Accreditation

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Accreditation of Institutions and Programmes

1. Introduction

The Sindh Teacher Education Development Authority (STEDA) is endeavoring to achieve obligations and striving for delivery of services as per its mandate, envisaged in STEDA Act, 2012. In this regard the Authority has developed close relations with various partners (Public and Private). The Right to Play2 (RTP) has been working with the Department of Education and Literacy, Government of Sindh, for the provision of quality education. Quality Education is a multi-dimensional concept and, thereby, needs multiple approaches to ensure quality at various levels, including accreditation of the teacher education institutions and that of the Continuous Professional Development (CPD) programs. With this backdrop, RTP offered technical support to the Sindh Teacher Education Development Authority (STEDA) in order to facilitate the process of peer review of standards and tools related to accreditation. The current document is an outcome of the review process.

This document outlines the accreditation process through documenting the proposed revisions of standards and tools related to the accreditation process.

2. Process adopted in developing the document.

STEDA’s team has been engaged with the development of standards for accreditation of institutions and programs. The team has also developed tools to implement these standards. A rigorous review process was considered important for the finalization of these standards and tools. The review was carried out by relevant experts from both the public and private institutions of teacher education in the field. The list of participating organizations is annexed with this report.

3. STEDA’s Role in Accreditation

The Sindh Teacher Education Development Authority (STEDA)was established through Act No. XVIII of the Sindh Provincial Assembly in 2012. The preamble of the Act states that the raison d'être of STEDA is ‘to manage and regulate the teachers 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 teachers’ 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)

The following box provides some description of the concept of ‘accreditation’.

Box-1
Accreditation – Some Description
National Accreditation Council for Teacher Education (NACTE) describes accreditation as ‘an evaluation process to determine the quality of an institution or program using preset standards’. The standards for accreditation are set through peer review process. The members of peer review forum include faculty members from different accredited institutions and experts in the field. The standards prepared will be applied to the institutions seeking for accreditation. The crux of accreditation is: formal judgment (and recognition of) about the quality of service provider and the quality of service (program offered).

Figure 1: STEDA’s Role as an Accrediting Body

Given the mandate provided through the Act, STEDA is responsible for the matters related to the accreditation of institutions and the new programmes offered by the accredited institutions. The standards for accreditation will be applicable both to public and private institutions. The role of STEDA as an accrediting body is depicted in Fig. 1 below.


3.1 Rationale for Accreditation of Teacher Education Institutions and Programs

Accreditation is closely linked to quality assurance mechanisms. The quality provision of teacher education requires that provider institutions and the programs offered by them are of high quality. Quality assurance needs a framework that provides overall guidance and certain mechanisms. Accreditation provides such a 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 SETDA Act (2012), Teacher 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.
  • The 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 the public and private sector.
  • The operationalization of the standards has been carried out through tools and guidelines.
  • Meeting some standards is mandatory; for example, Standard No.1 (Mission and Vision Statement) and Standard No.2 (Legal Status). If any institute fails to meet the mandatory standards, its application for accreditation will not be entertained.

4. Process – Accreditation of Institutes/ Service Providers

The process of accreditation of service providers will be informed and guided by the ‘Standards for Service Providers’. The overall process of accreditation is mapped through the following exhibit (cf. Table 1).


Table 1: Accreditation of Service Providers (Process)

Steps/ Stage Description Responsibility/ Comments
Expression of Interest (EOI) The interested institution/ service provider expresses their interest through a formal letter to STEDA. Service Provider (SP) will send formal EOI to STEDA. On receiving EOI, STEDA will dispatch the information package (within one week) to SP to help in formal submission of the application for Accreditation.
Submission of formal application The application will accompany important documents to establish credentials. SP will submit a carefully prepared application to STEDA
Review of application A rigorous process of facilitation, support and review in accordance with the documents submitted by the SP. The STEDA team will engage with SP and guide and support them to fulfill the requirements, ask for more information when required and then at the fulfillment of requirements of the application.
Visit of institution seeking accreditation The visit of the SP will be carried out by a committee of External Evaluators comprising of members from public and private institutes of credibility/ repute. The application by SP will be a key reference document for this visit besides some additional interactions and observations. The visit will be scheduled based on mutual consent of SP and STEDA
Accreditation or Resubmission Based on the observations on the documents and visit by the external evaluators, any of the following decisions can be made:
A. Approved for accreditation
B. Approval contingent upon some modifications/adjustments
C. Rejections based on major comments 		The accreditation will be for the period of 3 Years (renewable). SP with resubmission may apply after one year/ 6 months OR any other time period as mutually agreed by external evaluators, STEDA and the institute.
4.1 Accreditation: Duration, Renewal and Reaccreditation

The period of accreditation for a CPD Provider will be 3 years. However, the maintenance of this accreditation during this period will be dependent upon compliance to the standards set by STEDA.

After 3 years of successful accreditation, the SP, if interested, will apply freshly for the accreditation. This will allow STEDA for a comprehensive and fresh review of the institution for accreditation purpose.

4.2 Process-Accreditation of Programmes

Only institutions with valid accreditation can pursue the accreditation of any programme. The process of accreditation is illustrated in Fig. 2.


