirement (permanent/visiting faculty). • Faculty CVs and Academic/Professional documents
5.2 Faculty contract/ appointment letter along with the Job Descriptions • Contract/ appointment letter
• Job Description
6. Quality Assurance Mechanism
6.1 The institution has an internal quality assurance system • Internal Quality Assurance Mechanism / Guidelines
7. Infrastructure & Learning Resources
7.1 Well-equipped classrooms (having necessary furniture) • Photos
7.2 ECCE resource lab/ Learning corners with teaching aids • Inventory lists (Only for ECCE)
7.3 Library with updated Pedagogy related books and material/Digital Library • List of Library Books related to the course
7.4 Handbooks/ teaching learning material of the courses offered • Teaching-Learning material (Onsite visit)
7.5 Audio Visual aids • Photographs
7.6 Practicum placement centers available • List of practicum schools
7.7 Reliable internet connectivity is available. • Internet Facility (Onsite Visit)
8. Assessment / Examination
8.1 Defined Assessment Criteria • Assessment rubrics(sample)
8.2 Assessment plan • Assessment schedule/Calendar
8.3 Examination procedure • Test sample
• One Pager Examination Procedure report
9. Financial & Income / Assets
(Applicable for Fresh and Renewal both) 		9.1 Fee structure • Fee receipt
9.2 Assets of institute • Asset list
9.3 One year Budget Plan (Tentative) • Budget copy/Bank Statement
4.3 Standards for Renewal of Institutions for One-Year Diploma.

The following standards are for the renewal of the institutions which were accredited for the first time on provisional period of one year. The institutions who seek for renewal they must follow all the standard from No. 1 to 13.

Domain/ Area/ Standards Indicators Sources of evidence
10. Student Information Systems 10.1 Student Admission Record • Database in Soft and Hard for (all data except address and contact numbers and submit STEDA for verification)
10.2 Assessment / Examination record (Pass / Fail) • Assessment / Examination Result
10.3 Students’ attendance record • Attendance record
11. Performance Evaluation Record 11.1 Supervision Mechanism of practicum • Practicum supervision records.
11.2 Student portfolios and reflective diaries • Students’ portfolios and reflective dairies (Some samples)
11.3 Faculty evaluation / feedback form by Students • Faculty feedback Form
12. Quality Assurance Mechanism 12.1 The institution has an internal quality assurance system in place • Quality Assurance Reports
12.2 Student feedback is systematically collected • Student Feedback Reports / records
12.3 Faculty feedback is collected • Faculty Feedback Reports
12.4 Quality improvement plans are developed and monitored. • Action Plans for improvement
13. Institutional Development Operational Plans 13.1 Yearly Tentative Program Planning • Institutional Development Plan
13.2 The plans include clear Implementation, execution, monitoring, and evaluation mechanism • Monitoring & evaluation reports
Standards for Accreditation of Service Providers (Programs)

The following standards of accreditation are to be followed by the Service Providers (Programs) who will apply for the accreditation. (Table 3).

Table 3: Standards for Accreditation of Service Providers (Face to face / Online / Hybrid Programs)

Domain/ Area/ Standards Indicators Sources of evidence
1. Legal Status 1.1 The service provider must be registered/affiliated by any Government approved authority • Valid certificate
1.2 The registration / affiliation must be valid according to length of program • Documentary Proof
1.3 Ownership (sole or proprietorship) • Ownership documents/partnership deed
• CNIC of owner / proprietor / partner(s)
1.4 Building Document / Rent Agreement • Ownership documents of premises or valid rent/lease agreement
2. Governance & Institutional Management 2.1 Governance structures ensure transparency, accountability, and strategic planning. • Organogram
2.2 SP has a recruitment policy for staff • Recruitment policy
2.3 SP has recruited staff • Staff CVs
2.4 (For Online) Institute has a cyber security policy. • Approved Institutional Guidelines for Cyber security
3. Development and Design of CPD Programs 3.1 The specific CPD programs is developed in accordance with the requirements of the specific stakeholders / needs of course participants • Program Design Document / Concept Note
3.2 Programs are based on a systematic need assessment mechanism • Assessment Criteria
3.3 The SP has clearly stated objectives of the Organization • Program Brochure / Prospectus
3.4 Program design reflects online delivery requirements and learner accessibility (For Online) • Online Delivery Plan
3.5 Online learner readiness and digital capacity are assessed before program development • Digital Content Development Guidelines
• Participant Digital Skills Assessment tool
4. Quality of CPD Programs 4.1 The selection procedure for Trainers and Trainees for the programs is as per training need. • MTs and CPs selection criteria
4.2 Training promotes learner-centered, inclusive, and activity-based pedagogy with reflective practice, collaboration, and effective trainer facilitation. • One pager Concept Note of the Program
4.3 The mechanism to provide teaching-learning resources is easily accessible to all learners. • List of Teaching-Learning Resources
4.4 Digital learning is interactive, mobile-compatible, low-bandwidth accessible and supports flexible participation (For Online) • LMS Screenshots / Portal Access Evidence
5. Learner Support and Guidance 5.1 All Teaching-Learning facilities are accessible to all Trainers and Trainees • Training venue layout, facilities record and their pictures
5.2 Feedback procedures are transparent and accessible to all MTs and CPs. • Feedback/ Evaluation form
5.3 Online helpdesk, chat, and virtual mentoring mechanisms exist. (For Online) • Helpdesk logs and mentorship guidelines (for online)
6. Trainer Qualification and Professional Competence 6.1 Trainers possess relevant academic and professional qualifications and teaching experience • Curriculum Vitae of trainers
6.2 Trainers demonstrate competency in online facilitation and use of digital learning tools (where applicable). • Training Record
7. Assessment and Evaluation 7.1 The program design includes clearly defined assessment strategies and procedures. • Assessment tools/procedures
7.2 Assessment Plan and Methods • Assessment mechanism and record-keeping procedure
8. Monitoring, Review, and Quality Assurance of program 8.1 CPD programs are reviewed regularly and systematically to ensure continuous quality improvement • QA and review mechanism plan
8.2 Learner feedback data are used for program improvement. • Learner Feedback Analysis
9. Database of Trainers and Trainers 9.1 Database system of trainers and trainees are maintained • Registration forms / computer-based data base
• Attendance sheet
9.2 Updated CPD database is available • Website / database in soft and hard copy
10. Financial Stability and Management 10.1 The organization/ institute has an adequate financing mechanism • Statement of annual budget plan
11. Institutional/ Organizational Experience in CPD
(Optional) 		11.1 The organization/ institute has a record of successful engagement in the provision of CPD activities (training/ research/ seminar/ exposure visits) • Program evaluation reports along with relevant document
11.2 The organization has successfully completed CPD activities • Annual Reports
12. Quality of Learning Environment
(Optional for Online) 		12.1 Conducive classrooms are available • Pictorial evidence
12.2 Updated and functional teaching-learning resources like Laboratories, Library and digital equipment are available. • List of facilities and pictures
12.3 For online programs, a reliable and accessible digital learning environment is available. • LMS / Portal Access Evidence
13. Research and Evaluation mechanism
(Optional) 		13.1 The organization/ institute has clearly defined research / evaluation mechanism • Mechanism plan
13.2 The research findings are used for improving the CPD Programs • Improvement plan
Accreditation for Renewal of Service Providers (Programs)

The following standards are for the renewal of the Service Providers (Programs) who were accredited for the first time on provisional period of one year. The service provider who seeks for renewal, must follow all the standards from 1 to 17.