Figure 2: Course Accreditation Process

The details for each process is given in table 2.

Table 2: Accreditation of Programmes

Steps/ Stage Description Responsibility Comments
Expression of Interest (EOI) EOI is based on identifications of need by STEDA/any other relevant organization STEDA sends out EOI to accredited institutions with the timelines. EOIs may also be initiated by accredited institutions based on their empirical work.
Submission of EOI Proposals will be developed and submitted using standards for Programmes. Accredited institutes will submit their EOI to STEDA within the stipulated time frame. Standards for programmes provide basic framework for proposal submissions.
Review of the EOI The EOI will be scrutinized against the standards for Programmes. STEDA team – may include experts from other organizations. The review team should not have any conflict of interest.
Decision The review may result in any of the following decisions:
A. Approved with or without comments
B. Resubmission
C. Rejection 		STEDA In case of Resubmission, the STEDA will facilitate and provide technical guidance to the SP to fulfill the requirements of the accreditation standards and the SP will resubmit after one year/ 6 months OR any other time period as mutually agreed by external evaluators, STEDA and the institute. In case of rejection the accredited institutions will not resubmit the proposal.
4.3 Standards for Accreditation of Teacher Education Institutes

The Table below provides the standards.

Table 3: Standards for Accreditation of Teacher Education Institutes

Standards Indicators Sources of evidence
1. Vision and Mission Statement
The institute/ organization has clear vision and mission statement aligned with its legal mandate 		1.1 The institute/ organization has stated its vision and mission, aligned with its mandate. Vision Statement
1.2 The contents and aspirations of the vision/ mission statement is clearly observable in stakeholders’ actions – i.e. Teachers, Students, Administration, and Nonteaching Staff, the professional development needs of school teachers, located in the jurisdiction of the TEI, the goal of education as given in the national/provincial education policy and the national commitments made at international forums. Mission Statement
1.3 The vision/ mission statement has been formulated through appropriate consultation with the above mentioned stakeholders Minutes of consultative meetings
1.4 The vision and mission statement is properly displayed and disseminated and all the stakeholders demonstrate the awareness of the vision & mission of the institute Displayed/Disseminated
1.5 The statement is reviewed and updated annually. Statement is reviewed and updated
Minutes of reviewed meeting
2. Legal Status
The institution/ organization has been established through legal process. 		2.1 The institute/ organization is a registered legal entity with the right to conduct Teacher Education through a regulatory competent body. Certification of Incorporation/ Association/ Registration/ Chartered.
2.2 The organization/institution offers or intends to offer Teacher Education as a core programme. Notification of affiliation from examination body.
2.3 Affiliation of Teacher Education Institutes with examination bodies (National/provincial).
2.4 The memorandum of association contains the organization’s capacity to operate as a provider of continuous professional development
3. Profile of Human Resource (HR)
The organization/ institute is equipped with qualified staff, recruited through Formal recruitment Policy. 		3.1 There is a formal recruitment policy for all staff. Recruitment policy
3.2 Recruitment procedures are conducted according to notified Criteria. Notified criteria and procedures / recruitment rules.
3.3 Staff has appropriate qualifications as per required Criteria. Curriculum Vitae of staff.
3.4 All the staff exhibit the awareness of their well-defined roles and responsibilities. • Interviews with the staff
• Job descriptions
3.5 Staff appraisal system is in place and is linked to CPD of its own Staff. Appraisal mechanism
Appraisal reports
3.6 Induction training program of faculty/staff is in place. Training program reports.
3.7 Provision of funds for staff/ faculty development is ensured. • Budget copy
• relevant record
4. Institutional/ Organizational Experience in CPD
The Institution/ organization has experience as CPD provider, especially in the field of education. 		4.1 The organization/ institute has a record of successful engagement in the provision of CPD activities (training/ research/ seminar/ exposure visits) or training over the previous 3 years. Program evaluation reports along with relevant document.
4.2 The organization has successfully completed CPD activities. Annual Reports
4.3 The organization/ institute has external and internal review of CPD programme in place. Program internal/external reports
4.4 The organization/institute has record of carrying out professional need assessment of cooperating schools and inviting their input in CPD programs. Record of communications between schools and TEI.
5. Financial Stability and Management
The organization/ institute maintains transparent, competent, resourceful and strategic management of administrative and financial matters. 		5.1 The organization/ institute has an adequate/ multisource financing mechanism. Financial records/statements.
5.2 The organization/ institute maintains its budget by abiding financial rules and following the standard procedures. Audit report Bank statement Balance sheet.
5.3 A separate and regular budget is allocated for updating and maintaining libraries, laboratory (Science and IT facility) and other support services. Budget Copy Cash book of relevant lab.
5.4 The organization/ institute monitors CPD activities as per Standard Operating Procedures (SOPs). SOPs and Monitoring reports
5.5 A procedure for appeal and complaints is in place and is operational. Complaints/Grievance procedure.
5.6 There is a well-established performance based award system for the staff. Performance based increments/incentives/ awards policy.
5.7 The fund for staff’s welfare plan is in place. Staff welfare policy document EOBI /Pension /Gratuity.
5.8 The annual calendar of organization/ institute is available and disseminated to all stakeholders Copy of Annual Calendar
6. Quality Assurance Mechanism
The organization/ institute has internal and external quality assurance and feedback mechanism to review and update the CPD programmes. 		6.1 A Quality Assurance policy is in place and is shared with all staff. Quality assurance policy.
Interview from staff.
6.2 Quality Assurance Committee is constituted. Notification of QAC.
6.3 The TOR of the QAC are in place. The TOR document.
6.4 There is a mechanism to execute the quality assurance process. Evaluation standards Internal-evaluation reports.
6.5 Self-evaluation is conducted periodically by the organization against set standards. Feedback form Analysis report.
6.6 Mechanism for collecting and analyzing feedback from all stakeholders is in place. Feedback rubrics/ documents received from stakeholders.
6.7 Evidence for using feedback for further improvement is available. Reviewed plan
7. Institutional Development, Operational Plans and Networking
The organization/ institute develops and implements an annual plan which is aligned with its vision and mission, 		7.1 The institution regularly plans and executes development plans. Development Plan Operational Plan(s).
7.2 The development plans have been established through appropriate and professional consultation. Minutes of planning meetings Minutes of management meetings.
7.3 The strategic objectives are reflected in respective operational activities (or action) of the organization Copy of updated plan
7.4 The plans include clear monitoring and evaluation mechanism. Monitoring & evaluation reports.
7.5 Feedback received from monitoring and evaluation of the plans is effectively used to update the development plans on a regular basis. Updated Improvement plans
7.6 Improvement plans include clearly defined, specific, measurable and achievable targets, priorities, tasks, responsibilities, timescales, and success criteria Improvement plans
7.7 Improvement plans are aligned with financial resources. Budget copy
7.8 The institute had developed Linkages with curriculum developers. Memorandums of understanding or any other letters of cooperation for linking CPD with curriculum.
8. Quality of Learning Environment.
The organization/ institute has adequate facilities and learning resources, which promote quality learning environment. 		8.1 Standard classrooms with proper lighting, moveable furniture and ventilation are available Pictorial evidence.
8.2 Updated and functional Laboratoriesare available. Laboratory Stock registers, Time table
8.3 Updated and functional library/digital library is available with standard number of books, journals and other teaching resources Issue Regisgter and Stock Register, Lib. cards, list of library Books, journals, E-books, E-journals, Time table
8.4 Updated computer laboratory with IT facilities is available. Stock register, List of Devices/Accessories Paid bills, Time table
8.5 Institutional and school partnership is in place for real, contextual experiences. Notification regarding practicing school and institutional/ organizational partnership.
8.6 The facilities of organization/ institute reflect inclusiveness and equal opportunities for all. Policy document, Pictorial evidence
8.7 A structured support mechanism is available to learners/ trainees as per their needs Mentoring/ counseling mechanism Learner/ trainees counseling time table.
8.8 Academic supervisors are available to provide individual counseling and academic supervision. List of academic supervisor schedule for counseling Academic supervisors reports on counseling and academic support.
8.9 Variety of learning opportunities such as use of ICT, schools for practicum, quality assignments are integral part of CPD programs Participants work samples.
9. Quality and capacity for designing professional development programmes.
The organization/ institute has a trained staff capable of developing professional development programmes. 		9.1 Adequate capacity of the staff to design and write effective CPD/ teacher education programs. Staff updated CVs/experience record.
9.2 The staff has received relevant training on CPD programmes/ teacher education. Certificate on completion of CPD programme.
9.3 The services of different professionals are availed to support the programmes. List of consultants/ professionals
9.4 The CPD programmes reflect the integration of theory with practice. Standardized/approved Training manuals.
9.5 The institution has a track record of offering successful CPD programmes to the government sector teachers, managers and other staff. Examples of courses designed Impact / evaluation studies of CPD.
9.6 The design of CPD programmes enables learners to be fully engaged in their learning. Pictorial and record of activity charts/ lesson plans.
9.7 Level of satisfaction of learners is ensured in CPD programme Evaluation forms/ Feedback reports.
10. Research, Advocacy and Publication
The organization/ institute has potential for conducting research and disseminating the findings through advocacy and publications among all stakeholders. 		10.1 The organization/ institute has clearly defined policy on research. Research policy Research profile of staff.
10.2 The organization/ institute develops and executes research plan(s). Research plan.
10.3 Appropriate research findings are developed and disseminated among stakeholders. Research reports Dissemination reports.
10.4 The research findings are used for improving the CPD Programmes. Improvement plan.
10.5 The institute/ organization has allocated financial resources for Research study and Publication. Budget copy.
4.4 Standards for Accreditation of Programmes.

Table 4 below provides the standards.

Table 4: Standards for Accreditation of Programmes.