Domain/ Area/ Standards Indicators Sources of evidence
1. Legal Status 1.1 The service provider must be registered/affiliated by any Government approved authority • Valid certificate
1.2 The registration / affiliation must be valid according to length of program • Documentary Proof
1.3 Ownership (sole or proprietorship) • Ownership documents/partnership deed
• CNIC of owner / proprietor / partner(s)
1.4 Building Document / Rent Agreement • Ownership documents of premises or valid rent/lease agreement
2. Governance & Institutional Management 2.1 Governance structures ensure transparency, accountability, and strategic planning. • Organogram
2.2 SP has a recruitment policy for staff • Recruitment policy
2.3 SP has recruited staff • Staff CVs
2.4 (For Online) Institute has a cyber security policy. • Approved Institutional Guidelines for Cyber security
3. Development and Design of CPD Programs 3.1 The specific CPD programs is developed in accordance with the requirements of the specific stakeholders / needs of course participants • Program Design Document / Concept Note
3.2 Programs are based on a systematic need assessment mechanism • Assessment Criteria
3.3 The SP has clearly stated objectives of the Organization • Program Brochure / Prospectus
3.4 Program design reflects online delivery requirements and learner accessibility (For Online) • Online Delivery Plan
3.5 Online learner readiness and digital capacity are assessed before program development • Digital Content Development Guidelines
• Participant Digital Skills Assessment tool
4. Quality of CPD Programs 4.1 The selection procedure for Trainers and Trainees for the programs is as per training need. • MTs and CPs selection criteria
4.2 Training promotes learner-centered, inclusive, and activity-based pedagogy with reflective practice, collaboration, and effective trainer facilitation. • One pager Concept Note of the Program
4.3 The mechanism to provide teaching-learning resources is easily accessible to all learners. • List of Teaching-Learning Resources
4.4 Digital learning is interactive, mobile-compatible, low-bandwidth accessible and supports flexible participation (For Online) • LMS Screenshots / Portal Access Evidence
5. Learner Support and Guidance 5.1 All Teaching-Learning facilities are accessible to all Trainers and Trainees • Training venue layout, facilities record and their pictures
5.2 Feedback procedures are transparent and accessible to all MTs and CPs. • Feedback/ Evaluation form
5.3 Online helpdesk, chat, and virtual mentoring mechanisms exist. (For Online) • Helpdesk logs and mentorship guidelines (for online)
6. Trainer Qualification and Professional Competence 6.1 Trainers possess relevant academic and professional qualifications and teaching experience • Curriculum Vitae of trainers
6.2 Trainers demonstrate competency in online facilitation and use of digital learning tools (where applicable). • Training Record
7. Assessment and Evaluation 7.1 The program design includes clearly defined assessment strategies and procedures. • Assessment tools/procedures
7.2 Assessment Plan and Methods • Assessment mechanism and record-keeping procedure
8. Monitoring, Review, and Quality Assurance of program 8.1 CPD programs are reviewed regularly and systematically to ensure continuous quality improvement • QA and review mechanism plan
8.2 Learner feedback data are used for program improvement. • Learner Feedback Analysis
9. Database of Trainers and Trainers 9.1 Database system of trainers and trainees are maintained • Registration forms / computer-based data base
• Attendance sheet
9.2 Updated CPD database is available • Website / database in soft and hard copy
10. Financial Stability and Management 10.1 The organization/ institute has an adequate financing mechanism • Statement of annual budget plan
11. Institutional/ Organizational Experience in CPD
(Optional) 		11.1 The organization/ institute has a record of successful engagement in the provision of CPD activities (training/ research/ seminar/ exposure visits) • Program evaluation reports along with relevant document
11.2 The organization has successfully completed CPD activities • Annual Reports
12. Quality of Learning Environment
(Optional for Online) 		12.1 Conducive classrooms are available • Pictorial evidence
12.2 Updated and functional teaching-learning resources like Laboratories, Library and digital equipment are available. • List of facilities and pictures
12.3 For online programs, a reliable and accessible digital learning environment is available. • LMS / Portal Access Evidence
13. Research and Evaluation mechanism
(Optional) 		13.1 The organization/ institute has clearly defined research / evaluation mechanism • Mechanism plan
13.2 The research findings are used for improving the CPD Programs • Improvement plan

TEACHER TRAINING MANUAL DEVELOPMENT GUIDELINES

These guidelines apply equally to face-to-face, blended, live virtual, self-paced, MOOC, webinar, recorded, and LMS-based training programs. Where digital delivery is used, institutions shall provide additional evidence related to learner engagement, online assessment, learning analytics, accessibility, technical support, and course completion mechanisms.

1. Purpose

These guidelines are designed to assist institutions, training providers, and manual developers in the preparation of teacher training manuals. These aim to ensure that such manuals are:

  1. Professionally structured.
  2. Pedagogically sound.
  3. Contextually relevant to the Sindh education system, including alignment with updated policies and curriculum frameworks.
  4. Respectful of and aligned with socio-cultural and religious norms and values.
  5. Supported by appropriate and meaningful illustrations.
  6. Designed with activities that are aligned with defined learning outcomes.
  7. Developed with a coherent structure, ensuring logical progression of content and activities in relation to the topic.
  8. Planned with time-bound activities for better implementation.
  9. For online, blended, self-paced, MOOC, webinar, and LMS-based programs, the manual shall also guide digital delivery, learner engagement, assessment, and progress monitoring.
2. Institutional/Service Provider Accreditation as a Mandatory Requirement

STEDA accreditation is a mandatory prerequisite for institutions/service providers seeking certification of teacher training materials/manuals, as required under the STEDA Act, 2012.