Domain/ Area/ Standards Indicators Sources of evidence
1. Accreditation 1.1 The provider must be accredited by and registered with Sindh Teacher Education & Development Authority (STEDA). Accreditation certificate
Registration reference No..
1.2 The accreditation must be valid according to length of program. Schedule of program.
2. Development and Design of CPD Programmes 2.1 The specific CPD programme is developed in accordance with the requirements of the specific stakeholders. Need Assessment report.
2.2 The structure and content of the training programme observe and meet the requirements regarding format, length, pattern of delivery and desired outcomes. Program Manuals.
2.3 The programme has clearly stated learning objectives and outcomes aligned with teachers professional development standards and school education standards. .
3. Quality of CPD Programmes 3.1 The selection and registration procedures for learners in the training programme are based on the principle of equal opportunities. Participant selection criteria.
3.2 The design and delivery of training programme enables learners to be fully engaged in their learning. i: Work sheets
ii: Assignments tools
iii: Analysis process.
3.3 The programme is designed to achieve learning outcomes.
3.4 The programme is developed based on a proper TNA.
4. Learning Materials and Resources 4.1 The learning material of the CPD programme meets the learners’ needs. Worksheets checklist.
4.2 Materials and resources are provided to support the CPD programme. Supplementary material/ Resources.
4.3 The materials and resources are contextually relevant and easily accessible to all learners in all contexts. .
5. Support for Learners 5.1 Arrangements for access to information regarding procedures, assessment and certification for the programme are accessible to all learners. Advertisement/ Letter to stakeholders/ Flyers/ E-media.
5.2 The planned teaching and learning strategies enable all learners to be fully engaged in learning process. Activity Plan
Activity sheets.
5.3 There is a procedure for tracking and enabling all learners to fully achieve the programme objectives. Monitoring mechanism:
i. Observation sheet
ii. Reflection format
iii. Evaluation form
5.4 A mentoring /counseling process is accessible to all learners. Mentoring &counselling mechanism.
6. Quality and Appropriateness of Trainers 6.1 Qualified and experienced educators are available for ensuring effective delivery of the programme. Curriculum Vitae of trainers (Trainer “profiles”)
Selection Criterion
Notified Selection committee.
6.2 The educators for the CPD programme take part in the review and update. Minutes of review meeting.
7. Assessment of learners. 7.1 The programme design includes assessment strategies and procedures, which enable all learners to demonstrate their learning in variety of ways like in presentations, micro teaching, resource development and at all stages during the process and at the conclusion of the program. Assessment procedures and guidelines
Demonstration procedure.
7.2 Enables learners to be actively engaged in assessment of their performance/ learning outcomes. Lesson plan
Activity sheet.
7.3 The assessment of learners is based on agreed criteria and guidelines. Assessment guideline.
8. Quality Assurance of Programs. 8.1 There is a rigorous and criterion-referenced evaluation procedure in place to systematically assess the effectiveness the programme. Evaluation procedure.
8.2 Evaluation reports are used to improve the quality of the programme design, delivery and outcomes. Evaluation reports Format.
8.3 Regular and systematic reviews of the CPD programmes to ensure quality. Trainer feedback tool for evaluation of the programme.
8.4 Trainers use feedback for improving their professional competency.
9. Database of Participants. 9.1 Database system of trainees is in place and effectively maintained. Registers / computer based data base
Attendance sheet.
9.2 Updated CPD database is available. Website/ database links.
10. Quality of facilities. 10.1 Institution building etc. is based on safety measures. Architectural design/map List of security measures.
The premises/ training room/ location where the training or CPD event is to take place meets the health and safety regulations, and is adequate in terms of size and provision. Pictorial evidence.
11. Linkages/ Participation in Community Development. 11.1 The institution has link and interacts with the general community and community of professionals to mutually support each other to develop and strengthen an equitable society.. Project Documents.
11.2 The institution has developed and offers a well thought out plan of extension projects based on social needs, integration, social/ educational issues of the community, other teachersand educational institutions. Project Documents.
11.3.There are activities in the program whereall stakeholders participate in the planning, leading, managing and implementation of education projects, programs for community development, teacher development, school development, headteachers development (e.g. school community development plans, capacity building of teachers, capacity building of females through education, literacy enhancements). Program Plans, Modules and documents.
11.4 Members of the staff, teacher educators and trainee teachers have active roles in the Community development and outreach projects. Notifications of such project committees, plans and meeting minutes.
11.5 There is evidence that services of different professionals in the community are used to support and improve the programs. Professionals feedback
Revised programs.
5. ACCREDITATION TOOLS

The following tools have been provided in the document:

  • Tool 1: Self-Evaluation for Institutions Seeking Accreditation.
  • Tool 2: Guidelines for Accreditation Application.
  • Tool 3: Evaluation of Accreditation Application.
  • Tool 4: Interview Guide for Head of Institution.
  • Tool 5: Interview Guide for Faculty.
  • Tool 6: Guidelines for Course Accreditation.
  • Tool 7: Evaluation - Course Accreditation.
Tool 1: Self-Evaluation for Institutions Seeking Accreditation

The following self-evaluation tool is for institutions seeking accreditation with STEDA. This will help them to prepare formal application and also understand the key requirements of accreditation.

Self – Evaluation Yes No
Standard 1: Vision and Mission Statement
1.1 The institute/ organization has stated its vision and mission, aligned with its Mandate.
1.2 The contents and aspirations of the vision/ mission statement is clearly observable in stakeholders’ actions – i.e. Teachers, Students, Administration, and Nonteaching Staff and cooperating schools.
1.3 The vision/ mission statement has been formulated through appropriate consultation with the above mentioned stakeholders.
1.4 The vision and mission statement is properly displayed and disseminated.
1.5 The statement is reviewed and updated annually.
Standard 2: Legal Status
2.1 The institute/ organization is a registered legal entity with the right to conduct Teacher Education through a regulatory competent body.
2.2 The organization offers or intends to offer the core programme/s (Teacher Education).
2.3 Affiliation of Teacher Education Institutes with examination bodies (national/ provincial).
2.4 The memorandum of association contains the organization’s capacity to operate as a provider of continuous professional development.
Standard 3: Profile of Human Resource (HR).
3.1 There is a formal recruitment policy for all staff.
3.2 Recruitment procedures are conducted in a transparent manner, following the notified criteria.
3.3 Staff has appropriate qualifications as per required criteria.
3.4 Roles and responsibilities are well defined for all the staff as per recruitment Policy.
3.5 Staff appraisal system is in place and is linked to CPD.
3.6 Induction training programme of faculty is in place.
3.7 Provision of funds for staff/ faculty development is ensured.
Standard 4: Institutional/ organizational experience in CPD.
4.1 The organisational provision of funds for staff/ faculty development is available.
4.2 The organization/ institute has a record of successful engagement in the provision of CPD activities (training/ research/ seminar/ exposure visits) or training over the previous 3 years.
4.3 The organization has successfully completed CPD activities.
4.4 The organization/ institute has external and internal review of CPD programme in place.
Standard 5: Financial Stability and Management
5.1 The organization/ institute maintains its budget by abiding financial rules and following the standard procedures.
5.2 A separate and regular budget is allocated for updating and maintaining libraries, laboratory (Science and IT facility) and other support services.
5.3 The organization/ institute monitors CPD activities as per Standard Operating Procedures (SOPs).
5.4 A procedure for appeal and complaints is in place and is operational
5.5 There is a well-established performance based award system for the staff
5.6 The fund for staff’s welfare plan is in place
5.7 The annual calendar of organization/ institute is available and disseminated to all stakeholders.
Standard 6: Quality Assurance Mechanism
6.1 A quality assurance policy has been in place and shared with all staff.
6.2 There is a workable mechanism to execute the quality assurance process.
6.3 Self-evaluation is conducted periodically by the organization against set Standards.
6.4 Mechanism for collecting and analyzing feedback from all stakeholders is in Place.
6.5 Evidence for using feedback for further improvement is available
Standard 7: Institutional Development and Operational Plans
7.1 The institution regularly plans and executes development plans
7.2 The development plans have been established through appropriate and professional consultation.
7.3 The strategic objectives are reflected in respective operational activities (or action) of the organization.
7.4 The plans include clear monitoring and evaluation mechanism
7.5 Feedback received from monitoring and evaluation of the plans is effectively used to update the development plans on the regular basis.
7.6 Improvement plans include clearly defined, specific, measurable and achievable targets, priorities, tasks, responsibilities, timescales, and success criteria.
7.7 Improvement plans are aligned with financial resources
Standard 8: Quality of Learning Environment
8.1 Standard classrooms with proper lighting, moveable furniture and ventilation are available.
8.2 Updated and functional Laboratories and libraries are effectively maintained.
8.3 Updated library is available with standard number of books, journals and other teaching resources.
8.4 Updated computer laboratory with IT facilities is available
8.5 Institutional and school partnership is in place for real, contextual experiences
8.6 The facilities of organization/ institute reflect inclusiveness and equal opportunities for all.
8.7 A structured support mechanism is available to learners/ trainees as per their Needs.
8.8 Academic supervisors are available to provide individual counseling and academic supervision.
Standard 9: Quality and Capacity for Designing Professional Development Programmes
9.1 Adequate capacity of the staff to design and write effective CPD/ teacher education programmes.
9.2 The staff has received relevant training on CPD programmes/ teacher education.
9.3 The services of different professionals are availed to support the programmes.
9.4 The CPD programmes reflect the integration of theory with practice.
9.5 The institution has a track record of offering successful CPD programmes to the government sector teachers, managers and other staff.
9.6 The design of CPD programmes enables learners to be fully engaged in their Learning.
9.7 Level of satisfaction of learners is ensured in CPD program.
Standard 10: Research, Advocacy and Publication
10.1 The organization/ institute has clearly defined policy on research.
10.2 The organization/ institute develops and executes research plan(s).
10.3 Appropriate research findings are developed and disseminated among stakeholders. The research findings are used for improving the CPD Programmes.
10.4 The institute/ organization has allocated financial resources for Research study and Publication.
Tool 2: Guidelines for Accreditation Application

Any institution seeking for accreditation may apply to the Executive Director, STEDA. The application must demonstrate that the organization satisfactorily meets with the Standards for Service Providers and need to attach documents as evidence of meeting the requirements.