3. Structure of a Teacher Training Manual for Face to face/Online/Blended

Each manual must follow a consistent, organized format.

4. Structure and Content of the Teacher Training Manual

Each teacher training manual should include the following sections and requirements:

Section Description / Requirements
Title Page SELD logo, theme/name of the manual, institution name and monogram of STEDA along with the statement: “Reviewed & Certified by Sindh Teacher Education Development Authority (STEDA).
Certificate Place the certificate with the STEDA reviewers name after the title page.
Names Developer(s) name and Institute/SP reviewers’ name
Table of Contents Include a well-organized table of contents with accurate page numbers for all sections, activities, and a complete list of annexures.
Abbreviations/ acronyms List Clearly write down the abbreviations/acronyms if used in the manual.
Introduction/Preface Briefly describe the introduction of the organization, training, including the targeted audience (e.g. ECCE, primary, Elementary, Secondary, Higher Secondary, Educational leaders, or any other level) and the district/region etc.
Training Need Analysis Mention the Training Need Analysis.
Training Mode • Indicate mode of delivery (face-to-face, blended, or online).
• For online programs, specify any minimum digital literacy, device, connectivity, or platform requirements.
Training Duration and Schedule • Specify the total days, sessions per day, and timing. Mention the Credit Hours (If the program exceeds half credit hour).
15 hours are equal to one credit hour as per HEC Policy.
• For self-paced programs, indicate total learning hours, estimated completion time, and recommended learning sequence.
Training Objectives Write the overall goals of the training and expected learning outcomes for each day. The objectives must be SMART.
Agenda of the day Provide a clear agenda at the beginning of each day outlining the sessions and activities planned for that day.
Include session-wise time allocation.
Day Training Plan Each day will be divided into sessions and activities.

• Session title
• Duration
• Learning outcomes of the day
• Material/resources/PPT
• Step-by-step activities
• Recap of the day
• Task for the next day: Reflection of the previous day
• For online programs, each session should specify the delivery mode (live, self-paced, recorded, blended), learner interaction activities, and digital resources.
Assessment and Evaluation Arrange pre- and post-tests and conduct in the training to assess learning of the CP. (It will not be the part of the manual)

Develop observation tools and feedback forms for the training evaluation.
Resources / Reading Materials List all references/citation of all the material used in the manual.
Digital Learning Requirements Platform/LMS information, registration.
• Learner orientation instructions
• Technical support information
• Participation and completion requirements
• Online communication protocols
Glossary Briefly add glossary for the terms used in the manual. (at the end of the manual)
Ensure language is simple and accessible (Urdu/Sindhi/English as applicable).
Annexures • Add all handouts, worksheets, templates etc. Align them with the activities.
• For online programs, include digital activity templates, discussion prompts, LMS instructions, and assessment rubrics where applicable.
4. Structure and Content of the Teacher Training Manual

Each teacher training manual should include the following sections and requirements:

Section Description / Requirements
Title Page SELD logo, theme/name of the manual, institution name and monogram of STEDA along with the statement: "Reviewed & Certified by Sindh Teacher Education Development Authority (STEDA)."
Certificate Place the certificate with the STEDA reviewers' names after the title page.
Names Developer(s) name and Institute/Service Provider reviewers' names.
Table of Contents Include a well-organized table of contents with accurate page numbers for all sections, activities, and a complete list of annexures.
Abbreviations/Acronyms List Clearly write down all abbreviations/acronyms used in the manual.
Introduction/Preface Briefly describe the organization and the training, including the target audience (e.g., ECCE, Primary, Elementary, Secondary, Higher Secondary, Educational Leaders, or any other level) and the district/region.
Training Need Analysis Mention the Training Need Analysis.
Training Mode • Indicate the mode of delivery (Face-to-Face, Blended, or Online).
• For online programs, specify minimum digital literacy, device, connectivity, and platform requirements.
Training Duration and Schedule • Specify the total training days, sessions per day, and timing. Mention the Credit Hours (if the program exceeds half credit hour).
• Fifteen (15) hours are equal to one credit hour as per HEC Policy.
• For self-paced programs, indicate total learning hours, estimated completion time, and recommended learning sequence.
Training Objectives Write the overall goals of the training and expected learning outcomes for each day. The objectives must be SMART.
Agenda of the Day Provide a clear agenda at the beginning of each day outlining the sessions and activities planned for that day.
Include session-wise time allocation.
Day-wise Training Plan Each day should be divided into sessions and activities including:

• Session title
• Duration
• Learning outcomes of the day
• Materials/Resources/PPTs
• Step-by-step activities
• Recap of the day
• Task for the next day / Reflection on the previous day
• For online programs, specify the delivery mode (Live, Self-paced, Recorded, or Blended), learner interaction activities, and digital resources.
Assessment and Evaluation Arrange pre- and post-tests to assess participants' learning (these are not part of the manual).

Develop observation tools and feedback forms for training evaluation.
Resources / Reading Materials List all references and citations of the materials used in the manual.
Digital Learning Requirements • Platform/LMS information and registration process.
• Learner orientation instructions.
• Technical support information.
• Participation and completion requirements.
• Online communication protocols.
Glossary Briefly include a glossary of terms used in the manual (at the end of the manual).
Ensure the language is simple and accessible (Urdu/Sindhi/English, as applicable).
Annexures • Include all handouts, worksheets, templates, etc., aligned with the activities.
• For online programs, include digital activity templates, discussion prompts, LMS instructions, and assessment rubrics, where applicable.
Glossary
Term Definition
Accreditation Period The specific duration for which the accreditation certificate or letter is issued and remains valid.
Accreditation The formal validation or recognition of institutions and/or programs offered by eligible institutions.
Accredited Institution An institution that holds a valid accreditation certificate issued by STEDA.
Accreditor The authorized body responsible for evaluating institutions or programs and granting accreditation (e.g., Sindh Teacher Education Development Authority).
Institute An Institute holds accreditation to provide one year diploma in teacher education.
Mission Statement A statement that defines the purpose, core values, and primary objectives of an organization.
Programs Formal programs of Continuous Professional Development (CPD).
Service Provider An organization that holds accreditation to provide less than one-year teachers professional development programs/certificate course/workshops.
Standards Key specifications or requirements that must be met by an institution seeking accreditation.
Vision Statement A statement that describes what an organization aspires to become in the future.

Appendix 01. Proforma for Registration of Institution / Service Provider

SINDH TEACHER EDUCATION DEVELOPMENT AUTHORITY (STEDA)

APPLICATION FORM FOR INSTITUTIONAL ACCREDITATION
A. INSTITUTION PROFILE
1. Name of Institution / Service Provider:
2. Type of Institution: ☐ Public     ☐ Private     ☐ NGO / INGO
☐ University     ☐ Teacher Training Institute
☐ Other: _________________________________________
3. Registration Number/ID:
4. Registration Authority:
5. Date of Registration:
6. Address:
7. Website:
8. Email:
9. Institute Contact Number:
B. GOVERNANCE & MANAGEMENT
10. Details of CEO/Owner and organization: i: Name: _______________________________________________
ii: Designation: _______________________________________
iii: CNIC #: _________- ____________________ - __
iv: Contact #: _______________________________________
11. Focal Person: Designation: ___________________________________________
Contact #: ____________________________________________
C. TRAINING PROGRAMS
12. Training Programs Offered:
13. Target Audience:
14. Number of Teachers Trained During Last Three Years:
15. Target Audience:
D. FACULTY INFORMATION
16. Total Number of Trainers:
17. Number of Full-Time Trainers:
18. Number of Part-Time Trainers:
19. Highest Qualification of Trainers:
E. INFRASTRUCTURE
20. Number of Training Halls/Classrooms:
21. Seating Capacity:
22. Computer Lab Available: ☐ Yes     ☐ No
23. Internet Facility Available: ☐ Yes     ☐ No
24. Library Available: ☐ Yes     ☐ No
25. Learning Management System (LMS): ☐ Yes     ☐ No
F. QUALITY ASSURANCE
26. Internal Quality Assurance Mechanism:
27. Monitoring and Evaluation System:
28. Feedback System:
G. DOCUMENTS ATTACHED
☐ Registration Certificate      ☐ Affiliation/Recognition Certificate
☐ Organizational Structure      ☐ Faculty CVs
☐ Infrastructure Details      ☐ Financial Sustainability Statement
☐ Quality Assurance Policy      ☐ Previous Training Reports
☐ Self-Assessment Report
DECLARATION

I certify that the information provided is accurate and complete. I understand that STEDA may conduct verification visits and request additional documentation.