The list of indicative documents includes (but is not limited to):

  • 1. Vision and Mission Statement(s); with evidence of their revisions over the years.
  • 2. Legal Status: Registration/Charter.
  • 3. Recruitment policy and procedures.
  • 4. Curriculum vitae of staff.
  • 5. Institutional appraisal reports/ annual reports.
  • 6. Current programmes.
  • 7. Quality assurance mechanisms: Policy and procedure.
  • 8. Financial records/statements.
  • 9. Impact evaluation studies.
  • 10. Academic support structure for employees and learners.
  • 11. Research: Policy, structures/ mechanisms, publications and resource allocations.
Tool 3: Evaluation of Accreditation Application

The Accreditation Application will be reviewed by independent evaluators measuring match between the evidences provided and the requirements for the accreditation. Each evaluator will mark each standard using the rank from 5 to 1; while 5 indicates high quality evidence meeting the requirements, 1 stands for no evidence or irrelevant evidence.

Domain/ Area Standards Quantitative Evaluation
(5 to 1)		 Comments
1. Vision and Mission Statement
The institute/ organization has clear vision and mission statement aligned with its legal mandate. 		1.1 The institute/ organization has stated its vision and mission, aligned with its mandate.
1.2 The contents and aspirations of the vision/ mission statement is clearly observable in stakeholders’ actions – i.e. Teachers, Students, Administration, and Nonteaching Staff and cooperating schools.
1.3 The vision/ mission statement has been formulated through appropriate consultation with the above mentioned stakeholders
1.4 The vision and mission statement is properly displayed and disseminated.
1.5 The statement is reviewed and updated annually.
2. Legal Status
The institution/ organization has been established through legal process. 		2.1 The institute/ organization is a registered legal entity with the right to conduct Teacher Education through a regulatory competent body.
2.2 The organization/institution offers or intends to offer the core program/s (Teacher Education).
2.3 Affiliation of Teacher Education Institutes with examination bodies (National/provincial).
2.4 The memorandum of association contains the organization’s capacity to operate as a provider of continuous professional development
3. Profile of Human Resource (HR)
The organization/ institute is equipped with qualified staff, recruited through Formal recruitment Policy. 		3.1 There is a formal recruitment policy for all staff.
3.2 Recruitment procedures are conducted in a transparent manner, following the notified criteria.
3.3 Staff has appropriate qualifications as per required Criteria.
3.4 Roles and responsibilities are well defined for all the staff as per recruitment policy.
3.5 Staff appraisal system is in place and is linked to CPD.
3.6 Induction training program of faculty/staff is in place.
3.7 Provision of funds for staff/ faculty development is ensured.
4. Institutional/ Organizational Experience in CPD
The Institution/ organization has experience as CPD provider, especially in the field of education.
4.1 The organization/ Institute has a record of successful enguagement in the provision of CPD activities (Trainings/ Searchs/ Seminars/ Exposure visistes) or Training over the previous 3 years.
4.2 The organization has successfully completed CPD activities.
4.3 The organization/ institute has external and internal review of CPD programme in place.
5. Financial Stability and Management
The organization/ institute maintains transparent, competent, resourceful and strategic management of administrative and financial matters. 		5.1 The organization/ institute has an adequate/ multisource financing mechanism.
5.2 The organization/ institute maintains its budget by abiding financial rules and following the standard procedures.
5.3 A separate and regular budget is allocated for updating and maintaining libraries, laboratory (Science and IT facility) and other support services.
5.4 The organization/ institute monitors CPD activities as per Standard Operating Procedures (SOPs).
5.5 A procedure for appeal and complaints is in place and is operational.
5.6 There is a well-established performance based award system for the staff.
5.7 The fund for staff’s welfare plan is in place.
5.8 The annual calendar of organization/ institute is available and disseminated to all stakeholders
6. Quality Assurance Mechanism
The organization/ institute has internal and external quality assurance and feedback mechanism to review and update the CPD programmes. 		6.1 A Quality Assurance policy is in place and is shared with all staff.
6.2 There is workable mechanism to execute the Quality Assurance process.
6.3 Self-evaluation is conducted periodically by the organization against set standards.
6.4 Mechanism for collecting and analyzing feedback from all stakeholders is in place.
6.5 Evidence for using feedback for further improvement is available.
7. Institutional Development, Operational Plans
The organization/ institute develops and implements an annual plan which is aligned with its vision and mission, 		7.1 The institution regularly plans and executes development plans.
7.2 The development plans have been established through appropriate and professional consultation.
7.3 The strategic objectives are reflected in respective operational activities (or action) of the organization
7.4 The plans include clear monitoring and evaluation mechanism.
7.5 Feedback received from monitoring and evaluation of the plans is effectively used to update the development plans on the regular basis.
7.6 Improvement plans include clearly defined, specific, measurable and achievable targets, priorities, tasks, responsibilities, timescales, and success criteria
7.7 Improvement plans are aligned with financial resources.
8. Quality of Learning Environment.
The organization/ institute has adequate facilities and learning resources, which promote quality learning environment. 		8.1 Standard classrooms with proper lighting, moveable furniture and ventilation are available
8.2 Updated and functional Laboratories and Libraries are available.
8.3 Updated and functional library/digital library is available with standard number of books, journals and other teaching resources
8.4 Updated computer laboratory with IT facilities is available.
8.5 Institutional and school partnership is in place for real, contextual experiences.
8.6 The facilities of organization/ institute reflect inclusiveness and equal opportunities for all.
8.7 A structured support mechanism is available to learners/ trainees as per their needs
8.8 Academic supervisors are available to provide individual counseling and academic supervision.
8.9 Variety of learning opportunities such as use of ICT, schools for practicum, quality assignments are integral part of CPD programs
9. Quality and capacity for designing professional development programmes.
The organization/ institute has a trained staff capable of developing professional development programmes. 		9.1 Adequate capacity of the staff to design and write effective CPD/ teacher education programs.
9.2 The staff has received relevant training on CPD programmes/ teacher education.
9.3 The services of different professionals are availed to support the programmes.
9.4 The CPD programmes reflect the integration of theory with practice.
9.5 The institution has a track record of offering successful CPD programmes to the government sector teachers, managers and other staff.
9.6 The design of CPD programmes enables learners to be fully engaged in their learning.
9.7 Level of satisfaction of learners is ensured in CPD programme
10. Research, Advocacy and Publication
The organization/ institute has potential for conducting research and disseminating the findings through advocacy and publications among all stakeholders. 		10.1 The organization/ institute has clearly defined policy on research.
10.2 The organization/ institute develops and executes research plan(s).
10.3 Appropriate research findings are developed and disseminated among stakeholders.
10.4 The research findings are used for improving the CPD Programmes.
10.5 The institute/ organization has allocated financial resources for Research study and Publication.
Tool 4: Interview Guide for Head of Institution