Name: ____________________________________________________________________

Designation: ____________________________________________________________________

Signature: __________________________________      Date: ______________________________

Official Stamp:

Appendix 02. Proforma for Training Manual Accreditation

SINDH TEACHER EDUCATION DEVELOPMENT AUTHORITY (STEDA)

APPLICATION FORM FOR MANUAL CERTIFICATION
A. APPLICANT INFORMATION
1. Name of Organization:
2. Organization Type: ☐ Public      ☐ Private
3. Organization Status: ☐ Accredited      ☐ Non-Accredited
4. Head of the Organization: CNIC Number: ____________________ - ____________________ - ____________________
Designation: _______________________________________
Contact Number: ____________________________________
5. Institution Email ID:
6. Institution Address:
7. Focal Person: Designation: _______________________________________
Mobile Number: ____________________________________
Email Address: ____________________________________
8. Executive Body: ☐ Same Organization      ☐ Other: (in case of other implementation organization give details below)

Name: ______________________________________________
Venue: _____________________________________________
Focal Person: ______________________________________
Designation: _______________________________________
Email ID: __________________________________________
Contact No: _______________________________________
B. MANUAL INFORMATION
9. Title of Manual:
10. Target Audience: ☐ ECCE Teachers     ☐ Primary Teachers
☐ Elementary Teachers     ☐ Secondary Teachers
☐ School Leaders     ☐ Other: ______________________
11. Targeted Districts:
12. Training Mode: ☐ Face-to-Face     ☐ Online     ☐ Blended
☐ Hybrid     ☐ Self-Paced     ☐ MOOC
☐ Other: _________________________________________
13. Subject Area:
14. Training Duration: i: Credit Hours: _____________________________________
ii: Number of Training Days: __________________________
iii: Contact Hours: __________________________________
15. Language of Manual: ☐ English     ☐ Urdu     ☐ Sindhi     ☐ Other
C. DEVELOPER INFORMATION
16. Name(s) of Manual Developer(s):
17. Developers Qualification(s):
18. Relevant Experience:
D. DOCUMENTS ATTACHED
19. ☐ Editable Copy of Manual (File name)
☐ Developer Profile(s)
☐ Internal Review Checklist
☐ Service Provider Accreditation Certificate (if already accredited by STEDA)
E. DOCUMENTS ATTACHED
20. ☐ Registration Certificate      ☐ Affiliation/Recognition Certificate
☐ Organizational Structure      ☐ Faculty CVs
☐ Infrastructure Details      ☐ Financial Sustainability Statement
☐ Quality Assurance Policy      ☐ Previous Training Reports
☐ Self-Assessment Report

Name: ____________________________________________________________________

Designation: ____________________________________________________________________

Signature: __________________________________      Date: ______________________________

Official Stamp:

Appendix 03. Institutional Self-Evaluation Checklist for Training Manual Development

The Internal Self-Evaluation Checklist is designed in accordance with the STEDA Manual Development Guidelines 2026 and covers all mandatory requirements for training manual development. It enables manual developers to assess compliance, record observations, and address gaps prior to submission to STEDA, thereby ensuring quality assurance and readiness for external review.

(To be completed by Manual Developers before submission to STEDA)

Manual Title: _________________________________________________

Institution / Service Provider: _________________________________________________