This tool indicates some broad questions to external evaluators who are performing visit of the institution which has applied for accreditation. The overall purpose is to cross validate the accreditation application and seek clarifications (where needed) through face to face interaction/ conversation.

  • 1. How do you translate the institution’s vision?
  • 2. What kind of professional development opportunities you offer to your faculty members?
  • 3. How do you maintain the record of CPD activities?
  • 4. What kind of facilities do you offer to faculty members and students?
  • 5. How do you ensure financial stability and transparency?
  • 6. Briefly tell about your Quality Assurance mechanisms?
  • 7. How do you ensure monitoring of academic and non-academic activities?
  • 8. What steps you have taken to improve learning environment of your organization?
  • 9. What kinds of opportunities are available for faculty members to execute research and publication?
Tool 5: Interview Guide for Faculty.

This tool indicates some broad questions to external evaluators who are performing visit of the institution which has applied for accreditation. The overall purpose is to cross validate the accreditation application and seek clarifications (where needed) through face to face interaction/ conversation.

  • 1. How do you transform your institution’s vision into teaching/leaning?
  • 2. What kind of professional development opportunities are offered to you?
  • 3. Are these professional development opportunities linked to your professional need?
  • 4. How does the organization support you in implementing your goals into classroom?
  • 5. How do you ensure the quality of teaching and learning process?
  • 6. What kind of financial incentives do you avail in the organization?
  • 7. What motivates you to remain in the organization?
  • 8. How do you ensure the monitoring of academic activities?
  • 9. What steps have you taken to improve the learning environment of your organization?
  • 10. What kinds of opportunities are available for executing research?
Tool 6: Guidelines for Course Accreditation.

An accredited institution needs to apply to the Executive Director, STEDA, for any new course offering. The application must demonstrate that the proposed course meets the Standards available/ set for the CPD programmes. For such purpose, the application must have attached relevant documents as evidence of meeting the requirements.

The list of indicative documents includes (but, is not limited to):

  • 1. Accreditation certificate?
  • 2. The intended outcomes of the programme/ learning objectives.
  • 3. Participant selection procedures.
  • 4. Programme design/layout.
  • 5. Learning materials.
  • 6. Participant/learner information.
  • 7. Assessment and learner tracking procedures.
  • 8. Learning support: Mentoring and counseling guidance arrangements.
  • 9. Curriculum vitae of trainers/ profiles of trainers.
  • 10. Evaluation procedure/system.
  • 11. QA mechanisms.
  • 12. Arrangements details on safety and security.
Tool 7: Evaluation of Accreditation Application.

The Accreditation Application will be reviewed by independent evaluators measuring match between the evidences provided and the requirements of the accreditation. Each evaluator will mark each standard using the rank from 5 to 1; while 5 indicates high quality evidence meeting the requirement, 1 stands for no evidence or irrelevant evidence.