Developer Name(s): _________________________________________________

Date of Internal Review: _________________________________________________

S. No. INDICATOR Yes/No Remarks
A. GENERAL QUALITY STANDARDS
1. Professionally structured according to STEDA Manual Development Guidelines. ☐
2. Pedagogically sound and based on active learning approaches. ☐
3. Content is aligned with identified Training Need Analysis (TNA). ☐
4. Content is relevant to Sindh education context and teacher needs. ☐
6. Content respects socio-cultural and religious values. ☐
7. Language is clear, simple, and easy to understand. ☐
8. Content demonstrates Coherence and progression. ☐
9. Learning outcomes are clearly linked with activities. ☐
10. Activities reflect authentic classroom practices and can be effectively implemented by teachers. ☐
B. MANUAL STRUCTURE & FORMAT
11. Title page contains required logos, monograms, and certification statement. ☐
12. Certificate page is included after title page. ☐
13. Developer(s) and reviewer(s) names are included. ☐
14. Table of contents is complete with correct page numbers. ☐
15. List of abbreviations/acronyms & Glossary is included. ☐
16. Introduction/preface clearly identifies target audience and context. ☐
17. Training Need Analysis is clearly described. ☐
18. Training mode (Face-to-Face/Online/Self-Paced/Hybrid/Blended) is mentioned. ☐
19. Training duration and schedule are specified. ☐
20. Credit hours of the training are mentioned. ☐
21. SMART training objectives are clearly stated. ☐
C. DAILY TRAINING AGENDA AND SESSION PLANNING
22. Agenda of the Day is provided at the beginning of each day. ☐
23. Session-wise time allocation is provided. ☐
24. Each session contains clear learning outcomes. ☐
25. Required materials/resources are identified. ☐
26. Step-by-step training procedures are clearly described and aligned with the learning outcomes and activities. ☐
27. Activities are appropriately time-bound. ☐
D. PEDAGOGICAL QUALITY
28. Active learning strategies are used. ☐
29. Group work and peer collaboration activities are included. ☐
30. Hands-on and minds-on activities are included. ☐
E. CONTENT DEVELOPMENT STANDARDS
31. Content is accurate and based on authentic sources. ☐
32. Copyright requirements have been fulfilled. ☐
33. Authentic References/citations are properly provided. ☐
34. Hyperlinks are provided for digital references where applicable. ☐
35. Examples and case studies are contextually relevant. ☐
36. Videos, images, and other visual content are relevant to the context of Sindh. ☐
37. AI-generated videos and images, where used, accurately represent the Pakistani context and are appropriate for the learning content. ☐
F. INCLUSIVITY & CROSS-CUTTING THEMES (WHERE APPLICABLE)
38. Gender sensitivity is reflected in content and visuals. ☐
39. Diversity and inclusion are addressed. ☐
40. Professional ethics are incorporated. ☐
G. VISUALS & DESIGN
41. Relevant visuals, diagrams, and illustrations are included. ☐
42. Images and graphics are appropriate and culturally acceptable. ☐
43. The manual layout and formatting are clear, well-organized, and user-friendly. ☐
H. ASSESSMENT
44. Pre & Post-test is mentioned in the agenda of the day. (First & Last Day) ☐
45. Assessment activities align with learning outcomes. ☐
I. SUPPORT MATERIAL
46. Handouts are included. ☐
47. Worksheets are included. ☐
J. ONLINE / SELF PACED / HYBRID / BLENDED PROGRAMS (IF APPLICABLE)
48. LMS/platform information is provided. ☐
49. Learner orientation instructions are included. ☐
50. Technical support information is provided. ☐
51. Participation and completion requirements are specified. ☐
52. Guidelines for online communication are clearly outlined. ☐
53. Learner engagement strategies are included (polls, forums, quizzes, etc.). ☐
54. Online assessment and progress monitoring mechanisms are described. ☐
55. Digital accessibility and low-bandwidth considerations are addressed. ☐
56. Mobile-friendly learning experience is considered. ☐
K. FINAL COMPLIANCE CHECK
57. Glossary is included at the end of the manual. ☐
58. References section is complete. ☐
59. Manual follows prescribed font and formatting requirements. ☐
60. Manual has been proofread for language and formatting errors. ☐
61. All STEDA Manual Development Guidelines have been addressed. ☐
62. Internal review has been completed by the institution/service provider. ☐
63. Manual is ready for submission to STEDA. ☐
INTERNAL REVIEW DECISION

Institution/SP’s Internal Reviewer Name(s):

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Designation: ______________________________      Signature: _______________________

Reviewer(s) Comments:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Official Stamp: __________________________      Date: ____________________________

Appendix 04. Review Workshops of Accreditation Framework

(Revised -2026)