Domain/ Area Standards Quantitative Evaluation
(5 to 1)		 Comments
1. Vision and Mission Statement
The institute/ organization has clear vision and mission statement aligned with its legal mandate. 		1.1 The institute/ organization has stated its vision and mission, aligned with its mandate.
1.2 The contents and aspirations of the vision/ mission statement is clearly observable in stakeholders’ actions – i.e. Teachers, Students, Administration, and Nonteaching Staff, the professional development needs of school teachers, located in the jurisdiction of the TEI, the goal of education as given in the national/provincial education policy and the national commitments made at international forums.
1.3 The vision/ mission statement has been formulated through appropriate consultation with the above mentioned stakeholders
1.4 The vision and mission statement is properly displayed and disseminated and all the stakeholders demonstrate the awareness of the vision & mission of the institute
1.5 The statement is reviewed and updated annually.
2. Legal Status
The institution/ organization has been established through legal process. 		2.1 The institute/ organization is a registered legal entity with the right to conduct Teacher Education through a regulatory competent body.
2.2 The organization/institution offers or intends to offer Teacher Education as a core programme.
2.3 Affiliation of Teacher Education Institutes with examination bodies (National/provincial).
2.4 The memorandum of association contains the organization’s capacity to operate as a provider of continuous professional development
3. Profile of Human Resource (HR)
The organization/ institute is equipped with qualified staff, recruited through Formal recruitment Policy. 		3.1 There is a formal recruitment policy for all staff.
3.2 Recruitment procedures are conducted according to notified Criteria.
3.3 Staff has appropriate qualifications as per required Criteria.
3.4 All the staff exhibit the awareness of their well-defined roles and responsibilities.
3.5 Staff appraisal system is in place and is linked to CPD of its own Staff.
3.6 Induction training program of faculty/staff is in place.
3.7 Provision of funds for staff/ faculty development is ensured.
4. Institutional/ Organizational Experience in CPD
The Institution/ organization has experience as CPD provider, especially in the field of education.
4.2 The organization has successfully completed CPD activities.
4.3 The organization/ institute has external and internal review of CPD programme in place.
4.4 The organization/institute has record of carrying out professional need assessment of cooperating schools and inviting their input in CPD programs.
5. Financial Stability and Management
The organization/ institute maintains transparent, competent, resourceful and strategic management of administrative and financial matters. 		5.1 The organization/ institute has an adequate/ multisource financing mechanism.
5.2 The organization/ institute maintains its budget by abiding financial rules and following the standard procedures.
5.3 A separate and regular budget is allocated for updating and maintaining libraries, laboratory (Science and IT facility) and other support services.
5.4 The organization/ institute monitors CPD activities as per Standard Operating Procedures (SOPs).
5.5 A procedure for appeal and complaints is in place and is operational.
5.6 There is a well-established performance based award system for the staff.
5.7 The fund for staff’s welfare plan is in place.
5.8 The annual calendar of organization/ institute is available and disseminated to all stakeholders
6. Quality Assurance Mechanism
The organization/ institute has internal and external quality assurance and feedback mechanism to review and update the CPD programmes. 		6.1 A Quality Assurance policy is in place and is shared with all staff.
6.2 Quality Assurance Committee is constituted.
6.3 The TOR of the QAC are in place.
6.4 There is a mechanism to execute the quality assurance process.
6.5 Self-evaluation is conducted periodically by the organization against set standards.
6.6 Mechanism for collecting and analyzing feedback from all stakeholders is in place.
6.7 Evidence for using feedback for further improvement is available.
7. Institutional Development, Operational Plans and Networking
The organization/ institute develops and implements an annual plan which is aligned with its vision and mission, 		7.1 The institution regularly plans and executes development plans.
7.2 The development plans have been established through appropriate and professional consultation.
7.3 The strategic objectives are reflected in respective operational activities (or action) of the organization
7.4 The plans include clear monitoring and evaluation mechanism.
7.5 Feedback received from monitoring and evaluation of the plans is effectively used to update the development plans on a regular basis.
7.6 Improvement plans include clearly defined, specific, measurable and achievable targets, priorities, tasks, responsibilities, timescales, and success criteria
7.7 Improvement plans are aligned with financial resources.
7.8 The institute had developed Linkages with curriculum developers.
8. Quality of Learning Environment.
The organization/ institute has adequate facilities and learning resources, which promote quality learning environment. 		8.1 Standard classrooms with proper lighting, moveable furniture and ventilation are available
8.2 Updated and functional Laboratoriesare available.
8.3 Updated and functional library/digital library is available with standard number of books, journals and other teaching resources
8.4 Updated computer laboratory with IT facilities is available.
8.5 Institutional and school partnership is in place for real, contextual experiences.
8.6 The facilities of organization/ institute reflect inclusiveness and equal opportunities for all.
8.7 A structured support mechanism is available to learners/ trainees as per their needs
8.8 Academic supervisors are available to provide individual counseling and academic supervision.
8.9 Variety of learning opportunities such as use of ICT, schools for practicum, quality assignments are integral part of CPD programs
9. Quality and capacity for designing professional development programmes.
The organization/ institute has a trained staff capable of developing professional development programmes. 		9.1 Adequate capacity of the staff to design and write effective CPD/ teacher education programs.
9.2 The staff has received relevant training on CPD programmes/ teacher education.
9.3 The services of different professionals are availed to support the programmes.
9.4 The CPD programmes reflect the integration of theory with practice.
9.5 The institution has a track record of offering successful CPD programmes to the government sector teachers, managers and other staff.
9.6 The design of CPD programmes enables learners to be fully engaged in their learning.
9.7 Level of satisfaction of learners is ensured in CPD programme
10. Research, Advocacy and Publication
The organization/ institute has potential for conducting research and disseminating the findings through advocacy and publications among all stakeholders. 		10.1 The organization/ institute has clearly defined policy on research.
10.2 The organization/ institute develops and executes research plan(s).
10.3 Appropriate research findings are developed and disseminated among stakeholders.
10.4 The research findings are used for improving the CPD Programmes.
10.5 The institute/ organization has allocated financial resources for Research study and Publication.