Session Focus Venue
Session One: 15-19 Sep-2025 Development of the manual guideline for (CPD) program accreditation STEDA office @ PNSC Building 4th Floor, Karachi.
Session Two: 08-Oct-2025 Review of Accreditation standards for ECCE Diploma STEDA office @ PNSC Building 4th Floor, Karachi.
Session Three: 15-Dec-2025 Reviewing Standards for Accreditation of Institutions and Programs STEDA office @ PNSC Building 4th Floor, Karachi.
Session Four: 16-Feb-2026 Consolidated Review Workshop for Accreditation Framework (Revised-2026) STEDA office @ PNSC Building 4th Floor, Karachi.
The List of Participants for Consultative Workshops
S/N Name Designation Name of Institute/Org
1. Mr. Akhtar Ali shah Controller of examination SBTE Karachi
2. Ms. Uzma Kambhoh Director ECCE SELD
3. Ms. Naheed Wasi CEO IECED
4. Mr. Rabait Ali Bhumbro Director Legal PPP Node
5. Mr. Zaheer Abbas Chang Director PITE
6. Mr. Abdul Razzak Director PPP Node
7. Dr. Khadim Hussain Director/HoD BBSU Liyari
8. Dr. Zulfiqar Ali Behan Additional Director DCAR Sindh
9. Ms. Anila Zafar Khan Deputy Director DETRC Karachi
10. Mr. Nabi Bux Memon Deputy Director DCAR Sindh
11. Dr. Lubna Oad HoD Education Department BBSU
12. Dr. Najmonnisa Khan Professor HoD SZABIST
13. Ms. Fouzia Malik HM/Focal Person Directorate of ECCE & FL
14. Dr. Iffat Rind Education expert ASPIRE RSU
15. Ms. Itrat Fatima Visiting Faculty IECED
16. Ms. Yaseen Mehtab Faculty AKU-IED
17. Ms. Sadaf Raheem Assistant Director SEPC
18. Ms. Tabinda Jabeen Academic (A&T) TRC
19. Dr. Razia Fakir Mohammad Professor/HoD Iqra University
20. Dr. Khurram Khan Professor BBSU Liyari
21. Dr. Shila Devi Associate Professor GECE SF Colony Karachi
22. Dr. Naila Siddiqui Associate Professor University of Karachi
23. Dr. Fouzia Gulab Associate Professor IoBM
24. Dr. Tasneem Anwar Associate Professor AKU-IED
25. Mr. Imtiaz Ali Associate Professor TTIs
26. Mr. Farid -ul-Hassan District Manager ITA
27. Mr. Shahrukh Khan Operation Manager IRIS
28. Mr. Fida Hussain Project Coordinator ITA
29. Mr. Shafique Ahmed Memon Principal GECE (M) Thatta
30. Mr. Muhammad Yousif CPD Specialist SELECT, RSU
31. Mr. Muhammad Amir Regional Director Directorate of Pvt Schools
32. Dr. Safia Urooj Professor & chairperson University of Karachi
33. Sayed Rasool Bux Shah Executive Director STEDA
34. Mr. Noor Ahmed Soormo Director STEDA
35. Mr. Zain-ul-Abidin Laghari Director STEDA
36. Mr. Abdul Ghaffar Saand Director STEDA
37. Mr. Rasheed Ahmed Channa Education Expert STEDA
38. Mr. Muhammad Iqbal Deputy Director STEDA
39. Dr. Perveen Akhter Deputy Director STEDA
40. Ms. Rehana Parveen Deputy Director STEDA
41. Mr. Raheel Manzoor Soomro Deputy Director STEDA
42. Sayed Mazhar Ali Sheerazi Assistant Director STEDA
43. Ms. Aneela Katbar Assistant Director STEDA
44. Dr. Aalumgir shah Assistant Director STEDA
45. Mr. Muhammad Azeem Khoso Assistant Director STEDA
46. Mr. Shakeel Ahmed Khatri Assistant Director STEDA
47. Ms. Sadaf Shaikh Assistant Director STEDA
48. Dr. Muhammad Ali Samo Assistant Director STEDA
49. Mr. Vijay Sharma Assistant Director STEDA
50. Mr. Khalid Hussain Malik Assistant Director STEDA
51. Ms. Nadia Qasim CPD Specialist STEDA, SELECT
52. Mr. Imdad Ullah Soomro Assistant Director STEDA
53. Mr. Umair Shafique Senior Computer Operator STEDA